nature-based-learning-educa-blog

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What Would My 4 Seasons Nature-Based Learning Centre Look Like?

Anyone living in Canada would be able to let you know that we experience all types of weather from extremely cold to extremely hot and humid and everything in between. Usually, educators are quick to keep children inside during weather that isn't considered the “ideal” temperature or day. What is important for educators to remember is each season offers a unique and different possibilities for play and learning.  Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

If I was able to create my own nature-based learning centre, I would be sure to incorporate constant outdoor play no matter the season or weather conditions. When children are able to experience different seasonal play, it offers them a different aspect of exploration, thinking, and discovering which are all the mina foundational aspects to their learning. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

When children are able to be immersed into the different seasons they end up using the present season as the canvas for this learning. Children are able to use snow and winter as a blank canvas for art activities and science experiments. They are also able to learn about water freezing into ice and talking about how rain slowly turns into snow falling from the sky. During the rainier days, children will be able to jump into puddles and experience observing all the different bugs and animals that come out when the weather changes and seasons come and go. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

As an educator, it is important to make sure we set the stage for out door learning in the centres and making sure the materials are seasonal and appropriate for the weather conditions. It would be interesting for children to also see materials placed in all seasons and see which ones change and are un useable in the different weather conditions. 

Doing circle’s in an outdoor learning environment are extra special especially when you are able to incorporate the seasonal learning into them. During the winter you can do an activity with children and have them hear water freezing and cracking, vs. listening for the birds chirping during the spring seasons and trying to recognize the sounds. 

If I were to have my own nature based centre, I would be sure to make sure all the seasons are incorporated and placed into the curriculum for the children. 

Photos sourced from: My own personal photos and https://naturalstart.org/resources/four-seasons-nature-based-preschool

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The 7 C’s Of Outdoor Play

The goal of Seven Cs is to help people design outdoor play spaces that support the curiosity and development of the children while merging and integrating these qualities while playing outdoors. ( The 7 C’s : Outside Criteria. Written by: Susan Herrington, Chandra Lesmeister, Jamie Nicholls, Kate Stefiuk) 

The 7 Cs includes character, context, connectivity, change, chance, clarity, and challenge.

Character: Is the overall design of the outdoor play space. Early childhood educators want to make sure they take this opportunity to create a vision for what they hope their play space will look like and brainstorm together to help create the architectural character for the yard. 

Context: Refers to the background in which your yard is set in. This could mean the trees, near by roads, ponds, grooves in the ground, logs etc surrounding the play yard. Educators need to be observant when looking to either add or embellish the context around their yard and understand the importance it adds to a child’s learning opportunity. 

Connectivity: This category indicates the physical, visual, and cognitive connectivity of the play space itself. This is a very important aspect for educators to work with. Children are able to learn immensely when able to make connections especially when outdoors. If a child is able to make a connection involving the seasons of the year to an animal perhaps about to hibernate, that can open a pathway to an inquiry all based on the nature surrounding them. 

Change: Involves a range of different spaces designed in the play yard and how the whole play space changes over time. The educators should ensure that a range of spaces accommodate different amounts of children and their inquires and that the materials of the spaces actually change themselves overtime.

Chance: One of the most amazing aspects to outdoor learning environments is the ability for instant interactive learning. Children are able to change the space and provide open ended flexible learning opportunities while outside. Their curiously can manipulate and leave a large impression on the play space which is a wonderful mark educators can look back afterwards and reflect on the learning completed. 

Clarity: It is important when laying out the play area to think about the geography of its layout and if there could be any obstructions of play. The main goal during outdoor learning is everything should be the classroom, however if there is a large play structure occupying the space, this could cause children to loose sight of their play because of the obstruction. 

Challenge: An educators role when creating an outdoor learning environment is to make sure the materials and objects placed out for the children are challenging enough to promote learning and possible problem solving amongst peers. Without the educators determining the types of challenge that the play space provides, studies have found that a lack of challenges throughout the play yard has been the primary reason for increases in bullying. 

Sources from: ( The 7 C’s : Outside Criteria. Written by: Susan Herrington, Chandra Lesmeister, Jamie Nicholls, Kate Stefiuk) 

https://www.scribd.com/document/338979560/7Cs

http://outdoorplaybook.ca/learn/play-research/the-7-cs/

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Personal ECE Philosophy Statement: Nature Based Learning

“Children have been learning through nature since the dawn of time. Nature embeds teaching within it, so that when children are egged in outdoor play in and with nature, they opportunities for learning are bountiful.”Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.  

