Guest Blogger: Carmen Cook, ECE Adjunct Faculty
Take a moment to reflect on your favorite childhood play memory…
Did your favorite play memory include being outdoors? Playing in the leaves? Making mudpies? Splashing in puddles? Catching frogs? Building snowforts? Playing in the sand at the beach?
I have been asking early childhood educators this same question over the past 8 years. More often than not, favorite play memories include some connection to the outdoors and nature.
Years ago, as a young preschool teacher, I conducted many days of preschool completely outdoors, especially during the summer months. Circle time, story time, large motor games, art activities, all seemed to go better outdoors that indoors. I even had the children nap outside, and amazingly I had more sleepers in the shade and fresh air than in our dark classroom! Back then, I spent time outdoors with the children because everyone seemed more relaxed and children were engaged in learning, and selfishly, I hated to waste one moment of summer in
Minnesota indoors.
Fast forward to today and years of research-- educators and mental health professionals are becoming increasingly concerned that children are no longer able to spend unhurried hours exploring the natural world in the same way as previous generations (like mine and possibly yours) once enjoyed. Research shows there is a dramatic decline in the amount of time children spend outdoors. A growing number of children's advocates and political leaders are worried that our current culture's disconnection from nature, Nature Deficit Disorder, is harming 's kids.
Contributing to nature deficit disorder is a rise in biophobia, a fear of the natural world and environmental issues. So while you and I may have chase frogs and fireflies, today's children may experience fear in relationship to our little hopping and flying friends. Effects of nature deficit disorder include: childhood obesity, attention disorders, depression, anxiety and a fear and dislike rather than appreciation or enjoyment of the natural world.
Yikes! What is an early childhood educator to do? We have a responsibility to provide intentional experiences and create spaces that give children a better opportunity to understand the outside world. Children need connections with the natural world as part of their healthy growth and development.
An outdoor classroom can be created as a space to begin this connection with nature. An outdoor classroom is an outside learning environment, used throughout all seasons, which offers learning experiences just like an indoor classroom. Outdoor environments promote active learning in a variety of learning centers with space for gathering and reading, climbing and crawling, wheeled toys, building, art, music, gardening, dirt digging and exploration and open space for large motor activities. Learning occurs through play, and hands on exploration in the curricular areas of math, science, literacy, art, music and movement, social skills and visual spatial skills, Nature provides a readily available source of learning materials! Learning is increased as teachers facilitate and children engage in hands-on exploration in an outdoor environment.
The benefits of learning with nature are limitless! Research proves the following benefits to children:
Stress reduction-Spending time in nature has been shown to reduce stress and benefit treatment of numerous health conditions. Children who frequently play outdoors are sick less often.
Higher concentration/cognitive development - Children with contact with nature score higher on tests of concentration and self-discipline and enhanced cognitive development by increasing their awareness, reasoning and observation skills.
Improved fitness/reduction in obesity- Nature can reduce obesity and improve fitness levels. Children who play regularly in natural environments show more advanced motor fitness , including coordination, balance and agility.
Enhanced overall development-Play in outdoor environments stimulates all aspects of development more readily than indoor environments.
Social skills and creativity- Natural environments stimulate social interaction between children and more diverse, imaginative and creative play.
Caring and appreciation of environmental issues- An affinity to and love of nature, along with a positive environmental ethic, grow out of regular contact with and play in the natural world during the early childhood years.
Pretty compelling evidence and research to include more time outdoors with young children. It also seems like plain old fashioned good sense. Whichever reason resonates with you, it is time to start connecting our young children with nature.
Do you need an outdoor classroom to begin this important work? Absolutely not. You can start small:
- Get children outside! (I know what you are thinking: there is no bad weather, just bad clothing!)
- Take nature walks
- Find community parks or green space to play in or read a story
- Express an interest in nature yourself ; use "I wonder…" statements "I wonder where all of those ants are so busily going?" , "I wonder how many bees fit in that hive?" "I wonder how old that tree is?" "I wonder how many flowers have heart shapes?" "I wonder if I can catch a raindrop or a snowflake?"
Help children to express interest, wonder and develop questions and find the answers together!
If you have an interest in developing an outdoor classroom or learning more about nature deficit disorder, there are many resources available to help you.
Information above adapted from the following resources, check them out:
The National Arbor Day Foundation: Dimensions Educational Research Foundation:
www.arborday.org www.dimensionsfoundation.org
Nature Action Collaborative for Children:
www.worldforumfoundation.org
Louv, R. (2005). Last child in the woods: saving our children from nature-deficit disorder.
New York , Workman Publishing.
Keeler, R. (2008). Natural playscapes: creating outdoor play environments for the soul.
Redmond,WA . Exchange Press.