Modern society has increasingly distanced children from nature by prioritizing structured activities, productivity, and screen time over unstructured natural play. Children are ensnared in a cycle of organized sports, homework, and technology, which leaves them little free time to spend in nature. Data shows that from 1981 to 1997, time spent by children in organized sports increased by 27% and study time by 20%. Moreover, children between 8 and 18 spend an average of six and a half hours a day plugged-in electronically. This indicates a significant cultural shift in how “valuable time” is perceived, often diminishing the importance of unstructured time in nature.

Parents feel compelled to enroll their children in a multitude of structured activities, often influenced by future college admissions and career opportunities. Kenneth R. Ginsburg captures this sentiment, saying, “Even parents who wish to take a lower-key approach to child rearing fear slowing down when they perceive everyone else is on the fast track” (120). This has led to what high school biology teacher Tonia Berman calls “Superchild syndrome,” where overwhelmed teenagers juggle a myriad of responsibilities to the point of emotional and mental collapse. Unstructured time in nature should not be viewed as leisure but as crucial for children’s health and well-being, and part of a balanced approach to child-rearing that nurtures both discipline and creativity.