This quote really inspired me to reflect on my own person philosphy on early learning and nature based exploration. 

In the field of early childhood education we hold a certain set of beliefs when it comes to the care and education of young children. I personally believe that children are capable and competent, have absorbent minds and take in what they learn through their outdoor play experiences.As educators we should constantly be encouraging children’s curiosity, wonderment, and need to explore and discover the natural world around them. Children are creative, imaginative and unique. We as educators need to allow for children to have endless opportunities to explore nature and experiment with activities outdoors so that they can learn through their many sensory and social experiences. 

An article written by By Josh Levs from CNN, comments on  generation starring away from outdoor play due to a “parental competition” stemming from wanting to feel as though their children are accomplishing high goals by enrolling them in various after school and weekend actives. Soccer, music lessons, private tutoring, dance, hockey, just any activity to help “motivate” or “ help develop” their children into a well rounded, educated young person. (CNN, “Whatever happened to 'go outside and play'?” 2017) 

Studies however show the development of children strives when getting the chance to develop outdoors, and connecting with nature. “Children belong in nature; it is their nature.”Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

As a registered early childhood educator, I will state that my philosophy is to encourage and promote children and their families to spend less time indoors partaking in their mundane activities, and bring them outdoors for a different approach in their children’s learning. As well as having time to learn from nature as it guides you to learn and grow. 

sources from: https://www.cnn.com/2013/03/22/living/let-children-play-outside/index.html

http://holistichomeschooler.com/7-natural-sensory-benefits-of-nature-walks/

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What have I learned about using social media as a professional learning tool?

I personally don’t normally use social media quite often, and was very excited about the amount of social media learning throughout this program. I truthfully only had social media outlets in order to communicate with family members far in other countries so we could keep in touch. Besides that, the idea of incorporating social media through my professional learning outlets really intrigued me. Social media really provides an amazing hub for everyone to be able to share their ideas and findings on nature based learning. I am able to see photos of fellow classmates sit spots, as well as nature based activities I would have never been able see without the use of social media. 

There is also a perk being able to instantly communicate and have answers questions, rather than waiting back from classmates and fellow educators. I’m really enjoying getting to learn about the many nature schools present in todays society via youtube videos. I can’t wait to explore the world of nature based learning! 

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What can I do to help others overcome barriers to outdoor play?

Over the years of working within the school board, I have gotten to make connections with families and understand their concerns and fears of having their children be outside in many different situations. The most common fear of a parent is having children outside during the winter months due to the cold temperatures fearing their children will get sick or possible develop frost bite. 

All of these worries are extremely valid of a parent, however it is very important to help reassure and educate parents on the importance of outdoor, nature based play. “Traditionally, educators have viewed outdoor play as contributing to children’s social, emotional, cognitive, and physical development.” Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

As educators it is impeoratn to provide parents with the correct information on proper child devleopmt and what factors should be put into place to provide the correct development. Outdoor play, and nature based exploration is one of those very key important factors. Having children learn outdoors helps to promote sensory awareness, creative problem solving, and logical thinking which may not occur promptly inside a classroom. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

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My Advocacy Statement:

I look forward to teach children that no screen can ever provide the sensory experiences, physical clarity, and enlightenment nature provides. 

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Parental Involvement & Nature Based Learning

Early childhood educators are often advocating for supported and increased outdoor active play to help families be more active. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. It is important for educators to educate families about the importance and benefits outdoor learning provides children not only for their health, but for future social, cognitive and personal development. 

As I reflected on some possibilities to why parental involvement might not be as prevalent all came back to lack of resources and knowledge of early learning and the benefits of it. As we know, the outdoor environment is the classroom for a child to play and learn in. However, what sort of resources would a family have if they lived in an apartment, in the down town core? The lack of community parks, and open spaces surrounding them would largely impact the amount of outdoor time, and family involvement outside. Another factor that may arise hence causing lack of parental involvement would be the lack of outdoor supplies and equipment due to funding purposes. 

It is very important as a community worker to be aware of all resources open and available to families. Different organizations such as the snow suit fund, and community facilities are always open to support families with the resources they need to be comfortable while outside and learning together. http://snowsuitfund.com Another helpful resource would be to encourage parents to attend different group play times outdoors in a community park or school yard. 

