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We encourage adults to recognize children's self-initiated play and exploratory behavior in the natural world as important and influential interactions for their EID. We use the word "spontaneous" to describe these activities, because they occur without planning on the part of the adult or child. They are spurred by a child's interests and the environment itself. For young children, outdoor play in natural settings increases the variety of play behaviors (Zamani, 2016), as well as supports imaginative play and prosocial behaviors (Dowdell et al., 2011). Outdoor play also exposes children to new risks and unpredictable environments, allowing them to experience success and failure and to develop self-regulation strategies (Bento & Dias, 2017).

We observed children climbing, engaging in imaginative play, and playing with sticks in both our and . The nature of play and the relative skills of the children differed between and within cohorts at times. Nevertheless, children repeatedly sought out and engaged in these activities across contexts.

About the Activities

These activities may seem cute and commonplace from viewpoint of adults bystanders, but our research methods provide us unique insight into the perspective of a child. Below, we are providing several videos from the vantage of children, ages 4-5, with wearable cameras on their foreheads. Through these videos, we see how truly physically and mentally challenging an activity like climbing a tree may be for a child. We hear how a child's imaginative self-talk transforms an unfamiliar thicket into their own "house" complete with "doors." We see how sticks become tools of imagination and exploration, giving children greater confidence to explore their environment.

Adults can encourage these activities by providing the space and time for these activities to take place. Longer periods of uninterrupted play time in natural settings allow children to engage in more meaningful ways with the environment, providing an "opportunity to get lost in their play" (Kiewra & Veselack, 2016, p. 89). Adults should play a supportive role, rather than a directive role, in these settings. With a supportive, but unobtrusive presence, adults can monitor outdoor activities without disrupting play behaviors (Kiewra & Veselack, 2016). Adults, of course, can participate in these play behaviors at the request or invitation of children.

Climbing in Nature

Children often seek out high places to gain a heightened view of the world (Green, 2018). Meeting the challenge of climbing a tall tree, a steep hill, a giant rock, provides children with feelings of strength and confidence. When facing these challenges, children may also navigate difficult emotional experiences, learning how to regulate feelings of stress or discomfort. This activity allows children to demonstrate and develop greater spatial autonomy. They gain environmental competencies, both as they gain physical skills of climbing and as they learn how to read and test different objects and substrates in the environment.

Imaginative Play

Imaginative play, pretend play, symbolic play and dramatic play: all these terms refer to the use of imagination or role-playing in children's play activities. Natural environments can inspire children's imaginations to a greater degree than built environments like playrooms and playgrounds (Kiewra & Veselack, 2016; Zamani, 2016). Natural environments provide open-ended materials (leaves, rocks, sticks) that children can repurpose into anything they imagine (Kiewra & Veselack, 2016). Children can achieve greater spatial autonomy through imaginary scenarios and roleplaying that allow them to explore and enjoy the environment in new ways (Green, 2018).

Stick Play

Sticks and other "loose objects" found in the natural world inspire creativity and encourage immersive play behaviors (Kiewra & Veselack, 2016; Zamani, 2016; Storli et al., 2020). In our research, children used sticks as sword and guns, as wands and walking sticks, and as tools for exploring and manipulating the environment. Sticks often inspired pretend or imaginary behavior. We found that playing with or holding sticks encouraged children to practice greater spatial autonomy. Using sticks as tool to manipulate the environment may also build environmental competencies, as children gain a greater understanding of the materials, substrates and physics of their environment.