Nature Based Learning

Bachelor of Early Learning and Community Development #NAT4352 #NatureBasedLearning

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Just some fun, cute pictures of my niece having some fun in the snow outdoors! 

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The 7 C’s:

Character: Character refers to the overall feel and design intent of your outdoor play space (The Outdoor PlayBook, 2018). These physical characteristics have been successfully used in European studies of child care environments and they provide an effective way to code for design type (The Outdoor PlayBook, 2018). 

Context: Context refers to the small world of the play space itself, the larger landscape that surrounds the centre, and how they interact with each other (The Outdoor PlayBook, 2018). 

Connectivity:  Connectivity is physical, but it also activates cognitive development, such as the way a hierarchy of pathways can orchestrate movement in a play space and helps children understand that space (The Outdoor PlayBook, 2018). 

Change: Change involves a range of differently sized spaces designed in the play area and how the whole play space changes over time (The Outdoor PlayBook, 2018). 

Chance: Chance involves an occasion that allows something to be done; an opportunity for the child to create, manipulate, and leave an impression on the play space (The Outdoor PlayBook, 2018).

Clarity: Clarity combines physical legibility and perceptual imageability (The Outdoor PlayBook, 2018).

Challenge: Challenge refers to the physical and cognitive encounters that a play space provides (The Outdoor PlayBook, 2018). 

The Outdoor PlayBook. (2018). The 7 C’s. Retrieved from http://outdoorplaybook.ca/learn/play-research/the-7-cs/

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Importance of Time in Outdoor Play

Ensuring that children have enough TIME outdoors is one of the most important aspects of taking children outdoors. This gives the children time to appreciate nature and it’s colours, the sunshine, the snow, time to exercise by moving around, time to complete started tasks and play experiences, and time for socializing. Children should never be rushed when engaged in outdoor experiences. They should have enough time to do multiple activities outside, play games, play tag, run around, climb, be risk-taker, etc. For example, if a child started to build a snowman, they will need time, therefore, educators need to ensure that there is enough time for them to complete it all and find the “arms” (sticks), and be able to roll out 3 big snowballs for the body. Otherwise, children will not feel accomplished and will not enjoy what they have just done. 

-Batoul H. 

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Nature Pedagogy is a way of working with children and creating settings for care and education that embraces nature. It includes the educational environments we create, the process of assessment and planning, and the learning journeys that we encourage children and families to take throughout childhood.

Warden, C. 

Warden, C. (2018). Nature Pedagogy: A common thread connecting nature-based settings worldwide. Retrieved from https://naturalstart.org/feature-stories/nature-pedagogy-common-thread-connecting-nature-based-settings-worldwide 

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There are 4 foundations for learning: Belonging, Well-being, Engagement, and Expression. 

Belonging: As children engage in various forms of social play and are supported to recognize the varied capabilities and characteristics of other children, they learn to get along with others; to negotiate, collaborate, and communicate; and to care for others (Ontario Ministry of Education, 2014). 

Well-being:  Children thrive in programs where they can engage in vigorous physical play in natural outdoor spaces and playgrounds that present manageable levels of challenge. While these environments need to be safe, it is also important for them to provide children with interesting opportunities for a reasonable degree of risk-taking (Ontario Ministry of Education, 2014). 

Engagement: Children benefit significantly from having long periods of time to explore in environments equipped with interesting, open-ended materials that can be used in many ways, inviting investigation and complex play (Ontario Ministry of Education, 2014). 

Expression: Communication also happens through creative expression. When children manipulate materials, explore music and movement, create symbols (e.g., mark-making), and engage in imaginative expression (e.g., visual art) and dramatic play, they are communicating. Creating and designing fuse together the cognitive, emotional, and physical domains – thinking, feeling, and doing (Ontario Ministry of Education, 2014). 

Ontario Ministry of Education. (2014). How does learning happen: Ontario’s pedagogy for the early years. Retrieved from http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

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This research-based blog mentions the history of contact with nature, the extinction of experience, mediated experience, loss of contact with nature, school grounds offering hope, and benefits of naturalized playgrounds. There are lots to read about and learn from, from this research article. 

Children and society as a whole can benefit significantly by maximizing the informal play and learning opportunities that natural outdoor play environments offer young children. Naturalized outdoor early childhood environments are places where children can reclaim the magic that is their birthright, the ability to grow and learn to their fullest in their unique experiential way through the joy of exploration and discovery in the natural world. But perhaps even more important, naturalized playgrounds offer the hope that children will develop the environmental values to become the future stewards of the Earth who will preserve the diversity and wonder of Nature (White, 2004).

