The relationship between environmental exposure and children’s cognitive development has emerged as a significant area of interdisciplinary inquiry in developmental psychology, educational sciences, and environmental studies. While traditional perspectives on cognitive development have largely emphasized familial, social, and educational influences, recent theoretical and empirical discourse highlights the critical role of the natural environment as a developmental context. The present theoretical review examines the influence of natural environmental exposure on children’s cognitive development by synthesizing foundational developmental theories and contemporary ecological perspectives. Drawing upon the theoretical contributions of Jean Piaget, Lev Vygotsky, Urie Bronfenbrenner, and environmental psychologists such as Rachel Kaplan and Stephen Kaplan, the paper critically analyses how interaction with natural environments contributes to attention restoration, memory consolidation, executive functioning, creativity, problem-solving, and academic performance. The review further discusses the implications of increasing nature deprivation among children due to urbanization and technological immersion. It is argued that sustained interaction with natural environments constitutes a fundamental developmental resource essential for optimizing children’s cognitive outcomes. The paper concludes by emphasizing the need for integrating nature-based learning within educational systems and policy frameworks.