According to research showed by Susan R. Sy, Allen W. Gottfried, and Adele Eskeles Gottfried in their article “A Transactional Model of Parental Involvement and Children’s Achievement from Early Childhood through Adolescence”, children who have the interaction and involvement from their parents at a very young age shows significant advantages in literacy skills, social and cognitive skills. Sy, S. R., Gottfried, A. W., & Gottfried, A. E. (2013). A Transactional Model of Parental Involvement and Childrens Achievement from Early Childhood through Adolescence. Parenting, 13(2), 133-152. 

When conversing with parents about the importance of outdoor play and interaction, it is helpful to provide some ideas and tricks to help them become more involved: 

-Scavenger hunts outdoors - Yoga outside - Creating art outdoors - Nature walks - creating a maze outdoors using natural materials and - supporting the learning environments with an assortment of loose parts. 

Photos sourced from: https://rhythmsofplay.com/nature-scavenger-hunt-sensory-card/ 

https://premeditatedleftovers.com/naturally-frugal-mom/activities-to-teach-kids-about-nature/#_a5y_p=6261909

https://mothernatured.com/nature-play/build-a-maze-using-sticks/

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                  The Outdoor Learning Environment 

Outdoor learning happens when the environment around the children is set up strictly for learning and creativity to occur. Without the proper resources or materials, there could be a large gap in creative play and or resources for them to practise their problem solving skills. As a educator it is very important to have the children constantly engaged and working together during their play. It is our role to examine the yard, materials, and or lack their off and how we can enhance the play and outdoor learning environment. 

While examining this photo above, I was able to gather so many amazing resources set in the yard and what sort of learning it would provide the children. 

Social/ emotional learning: There are many flour pots and plants blooming throughout the yard, which will help the children develop and understanding of caring for plants, responsibility and working together to maintain healthy plant life. 

Collaboration: By placing the loose parts around the yard, ( like the stools, wheels, mats, etc) it provides a stage for the children to grow and collaborate together during their play. It is important for educators to be aware of the materials they place out for the children and think about if it will produce play, or prevent it. 

Sensory leanring: Taking a closer look into this photo, I was able to identify many objects with an assortment of textures and sensory experiences. This is a wonderful opportunity as an educator to explain thoughts feelings to the children using disruptive language. This is also a wonderful opportunity for the children to make connections to other objects with similar textures, feeling, and smells. 

Outdoor learning spaces are a wonderful addition to incorporate in a child’s life. Children crave being outside and exploring their natural elements. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. This photograph is a wonderful example of how simple, yet important outdoor learning spaces are. 

Photo sourced from : https://childhood101.com/play-space-ideas-a-backyard-bus/

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Loose Parts Arn’t Messy, Their Necessary: Using Loose Parts & Natural Materials

Loose parts are essential not just for indoor learning environments, but also during outdoor play. Loose parts are such an important factor for engaging children cognitively, socially, emotionally and physically during their play. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. As an Early Childhood Educator myself, it is easy to observe the type of play children partake in when playing with strict set materials. For example, if you give a child a hockey stick, they will most likely want to play hockey and only hockey. Or giving a child a army figurine doll, will only promote a certain type of play. However, when providing children with complete open ended and un structured materials to engage in, this is when children are able to make their own designs and problem solve their own play. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

There are three different type of loose parts: there are the manufactures materials such as tools, baskets, trucks, balls and buckets. Then there is the natural type of loose parts which consists of bark, stones, mud, sand, twigs, leaves and vines. Lastly, recycled materials is the last type of loose parts which consists of, boxes, old pots and pans, tires, ribbon, rope and string. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. 

photo sourced from: https://www.pinterest.ca/pin/66357794494344421/

photo sourced from: https://www.pinterest.ca/pin/293789575668430866/

There is such an importance in supplying the enviroment children learn in through loose part materials in order to enhance child led practices. Early learning educators should always be supporting children to become increasingly more confident and independent throughout their play.  Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. This type of independence and confidence developed through exploring their curiosity and creativity amongst peers through loose parts. There is a large amount of richness throughout this experience which emphases the importance of child led play. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

photo sourced from: https://www.pinterest.ca/pin/147352219028928702/

Some parents and educators find the loose parts style “messy” and fear the children will create an “ anything goes” type of attitude towards this type of play throughout the play yards and classrooms. However, educators play a huge role in supporting strong and meaningful types of play by picking unique and diverse type of loose parts for the children to develop with. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. 

Loose parts can help to development certain types of gross and fine motor development normal playgrounds and materials wouldn't have normally. For example, creating an uneven walkway using planks, tires, and stones could help further the gross motor development of a child while experiences different types of sensations and problem solving while overcoming barriers. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

Overall, loose parts play is so important to the development of children and really supports children social and problem solving dynamics in a collaborative manner.  

