Students & Nature
Regardless of their race, ethnicity or geographical origin all children are born with an affiliation with the natural world. This affiliation is created by a child’s subconscious desire to seek a connection with the rest of life (Wilson, 1984). If a child is not given opportunity for this natural intellectual phenomena to occur and flourish at a young age biophobia develops (Orr, 1993; Wilson, 1984). Biophobia is recognized as a fear and disconnection from nature (Orr, 1993). It results in the objectification of nature whereas nature becomes viewed solely as a resource (Orr, 1993). The natural environment is an everlasting and dynamic stimulator for young students because they tend to perceive the natural world through their senses, whereas adults tend to perceive nature based on previous experiences and knowledge (Sebba, 1991; Wilson, 1995). Knowing this, primary education is well positioned to benefit from young students’ curiosity-centered intellectual processes and exploratory way of constructing knowledge (Hyun, 2005; Richardson, 2014; Wilson, 1997). Benefits associated with nature contact extend well beyond knowledge construction and have significant correlations to improved physical health and wellness (Chawla, 2015; Cleland et al., 2008; Coe, 2016; McCurdy et al., 2010; Sharma-Brymer, & Bland, 2016). The idea of encouraging primary students’ curiosity and exploratory tendencies in off-site primary education relates to the concept of giving students greater autonomy and strengthening their voice in their learning.
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Nature is a ceaseless source of wonder for children
Wonder is a very powerful driver of learning because it intrinsically motivates students. Think of nature as an accelerator of learning just waiting to be harnessed by an educator. Nature is also an effective provocation or catalyst for deeper inquiry, inquiry that is based on authentic student interest. There are many nature-based activities that you can facilitate with your class to get started. Be sure to plan time for exploring their interests as these activities will hopefully provoke thoughts and wonders.
Wonder is a very powerful driver of learning because it intrinsically motivates students. Think of nature as an accelerator of learning just waiting to be harnessed by an educator. Nature is also an effective provocation or catalyst for deeper inquiry, inquiry that is based on authentic student interest. There are many nature-based activities that you can facilitate with your class to get started. Be sure to plan time for exploring their interests as these activities will hopefully provoke thoughts and wonders.
Forest Schools
Forest schools, nature kindergartens, nature schools, coastal kindergarten, whatever you decide to call them, are rapidly emerging across Canada and for good reason. Please refer to some recent research posted on this page. Forest Schools Canada is offering professional development and expertise on this topic.
| Forest School Guide |
Research
| Nature Elements & Motor Skill Development Opportunities at Five Elementary School Districts in B.C. - Lim et al, 2017 |
| Benefits of Nature Contact for Children - Chawla, 2015 |
| Child & Nature Alliance Canada - Active/outdoor play - Tremblay et al, 2015 |
| Integrated Instructional Programming Models (Wood St) for Development of 21st-century Core Competencies - Gooderham, 2014 |
| Using Nature and Outdoor Activity to Improve Childrens' Health - McCurdy et al, 2010 |
| Northern Exposures: Models of Experiential Learning in Indigenous Education - O'Connor, 2009 |
Privilege & Oppression
Risk is a part of everything we do in the journey of public education. It is important to consider that risk is present in all learning environments including the indoor or on-site environment. These indoor risks are more subtle and often not immediately evident but they exist none-the-less. It is difficult to quantify whether indoor risks are greater than those present outdoors. Certainly a students exposure time to indoor risk is far greater in most classroom. Some examples of indoor risk included: exposure to off-gassing from manufactured products (paints, plastics, electronics etc.); ailments related to sedentary behaviour; and physical injuries commonly experienced in a gymnasium. There are more.
Despite the risk associated with indoor-based learning the majority of our attention is drawn to manage risk associated with off-site or outdoor learning. This management process is valuable to student safety. The consequence of primarily focusing our risk management lens on outdoor risk is a privileging of learning environments. The indoor environment basks in privilege. Privilege is seen as a two-sided coin and the other side is oppression, and this is what the outdoor learning environment experiences.
Educators who frequently seek out alternative learning environments, such as the outdoors, will be well aware of the oppression this environment faces. It is vital that we work hard to improve access to these alternative learning environments and support each other in the process.
Despite the risk associated with indoor-based learning the majority of our attention is drawn to manage risk associated with off-site or outdoor learning. This management process is valuable to student safety. The consequence of primarily focusing our risk management lens on outdoor risk is a privileging of learning environments. The indoor environment basks in privilege. Privilege is seen as a two-sided coin and the other side is oppression, and this is what the outdoor learning environment experiences.
Educators who frequently seek out alternative learning environments, such as the outdoors, will be well aware of the oppression this environment faces. It is vital that we work hard to improve access to these alternative learning environments and support each other in the process.
| Nature Risk and Outdoor Play - Heather Coe, 2016 |