Outdoor/nature based education
My inquiry project will focus on outdoor/nature-based education. From my experience, as a mother and teacher, children love the outdoors, but many do not have an emotional connection (sense of place) to the natural environment around them (Judson, 2018). Nowadays, children are more invested in technology than anything else. I want to help children build a meaningful and authentic connection to the outdoors and understand the impact our behaviours and actions have on the natural environment and community, which can affect our future. I want to help children be responsible citizens and develop an understanding of how and why to care for the natural environment and community.
Guiding questions for this inquiry:
- What natural environments matter to you? Why?
- What is our responsibility to the environment and community?
- How can we build a connection with place and community?
- How does the natural environment and community help me?
- How does the natural environment and community help the world?
- How can I make outdoor learning authentic and meaningful to my students?
How is this topic “alive” in the world?
- Educators have varying opinions about the outdoors, however, “they can all recall an emotional connection to a natural place” (Judson, 2018, p. 2).
- Some educators love being outdoors with their students and want to learn more ideas about how to incorporate outdoor learning into their teaching, while others are being forced to do so (Judson, 2018).
- Some educators love being outdoors themselves and have deep concerns about the natural environment, but have never experienced outdoor learning with their students (Judson, 2018).
- Children nowadays do not have an emotional connection (sense of place) to the natural environment around them (Judson, 2018). Judson (2018) believes all educators can help children develop a sense of place by taking the learning outdoors.
- A cultural and educational movement is taking place and focusing on new approaches to nature-based education (Forest and Nature School in Canada, 2014).
- Teachers and parents of children in Forest and Nature School (FNS) are finding being outdoors is just as important as learning letters (Forest and Nature School in Canada, 2014, p. 5).
- We know that “nature has a purpose in learning, development, and in building a sense of place in the world” (Forest and Nature School in Canada, p. 5).
- Research in Canada suggests that children ages 6-11 spend 7.5 hours being inactive everyday (Krusekopf, 2015).
- “The future of our planet depends on raising children who have reasons to protect the world they live in (Krusekopf, 2015)
History of outdoor/nature-based education
- Original kindergarten by Friedrich Froebel in 19th century (children’s garden) was place where children learned through play and usually outside (Forest and Nature School in Canada, 2014). Nowadays, children are not playing in the garden but instead doing worksheets
- FNS been around for over 40 years, but experiential/inquiry-based learning been around for decades
- Been a part of Northern European traditional for over 60 years (Frances Krusekopf, 2015)
- Early 20th century kindergartens observed the sun, moon, stars, sky, clouds, and weather. Also caring for outdoor and indoor animals and learning names of natural objects.
- FNS today aspire to do the same but go even further – some FNS children are outside 80-90% of the time
- Some people will just move their desks outside and say now they are learning in nature, but that’s not it – need to change their pedagogical thinking and methodology (Earp, 2016)
What are Forest and Nature schools?
- Children may spend half a day to a full day outdoors in local forests, green spaces, urban parks, or natural spaces near by or on school grounds (Forest and Nature School in Canada, 2014, p. 12).
- Students have the opportunity to learn in a natural environment on a regular basis. All Forest Nature Schools (FNS) regularly and repeatedly go to the same natural space, and are emergent, experiential, inquiry-based, play-based, and place-based (Forest and Nature School in Canada, p. 12).
- Students’ questions and ideas are valued and drive the learning rather than solely the educators
- Activities depend on “the season, the community context, climate, landscape, animals that have visited the night before, trees that have blown down in the wind, the kinds of provocations elicited by the educator, the kinds of tools and loose parts provided, the children who are in attendance, how long the group has been formed, and—most importantly—what interests the child(ren)” (Forest and Nature School in Canada, p. 12-13).
- Educator actively sparks children’s interests, quietly observes and plans, learns alongside students, ensures the safety of the group, and creates connections with students, their parents, and the community.
- FNS touch on all subjects and disciplines and FNS educators plan lessons at the end of sessions (backwards lesson planning).
- The learning outcomes are based on real-time explorations and experiences rather than pre-determined concepts.
- FNS strive to develop children and youth holistically (Forest and Nature School in Canada).
Controversies
- “Critics of nature-based education programs wonder if young children will be equipped for the demands of formal kindergarten following an immersive, nature-based preschool program” (Cordiano, Lee, Wilt, Elszasz, Damour, & Russ, 2019, p. 33)
- Kids that have an interest in going outside are guided to stay indoors to avoid discomfort and danger by parents and society or distracted by electronic devices (Frances Krusekopf, 2015).