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Risky Play vs. Safe Play

“Risk in our society is generally associated with something negative, if you mention the term risk most people associate risk only with negative thoughts and consequences”. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada.

When I reflect back to being a child I am able to recognized the level of fear and hesitation that was instilled in me while playing outside and or in “non traditional” play settings by my mother. I recall her always making sure I was in sight and not playing anywhere where the risk of me falling or hurting myself was very low.  This all changed when I was enrolled in a home daycare which was ran by a retired registered ECE. I remember going to her home, and having her explain the rules to us, and encourage group collaboration and exploration of her back yard, which in my memory was a jungle like setting. 

photo sourced: https://www.pinterest.ca/pin/442549100879629035/

Photo sourced from: https://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjp9Jy5r__eAhXtmOAKHTbLCToQjRx6BAgBEAU&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F375206212675700109%2F&psig=AOvVaw0Ox4Bqni08cEQa-kdQD8fE&ust=1543779096926253

I remember her backyard filled with plants and home gardens filled with so many growing fruits and vegetables for us to learn to care for and pick from. She also had a very large in ground pool she had filled to the brim with sand and placed car tires, balance beams, and large peaces of wood or branches for us to climb on or create with. My mother often questioned her theories and if the yard was safe enough for us children to learn and grow in. Overtime, my mother was able to discover the type of learning and experiences I was gathering while exposed to this type of play. 

Understanding the differences between Risky play and Hazards is crucial for educators to explain to parents. Creating a challenging environment for children to engage in while using “risky” materials such as branches, tools, and natural elements helps the developmental process grow for children. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. Hazards refer to something that is inherently dangerous that needs to be removed. Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. Children however, need to be exposed to certain levels of risk while playing, whether that is swinging from branches, or being exposed to ice and snow, and mud &wildlife. This is when children are able to problem solve, collaborate, and develop their self regulation skills. 

All of these possibilities are only successful through setting the stage for outdoor play. It is the educators job to make sure the environment is set for this type of exploration. “The more positive the environments, the more likely children will be movtivated to play outdoors” Dietze, B., & Kashin, D. (2019). Outdoor and nature play in early childhood education. North York, Ontario: Pearson Canada. Everyday school yards have failed within this department by  creating a yard with hardly any room for discovery or exploration. Most school yards are primarily concert based, with very few materials or objects for children to use. 

Here is an example of what a difference can be made in a playground just by adding natural materials, plants, and an assortment of shapes and levels to the climbing pieces. 

photo sourced by: https://www.google.com/search?client=safari&rls=en&biw=1244&bih=623&tbm=isch&sa=1&ei=x-QCXNawNYnZjgSlqrvoCQ&q=boring+school+playground&oq=boring+school+playground&gs_l=img.3...11836.12935..13125...0.0..0.91.813.10......1....1..gws-wiz-img.......0i8i30.e-v0_GGfnJc#imgrc=0HIqzemjLrM8rM:

It is important for educators to always be mindful of the type of learning that is occurring within their environment. If the children are not fully engaged into the play, this could be in result to the type of environment that is set. By adding certain materials, creating natural elements and areas to the yard are all examples of how the learning could enhanced due to risky play. 

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What are my favourite resources to support nature based learning?

Over the years working within centres and the school board, I have had the luck of working and introducing nature based materials into the learning. When I worked within the toddler rooms the educators and I would bring the children on nature walks throughout the day and bringing them off the paved paths to provide them with the gross motor development while exploring nature and taking in the sensory development around them. Some of the best learning occurs outside within the environment the educators are teaching about. However, its not always possible to bring your class or centre outside on nature walks. In that case, it’s up to the educator to provide the correct materials into the classroom yard or centre so the children can get the same experience outdoors as they would walking through nature. 

Photo source: http://www.cochraneontario.com/residents/education/

I have personally taken many afternoon walks gathering different stones, pinecones and tree branches to add to my classroom and I find myself constantly brainstorming how I could enhance the kids experiences while using different nature based materials. While working in the toddler and preschool rooms, I remember an activity I used called “walking through nature” which is a sensory based nature walk. How we organized this activity was placing bins filled with different materials inside for example: some had water, leaves, pebbles, sand, grass, branches and so on. This would provide children with the sensory experiences of stepping through the bins and understanding the feeling of all the different objects and understanding the sounds or smells of each. It would also open conversation of where these objects are found throughout nature and how they are used. 

