This article provides a proof of concept for an approach to modeling child-nature interaction based on the idea of interaction patterns: characterizations of essential features of interaction between humans and nature, specified abstractly enough such that countless different instantiations of each one can occur - in more domestic or wild forms - given different types of nature, people, and purposes. The model draws from constructivist psychology, ecological psychology, and evolutionary psychology, and is grounded in observational data collected through a time-sampling methodology at a nature preschool. Through using a nature language that emphasizes ontogenetic and phylogenetic significance, seven keystone interaction patterns are described for this nature preschool: using one's body vigorously in nature, striking wood on wood, constructing shelter, being in solitude in nature, lying on earth, cohabiting with a wild animal, and being outside in weather. These 7 interactions patterns are then brought together with 13 other patterns published elsewhere to provide a total of 20 keystone interaction patterns that begin to fill out the model, and to show its promise. Discussion focuses on what the model aims to be in terms of both product and process, on what work the model can currently do, and how to further develop the model.
Keywords: environmental education; interaction; interaction patterns; modeling; nature language; nature preschools; proof of concept; wild nature.