White, R. (2004). Young Children's Relationship with Nature: Its Importance to Children's Development & the Earth's Future. Retrieved from http://www.childrennatureandyou.org/Young%20Children's%20Relationship%20with%20Nature-%20White.pdf

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Philosophy Statement

The way I view the role of teachers and the outdoor experiences that children get is based on whether the teachers help implement this by viewing the importance of nature-based play in the children’s lives or not. If teachers do not have an understanding of the importance of nature-based experiences, then they should read more resource in ways to learn and get assistance to implement and plan for activities. Teachers should be viewing this as an opportunity to strengthen the physical, cognitive, social-emotional, and communication domains. Children are learning in all sorts of ways and are further developing and improving on existing skills. Teachers should provide them with these opportunities by planning accordingly, making more time for outdoor play, staying outdoors longer, and creating activities that are nature-based related. 

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This website is an amazing resource to read through. It talks in depth about types and functions of risky play, the emotional regulation theory of play, the paradoxical nature of overprotection, and risky play in practice. 

Risky play is a form of play that is thrilling and involves an element of potential physical injury. It most often occurs outdoors, during free play, where children challenge themselves by overcoming fear and trying something new, or by tiptoeing the line between being in or out of control. Risky play is not being reckless or careless (Dong, 2017). 

Dong, L. (2017). The Importance of Risky Play for Physical, Social, and Emotional Development. Retrieved from https://sirc.ca/blog/importance-risky-play-physical-social-and-emotional-development

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Outdoor play environments are places for children to share ideas, observe their peers and adults, and learn how others think about experiences; they are places for problem solving and dealing with ideas that are both successful and unsuccessful. When early learning teachers create play learning environments that model cooperation and collec-tive learning, children develop the skills to accomplish shared goals

(Dietze & Kashin, 2018).

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In the past decade, the benefits of connecting to nature have been well documented in numerous scientific research studies and publications. Collectively, this body of research shows that children’s social, psychological, academic and physical health is positively impacted when they have daily contact with nature (Benefits of Connecting Children with Nature, 2012).

Benefits of Connecting Children with Nature. (2012). Why Naturalize Outdoor Learning Environments. Retrieved from https://naturalearning.org/wp-content/uploads/2017/09/Benefits-of-Connecting-Children-with-Nature_InfoSheet.pdf

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This is a photo of my neices and nephews playing in the snow last weekend! I love how their enjoying their play outdoors & are asking to go play outside in nature based settings! This makes me realize how much children seriously love playing outdoors!!

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It is not enough for a child to be taught about nature inside a classroom; the child must learn in the outdoor environment. Piaget was an environmentalist. He believed that the outdoors nourished, stimulated, and challenged children. Children build their own cognitive structures, and play is the vehicle in which they expand their mental abilities.

Jean Piaget, constructivism theorist.

Outdoor and Nature Play in Early Childhood Education (2018).

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Advocacy Statement

I pledge to make nature-based learning apart of my daily curriculum planning. I will ensure a minimum of 60 minutes each day to spend outdoors in nature-based settings to encourage children to learn, explore, discover, and experience nature. I pledge to further support the well being of children as they are engaged in outdoor play, and will continue to support their cognitive, physical, and social-emotional development. 

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How is playing outdoors so beneficial?  it allows them to explore their environment, develop muscle strength and coordination, and gain self-confidence. Playing actively outdoors also increases flexibility, fine and gross motor skills, and is related to the development of a wide variety of physical skills, including those involved in sports. -Alfano, 2018.

Alfano, K. (2018). The Benefits of Outdoor Play. Retrieved from https://www.fisher-price.com/en_US/parenting-articles/outdoor-play/the-benefits-of-outdoor-play 

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Nature Play. (n.d). Neighbourhood Play Resources. Retrieved from https://www.natureplayqld.org.au/neighbourhood-play-resources

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Earth contains many living and non-living components that provide resources to all life on the planet. These elements are found in multiple categories.

This resource provides a list of natural resources that children can use outdoors for educators or even parents to get an idea of what to find and provide. Sciencing. (2018). A list of natural resources for kids. Retrieved from https://sciencing.com/list-natural-resources-kids-7260602.html