Teaching Children in Nature


Teaching Children in Nature


Nowadays children are beginning to forget about playing outside and instead have all the new modern technologies. Louv, R (2006) found in their research that many aspects of society today such as computers, TV, Phones and Games separates children from nature. Also, their research suggested that ‘nature is something to watch, to consume, to wear – to ignore.”  Children are growing up not interested in going outside and playing with their friends, instead choose to stay in and talk to their friends through different forms of technology. However, getting children back out into the natural environments can be very beneficial to both their health and well-being. Stephens (2009) stated that play during childhood is, in fact, required for children to reach their full potential. Similarly, Bilton, H (2002) wrote that play is an easy means of learning for young children, as they are naturally drawn to it and want to get involved in it. Children love to be out and about exploring different places, as it gets them involved in creative play and gets their imagination going. Which shows from the research that children need those outdoor settings in order to build their different skills, which they can take into later life. Copple, C and Bredekamp, S (2009) found from both research and theory strong support for the idea of young children ‘learning through doing’ by using and taking part in creative play. Greenman, J (2005) states that the natural environment is the best ideal place for children to get well involved in creative play. Greenman wrote many reasons as to why nature is so rich to children's play potential. Some examples are: Nature is full of sounds; Nature is real; Nature is universal and timeless; Nature creates a multitude of places and nature is unpredictable.  

Additionally, as well as children building on creative play, children also begin to become one with nature. Whilst talking the Nature Connection Workshop, I learnt how to connect in ways you wouldn’t think you could with nature. One activity we took part in was to blindfold a partner and to step by step take them to a tree within the forest. I would describe the journey on the way there, such as things we would pass or how many steps, so that when they had the blindfold taken off, they could find the tree they had previously been led to. This was a fun activity to take part in the forest, as it got everyone involved by looking at things around them and touching and feeling the nature. Erickson, D.M and Ernst, J.A (2011) support this point as they stated that "nature is not just any type of outdoor play, as nature play involves playing with nature, not just in nature'. It is good to be involved with nature in different ways not just observing, as getting involved with it like for example for the children they can make fun and make play out of natural materials. It gets them out in the fresh air and different environments, which can also be beneficial to their health. As you can see from the photos the partner would feel the tree for anything to make it stand out, or compare it to where their height may come against the tree, just so that they could find this one tree out of many. 



We role played the original part of what would have been the children taking part in the activity. Bilton, H (2002) wrote that when in that environment children can ‘decenter’ themselves and put themselves in another person's shoes to be able to see things from another perspective. As when we had the position of the children during the activity, you could defiantly begin to see new perspectives on things that you usually wouldn’t. 

 With all the new changes coming in with the new curriculum nature should so be much highly ranked, as being used as a teaching technique so that they learn in different ways and experience things differently. Broderik and Pearce (2001); Rea (2008) stated that children are much more attracted to outdoors as it is due to leaving the classroom environment, which is so familiar to them. Which means by them leaving it they can learn in different ways than they usually would traditionally. (Teaching and Learning outside the Classroom, Pg. 68) Additionally, Kellert (2005) similarly agrees and stated that by giving children the freedom to learn in many new different ways, which is attractive and enjoyable for them. Moreover it was also quoted that 'Play in nature is especially important for developing capacities for creativity, problem solving and intellectual development." (Benefits of Connecting Children with Nature - Pg.2.)

 In conclusion, I feel that nature should be much more involved in children's lives. Louv (2005) quoted that 'as a society we need to give nature back to our children and ourselves.' Which I think sums the subject up perfectly! Children need to get back out into the natural environments, and learn how it is to play with natural resources. As far as using it as a teaching technique, I think that its a perfect idea to start themselves off at a young age to see all these new environments. As they may not have the opportunites at home to go out and play. so giving them it the chance within the safe, school environments means they can get full fulfilment out of it.

References 

Bilton, H. (2002). Outdoor Play in the Early Years. London: David Fulton Publishers. 

Broderik and Pearce (2001); Rea (2008) Teaching and Learning Outside the Classroom: personal values, alternative pedagogies and standards, Education 3-13

 Copple, C. and Bredekamp, S. (eds) (2009). Developmentally Appropriate Practice in Early  
Childhood Programs. 

Erickson, D.M. and Ernst, J.A. (2011). The real benefits of nature play every day. Exchange 33 (4), 97–9. 

 Greenman, J. (2005). Caring Spaces, Learning Places. 2nd edn. 

Kellert (2005) Benefits of Connecting Children with Nature. https://naturalearning.org/wp-content/uploads/2017/09/Benefits-of-Connecting-Children-with-Nature_InfoSheet.pdf (Accessed: 03/12/2018)

 Louv, R. (2006). The Last Child in the Woods. Chapel Hill, NC: Algonquin Books. 

 Louv, R (2011) The Nature Principle. Human restoration and the end of nature-deficit disorder. Algonquin Books
  
Stephens, K. (2009). Imaginative play during childhood: required for reaching full potential.  

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