Kids Who Play Outside vs. iPad-Dominated Kids: Thoughts from a Harvard Graduate
About Lydia Mackie:
Lydia Mackie is an early childhood expert with a master’s degree from the Harvard Graduate School of Education. With over seven years of global classroom experience from Istanbul to Washington, D.C., she works with diverse learners across unique backgrounds and developmental needs. Her specialties include nature-based learning, behavioral and language development, and neurodivergency support. As a verified coach on MissPoppins, Mackie combines scientific rigor with compassion to guide families toward balanced growth and real connection.
Ditch the Screens and Let Kids be Kids
This is the first generation of kids who are more tuned to iPads than people. Unlike previous generations who used technology as an added supplement to their cognitive development, this new generation of children seems to be lacking in naturalistic capabilities and executive functioning. Recent media coverage echoes what educators are seeing:
Observations made by Harvard demonstrate that stimulation offers “impoverished” stimulation for growing humans who are developing their neural connections.
The article also emphasizes the importance of boredom. “Boredome is the place in which creativity and imagination happen” says Rich, director of the Center on Media and Child Health at Boston Children’s Hospital, associate professor of pediatrics at HMS, and associate professor of social and behavioral sciences at the Harvard T.H. Chan School of Public Health.
There should be a unique menu of unstructured play, outdoor exploration and real-world social bonding as foundational to healthy growth.
One of the most obvious changes has been the shift from outdoor play to indoor time. Kids just aren’t going outside anymore. What was once seen as simple “play time” is now a crucial part of early childhood development to adapt into the real world around them.
What Happens When Kids Go Outside
One of the strongest observations Lydia made early in her teaching career was that children changed the moment they stepped outdoors.
“I noticed that behavior was a lot better when I was outdoors and that children were just eager to get outside to learn.”
Indoors, many struggled with sensory overload, hyperactivity, attention issues or emotional volatility. But outside, the pressure drops. Movement is natural. Noise is less confined. Expectations loosen.
“They were able to move their bodies. They were able to get that big body play and small focused play — that really quiet sensory exploration.”
Outdoors, kids participate in ways that are often impossible inside. High-energy children take on leadership roles. Sensory seekers regulate through movement. Children with trauma or stress responses relax without being constantly redirected.
Nature as the “Third Teacher”
According to Lydia, outdoor environments supply everything teachers often struggle to build indoors:
“I felt that the outdoors was like a third teacher. I didn’t have to seek so many different types of stimulation for the children. They would find things themselves.” txt
A simple moment, like discovering a worm becomes a language and social-emotional lesson:
describing textures
negotiating how to handle it
expressing care or caution
asking questions
building narratives
These moments happen organically, not through worksheets or drills. As Lydia explains, outdoor play naturally produces vocabulary, confidence, social communication and curiosity.
The Risks When Screens Replace Play
This is the first generation raised with technology as the default, not a supplement. And Lydia sees the difference.
Children who spend heavy time on tablets often lack:
opportunities to develop fine- and gross-motor skills
consistent peer interaction
spontaneous, unpredictable play
social negotiation practice
sensory-rich environments
She sees the downstream effects in classrooms:
“Screens move fast. Real life doesn’t and when kids are used to speed, they struggle to adjust.”
Evidence on ADHD and Nature
Research shows nature exposure may help regulate attention-related symptoms. One widely cited finding notes that:
Children with ADHD who regularly play in green outdoor settings have milder symptoms than children who play in built outdoor and indoor settings.
(Faber Taylor & Kuo, 2009)
Kids and Outdoor Play
Kids aren’t running, climbing, digging or exploring the way previous generations did. These activities form the base for:
Executive functioning: planning, flexibility, risk assessment
Self-regulation: calming the nervous system through movement and sensory input
Social fluency: empathy, communication, conflict resolution
Language and cognition: vocabulary, narratives, observation
Physical development: balance, coordination, motor skills
And you don’t need a forest or acres of land. Lydia emphasizes:
“You don’t need a big fancy sensory table or mud kitchen… just a few materials that you can put together.”
Even a courtyard, patch of grass, container of water or flowers on a kitchen table can create rich sensory and language opportunities.
What Parents Can Actually Do Instead of Giving Their Kids an iPad
Prioritize 30–60 minutes of unstructured outdoor play daily.
This can look like a walk, courtyard play, grass patches, dirt, water bins or parks.
Swap passive screen time for sensory-rich activities.
Sandboxes, mud, a small pool, water pouring, flower petals, and leaves.
Offer open-ended materials.
Lydia stresses that children learn through sensory play and pretend play, not drills:
“There’s a big myth in early childhood education that children learn through worksheets, memorization, drilling… In reality, they learn through open-ended activities, sensory play, movement, pretend play.”
Encourage peer play.
One or two consistent playmates can meaningfully shift language and emotional growth. These social interactions make a difference as society continues to point-out the rise of anti-social behavior.
Improve Your Child’s Cognitive Function Through Sensory Play
Nature-based play supports behavioral regulation, attention, expressive language, sensory processing and executive functioning. Lydia sees strong benefits for children with:
ADHD or hyperactivity
autism or sensory processing challenges
expressive-language delays
emotional and behavioral regulation needs
It also improves sleep, mood and appetite which can all be traced back to development.
“I wish more children had access to it. It’s really important.”
If you’re overwhelmed with a neurodivergent child or concerned about a tech-attached toddler, it may be time to speak with a behavioral development specialist like Lydia. Connect with her directly through the MissPoppins app.
With proper insight and coaching practices, your parenting approach can help your child rebuild foundational developmental skills, including executive functioning, communication and emotional regulation.
Published: November 30th, 2025