Photo sourced: http://www.play-scapes.com/play-diy/barefoot-parks-and-sensation-paths/

I personally find having the children help the educators by collecting materials such as rocks and sticks for different activities help make the children feel accountable for their work as well as enhancing creativity. I have often had the children i’ve worked with create their own people using all natural materials they find within their environment. It’s also amazing to have children take their learning into a explorative approach and have them explore their own backyard and see if they are able to find any new discoveries within their own limits.  Below are some photos of the children I nanny for and the creations they made using nothing but some chalk and materials they found around them as well as capturing bugs in their backyard. It was incredible to see them becoming so creative and not feeling the need to gather materials from inside or feeling as though there was a lack of resources around them to use. 

Photos sourced: From personal photos 

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Today at my school I had one of my students point out an owl stuffed animal was stuck in the tree. Her goal was to try and find different loose parts throughout the playground to try and bring the owl stuffy down from the tree. I observed her as she tried multiple different attempts to get the owl. At first she gathered a pile of rocks and started to throw them hoping the owl would fall. 

Then she found a very large piece of branch that had fallen down from another tree close by. She tried to poke the stuffed animal with the stick, but unfortunately could not reach it. I watch how she instead of feeling defeated, tried to search for more options throughout the playground. She then walked to the play bucket and managed to find a jump rope which she then tied to the branch. She proceeded to use this new creation in a whip like manner hoping it would finally be able to bring the owl down from the tree. 

Throughout this process she was using such interesting language working and collaborating with there classmates brainstorming how to bring the owl down. “Lets make a fishing rod and get the owl!” “What if we shake the tree, maybe it will fall down?” “ You can do it! Aim for the owl”. It was amazing to watch the children come together using material found around them rather than instinctually asking an educator to grab the stuffed animal for them.  It always amazes me to observe children in these very independent moments of problem solving amongst their friends. 

Goes to show nature can always provide the learning material for the children to work with! 

Photo sourced: From my school 

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Today’s children and families often have limited opportunities to connect with the natural environment. Families are eating more processed, high-calorie foods due to their busy schedules which makes a family sit-down meal a rare event. These changes have led to an epidemic of childhood obesity, which presents serious health threats for children including heart disease, diabetes, sleep apnea, and social and psychological problems.  

Its so important for us as educators to have the conversations with families and encouraging them to spend those rare moments together outside! We currently live in a very busy time where children’s days are extremely planned out and hardly have any free time to explore in nature. 

As educators, It is out duty to share the knowledge of the multiple domains outdoor learning provides children. 

Some examples include: 

-Supports creativity and problem solving 

-Improves academic performance.

-Reduces Attention Deficit Disorder (ADD) symptoms                                                    - Improves social relations

I recommend everyone to share the knowledge we are leanring to help promote a healthier lifestyle for the future generation and hopefully to inspire current generations to develop a healthy relationship with outdoor leaning. 

Sourced from : https://naturalearning.org/wp-content/uploads/2017/09/Benefits-of-Connecting-Children-with-Nature_InfoSheet.pdf

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Here is my Sit Spot for the week. I got the amazing opportunity to go to a cottage this weekend and take in all the beauty nature has to offer. I love sitting amongst the fall leaves and hearing the water on the lake going in and out. Beautiful ! 

Photo sourced: from my personal photos 

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This is another amazing article. its speaks about all the benefits of children using real life objects such as large pieces of sticks and wood to create their dens. This type of play not only helps to develop social skills while collaborating with their playmates, but it also helps gross motor development while having the children build with such large items. Because the den building out in the woods, it allows the children to learn with loose parts while in natural elements,  and giving children a chance to connect with nature and enjoy the textures of the wood and bark. 

Resources: http://intheplayroom.co.uk/2013/08/24/den-building/

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I love this idea of using something as simple as a stick, and having the children use their imaginations for their fullest while playing in nature. A really wonderful read! 

Resource: http://www.earlyyears.co.uk/inspiration/stick-man-storytelling/?utm_source=pinterest&utm_medium=social+media&utm_term=stick+man+storytelling&utm_content=how+to&utm_campaign=outdoor+learning

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Reference : http://childnature.ca/ottawa-forest-nature-school/

This is a nature school very close to home. They provide camps and classes for educators and children to partake in, providing them with the knowledge and understanding of what nature school is. I love how they describe a “ Day in the life” of someone who is able to attend the nature school. Fantastic resource to provide to fellow educators and parents!