NATURE-DEFICIT DISORDER IN

MODERN CITIES
ANOUSHEH.S M. NIKKHOU & AZIME TEZER

Urban and Regional Planning Department, Faculty of Architecture,

Istanbul Technical University (ITU), Istanbul, Turkey
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CONTENT
1. INTRODUCTION
2. CHILDREN AS CITIZES
2.1. THE CONCEPT OF URBAN HEALTH AND WELL-BEING
2.2. CHILDREN’S ECOLOGICAL BEHAVIOUR
3. IMPORTANCE OF EDUCATIONAL LAND-USES IN CITIES
3.1. PHYSICAL FEATURES OF EDUCATIONAL FACILITIES
4. CASE STUDY
4.1. PHYSICAL CHARACTERISTICS
4.2.DATA COLLECTION
5. RESULTS
6. CONCLUSION
REFERENCES
1.INTRODUCTION

Figure 1. Rural environment [1]

Humans are used to live in natural and rural environments for thousand of years. In these
kind of places lifestyle is more nature-connected and active and they spend most of their
day-time out of homes.
 Regarding the UN report in 2018, 55% of the world
population are living in urban area and this number
will rise to 68% by 2050 (figure 2).

Figure 2. World urban and rural population [2]

Figure 3. Urbanization growth [3]
 Growth of urbanization has serious impacts on health
and well-being.

High-density urban areas with minimum green open

spaces and lots of high-rise buildings made an huge
shift on people’s lifestyle.

Sedimentary lifestyle  Physical and Mental disorders

Figure 4. High-dense urban area [4]

 • IF EDUCATIONAL FACILITIES HAVE DAILY OPPORTUNITIES FOR STUDENTS TO HAVE
NATURE CONNECTION, IT WILL REDUCE THE SYMPTOMS OF NATURE-DEFICIT DISORDER
AND IMPROVE CHILDREN'S WELL-BEING.
HYPOTHESIS

• HOW TO PROTECT URBANIST CHILDREN FROM NDD?

RESEARCH
QUESTION

• INTERVIEW WITH PRIMARY SCHOOL STUDENTS & TEACERS

METHOD

Figure 5. Research process

Children need to play freely in open spaces as a daily
activity to improve their cognitive and social skills and For the first time in
also physical abilities [5]. the book “ Last Child
in the Woods”
Richard Louv talked
about the concept
“Nature-Deficit
Disorder” (NDD).
Which is a group of
physical and mental
symptoms related to
lack of nature-
connection in
childhood [5].
Figure 6. playing freely in a natural places [6]

Figure 7. The book “ Last Child in

the Woods” by Richard Louv
 NATURE-
DEFICIT
DISORDER
(NDD) NDD do not have a scientific definition, but
it is a group of physical and mental
PHYSICAL MENTAL symptoms which are results of lack of nature
SYMPTOMS SYMPTOMS connection [5].

-OBESITY
-CARDIO DISORDERS -COGNITIVE DISORDERS
-BONE AND SKELETAL -HYPER ACTIVITY
DISORDERS -ATTENTION DISORDERS

Figure 7. Nature-Deficit Disorder symptoms [6]

2. CHILREN AS CITIZENS
Regarding the UN population
report in 2019, a quarter of the
world population are under age 14
[7].
This significant number shows that
children are one of the main group
of citizens which have to be
considered in planning.

Figure 9. World population by age, UN [7]

Children are future decision-makers and planners who
will shape societies and cities [8]
Figure 10. children are future decisionmakers [9]
Urbanized children spend the main time of their day in
educational environments, so educators and teachers
have a critical role in their growth process. Regarding
this fact in this study, primary schools have chosen as
a tool to protect children from NDD.
Figure 11. picture of a primary classroom [10]
2.1. The Concept of Urban Health and Well-being
Rapid growth of urbanization made cities the main
living environment of humans.
Communities and physical feature of places became SOCIAL
ENVIRONMENT
critical. -EMPLOYMENT
-EDUCATION
-ECONOMY
URBAN
-SOCIAL SERVICES
URBAN RESOURCES
INFRUSTRUCTURE
HEALTH