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- Much of society nowadays believes children should not be outside unsupervised
- Krusekopf (2015) mentions that 65 children had completed the Nature kindergarten program she co-created and they hardly used their risk-management plan (no child got lost, endangered by wildlife, or seriously injured).
- Usually adults do not want to go outside in bad weather, not children (Krusekopf, 2015)
- Some parents uncomfortable with the risks associated with FNS – e.g. In Waldkindergarten, children were using sharp knives so they could whittle sticks.
- “Risk, it turns out, is not a four letter word to German parents and educators. It is a vehicle to independence” (Krusekopf, 2015).
Benefits of outdoor/nature-based education
- In Krusekopf’s (2015) Nature Kindergarten program, researchers found significantly greater gains in 4 areas compared to a traditional kindergarten class (locomotor skills, assertiveness, cooperation, and self-control)
- FNS benefit children as they (Our Kids, 2019):
- Increased confidence and self-esteem
- Improved discipline
- Therapeutic environment
- Calming influence
- Increased appreciation of nature
- Development of social skills
- Leadership opportunities
- Exploring special interests
- FNS (Forest and Nature School in Canada, 2014, p. 15-16):
- reduce stress
- increase patience
- increase self-discipline
- increase capacity for attention
- increase recovery for mental fatigue or from crisis and from psychopysiological imbalance
- FNS can heal and strengthen children’s bodies, minds, and relationships (Forest and Nature School in Canada, 2014).
- “Environmental education is linked to better performance in math, reading, writing, and listening and better critical thinking skills” (Forest and Nature School in Canada, 2014, p. 16).
- “FNS can help children become well-informed and caring stewards of the natural world” (Forest and Nature School in Canada, p. 16) as children are experiencing the natural environment first hand.
How am I experiencing the joy of this topic?
Through my research so far, I have been inspired to incorporate outdoor education into my teaching. I have been inspired and motivated to find ways to help my students build a connection (or sense of place) with the natural environment. Playing outside was a big part of all of our lives at home, not just at school, however many children nowadays Children nowadays are not connected to the natural environment for various reasons, including technology, parents are busier and/or disconnected with nature, and societies views and experiences of unsupervised play. The more I’m learning about outdoor/nature-based education, the more determined I am becoming to help my students learn and understand our responsibility to the environment and community, and how the natural environment benefits us and the world. In my research so far, I have discovered that I need to learn how to help students build a connection with place and community for them to understand and value the natural environment. I have also discovered that I myself need and want to learn more benefits of the natural environment and community to us and the world. I am excited to help my students discover “reasons to protect the world [we] live in” (Krusekopf, 2015).
References
Cordiano, T.S., Lee, A., Wilt, J., Elszasz, A., Damour, L.K., & Russ,
S.W. (2019). Nature-based education and kindergarten readiness:
Nature-based and traditional preschoolers are equally prepared for
kindergarten. International Journal of Early Childhood Environmental
Education, 6(3), 18-36.
Earp, J. (2016 February 29). Nature Pedagogy – inside, outside and
beyond. Teacher Magazine.
https://www.teachermagazine.com.au/articles/nature-pedagogy-inside-
Forest and Nature School in Canada (2014). Forest and nature school in
Canada: A head, heart, hands approach to outdoor learning. Forest
School Canada.
Judson, G. (2018). A walking curriculum: Evoking wonder and developing sense
of place (k-12). Gillian Judson.
Our Kids. (2019). Forest and nature schools in Canada: Our kids.
Retrieved from https://www.ourkids.net/school/forest-schools
TEDxTalks (2015, December 11). Nature Kindergarten – Frances Krusekopf
– TEDxVictoria [Video]. YouTube.
https://www.youtube.com/watch?v=MOngsiy67YY
Description: The Topic Exploration will offer an opportunity for students to become “Experienced” (to know one’s way around) a new or familiar topic related to the BC Curriculum (or other curriculum, in consultation with the instructor). Students will be encouraged to dwell in the topic itself, discovering its aliveness, its abundance, and its possibilities for inquiry. The assignment will consist of a 1000-word open-format reflection, including key references, images, videos, brainstorms or other resources, that demonstrates an evolving and deepening understanding of the topic itself. Key questions might include: How is this topic “alive” in the world? What is the history of this topic? What are the controversies within this topic? What are the key questions within this topic? How am I experiencing the “joy” of this topic, and the experience of “the more I know, the more I realize there is to learn” about this topic? Please include a minimum of three outside APA resources directly related to your topic of exploration.