The other day I visited a primary school within my area where I went to visit different environmental projects going on in the school. It was a midday and one cannot imagine same pupils sited on a bench and having a break under a shade from trees they had been watering for years at times one could expect same children sited in the hot sun having a small lunch yet sweating.

This also promotes their peaceful co-existence and promoting peace. Pupils from different backgrounds would sit together in the mercy of Mother Nature. Every pupil rushed for a space in the benches but did they knew that some of them are having tribal based conflicts back at home but these small children would hardly remember that. All that is seen from their faces is a smile.

A green school first of all gets a fresh and clean air meaning that these children are not exposed to polluted air. Happiness is seen on their faces when they are swinging and playing merry go rounds within the compound. At time you will see a pupil with a book and sited under a tree trying to get a piece of mind and at the same time gaining some knowledge.

All these contribute to the development of children. Imagine of a school with no trees and with no dump site within. In the middle of a lesson, a flying old newspaper comes to the classroom? Will that student concentrate on getting to see if the newspaper has a football photo or look at the teacher for that lesson on-going? That child is not settled psychologically. It means that a dirty environment affects their concentration in class.

Play is a pivotal part of a child?s life. Outdoor play in greened field has a positive effect on children?s social development level. It also can provide children with experiences in naturalistic landscapes which could impact their morals, values and actions.

Greened school offer greater health and learning benefits than conventional school grounds. This can be achieved through additional vegetation and ground elevation changes. In additions, school can also provide the environmental education needed to help guide children?s understandings about nature. This education should not only happen in conjunction with direct experiences outdoors, but should also be developmentally appropriate. Children in early-middle childhood often have a narrow scope of understanding and are incapable yet of contextualizing smaller environmental issues into the context of world environmental problems.