Urban health refers to a group of social and physical

features which are affected by urban infrastructure. PHYSICAL
ENVIRONMENT
Urbanization have impacts on level of happiness, life
satisfaction and quality of life. These elements -AIR POLUTION
-NOISE POLUTION
measure well-being in urban environments [11]. -HOUSING
-TRANSPORTATION
-ACCESIBLITY TO
GREEN OPEN SPACES

Figure 12. Elements of Urban Health [11]

2.2. CHILDREN’S ECOLOGICAL BEHAVIOUR
In this study, primary schools have been selected as
an urban facility. Children between ages 4-14
spend most of their time inside schools with other
children and teachers. This social network have
significant impacts on children’s cognitive and
social growth [12],[13].
Physical environment of primary school is critical.
It is necessary to have access to open spaces and
having at least green views from class room [5].

Studies show, children learn ecological behaviors

in schools and in interactions with teachers and
other students and these impacts are more efficient
than parents behaviors [15].
Figure 13. Children’s ecological behavior [14]

Children who spend more time in natural environments will

feel responsibility about their environments and they have
more chance to be environmentalist and naturalist adults [13].
 Istanbul University project which have done 2019 in 3 districts of Istanbul by
using 3 modules; Natural activities, City-based activities and Social activities. In
this project impacts of nature connection on young children (7-8-year-old) have
studied and showed participated children had significant positive changes in their
behaviors and learning abilities [16].

Figure14. Example of student’s activates in Figure 15. Example of student’s activates in Istanbul
Istanbul University project. University project.
 Group activities in natural environments improve children’s self-
confidence and also teach them scientific topics by practical methods [16].

Figure16. Example of student’s activates in

Istanbul University project.

Figure17. Example of student’s activates in

Istanbul University project.
3. IMPORTANCE OF EDUCATIONAL LAND-USE IN CITIES
In educational land-use it is critical to have walkable Having daily connection with nature will boost learning process
access to open green spaces from school [16]. and also is a high sufficient refreshing method for children, this
connection could be just a green view from class room [5].

Service
facilities

Educational
laned-use

Housing
zone

Strong connection
Open-
green medium connection
Commercial
zone spaces weak connection

Figure18.Connection level between different land-uses [16].

 Urban life style requires lots of time in built environments and
inside buildings, so it is necessary to have walkable access to
open-green spaces from any built spaces to support citizens’
well-being inside urban areas [16].

In figure 18, different types of accessibility to open green

specs in urban environments have shown, which is suggested
by UNESCO in 2018 [19].

Figure19. Types of access to green spaces in urban environments [19].

3.1. PHYSICAL FEATURES OF EDUCATIONAL FACILITIES
Physical characteristics of a school in not only about
the building, but also it includes all process and
activates that students have to do from home to
school and school to home. Way to school have to be
provided for walking, biking, it is not only about
transportation, but also will help physical and mental
health of students.

Figure20. Physical characteristics of educational facilities [20].

4. CASE STUDY
In this study, the focus is on the location of
educational facilities and accessibility to urban open
green spaces, so the peripheral part of Nour county
has chosen. The city “Chamestan” is located in Nour
county in north Alborz foothills which have suitable
accessibility to natural areas and most of the city is
green.

Figure 21. Location of study area in Mazandaran province [21].

Figure 22. Nour county location and neighbours [21].
4.1. PHYSICAL CHARACTERISTICS

Approximately 30 percent of the Nour city is covers

by Hyrcanian forest, which is the biggest northern
forest in Iran.

Figure 21. Nour city physical characteristic.

4.2. DATA COLLECTION
In-dept interviews have done in three main zones Interviews have done in primary schools to found
which have shown in Figure 21. out impacts of nature-connection on student’s well-
being and quality of learning.

Figure 23. Primary school in rural zone. Figure 24. Primary school in urban zone.
25 primary school students
(6-12-year-old) A. Observations
Have interviewed about: B. Current situation
C. Future planes
16 primary school teaches
 5. RESULTS
Inside primary schools in all three zones of study,
students have same problems about natural elements
in school-yards. The yards are asphalt surfaced open
space which are used as entrance and space for
PRIMARY SCHOOLS morning speeches.

In sub-urban zone and rural zone situation is better

than urban zone. Students have accessible green
spaces in their neighborhoods which can be used
after school time.

Figure 25. Chamestan (sub-urban zone) land-use plan [21].

6. CONCTUSION
Children under age 14 as a
quarter of urban population are
significant portion of citizens, so
they have to be considered in
urban planning. In this study
educational tool have selected as
the most effective places on
children health and well-being.
The study have done in Nour
county in Mazandaran province,
Iran. This green province have
lots of opportunities for children
to have nature connection.
Figure 26. Part of Hyrcanian forest in Nour county [22].
Literature studies proved that spending time in nature Primary schools and educators have critical rules in
and having opportunity to play freely with other kids children’s growth process, so planners and decision
in nature will improve general health quality and makers have to consider young children and their
growth process [5],[13]. needs in land-use and city planning.

Figure 27. Participating children in urban planning [23]

REFERENCES
[1] archaeologyeurope.blogs.Lincoln.ac.uk, “community archaeology in rural environment”
[2] UN, “68% of the world population projected to live in urban areas by 2050, says UN.” United Nations- Department of
Economic and Social Affairs, New York, 2018.
[3] K. Dennehy, “Global urban growth typified by suburbs, not sky crafts.”, phys.org, Yale University, December 2019.
[4] J. Friedman “What is urbanization and what are the positive and negative effects?”, conservation institute, April 2018,
www.conservationinstittute.org/what-is-urbanization/
[5] R. Louv, Last Child in the Woods, 2005.
[6] J.Frost, J. A. Sutterby, “Our proud heritage: outdoor play is essential to whole children development”, naeyc.org, vol.72, no.3,
July 2017.
[7] UN, “World population prospects 2019” United Nations, Department or Economic and Social Affairs, 2019.
[8] C. Holden and N. Clough, “Children as Citizens: Education for participation.” J. Kingsley, 1998.
[9] timeout.com/Sydney/kids/how-cities-work/
[10] arel.k12.tr/en/primaryschool/
[11] S. Galea and D. Vlahov, “Handbook of Urban Health, Boston: Springer,2005.
[12] F. G. Kaiser, M. Ranney and T. A. P. Harting, “Ecological behavior, Environmental Atittude, and Feeling Responsibility for
the Environment.”, European psychologist, PP.59-74,1999.
[13] R. M. Pyle, “The Thunder Tree: Lessons from an Urban Wildland”, 1993.
[14] Rawpixel/istock, kindercare.com
[15] G. W. evans, G. Braouchle, A. Haq, R. Stecker, K. Wong and E. Shapiro, “Young Children’s Ecological Atittudes and
Behaviors.”, Enviroment and Behavior, pp.635-659, 2007.
[16] C. Stephen and S. Satterthawait, 2007.
http://doi.org/10.1016/B978-0123960-5.00406-8.
[17] North Carolina State University, “Benefits of connecting children with nature: Why naturalize outdoor learning
environments?”, Natural Learning Iniative, 2012.
[18] J. Flacke and H. Kockler, “Spatial Urban Health Quality Indicators- a Framework-based Approach Supporting Spatial
Decision Making.” WIT Transaction an Ecology and The Environment, vol.193, 2015.
[19] A. Russo, G. T. Girella, “Modern Compact Cities; How Much Greenery Do WE Need?”, International Journal of
Environmental Research and Public Health, vol.15, 2018.
[20] American Fitness Index, “ The Path to Culture of Health: The policy, Systems and Environmental Change Approach for
Community-based Physical Activity.”, www.americanfitnessindex.org.
[21] Management and Planning Organization of Mazandaran Province, 2011.
[22] itourism.com/place/lavij-forest/
[23]planning.org/blog/blogpost/9107190/
[24] https://www.pngfuel.com/free-png/gqumf
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