Connecting with the Land in the Early Years

 Topic Statement and Age Range

Connection with the land in the early-school-age years lays the foundation for meaningful exchanges between nature’s wisdom and the increasingly more autonomous 4–6-year-old child. Motivation to be outdoors and learn from the surrounding natural environment inspires an enthusiasm to explore the land and register powerful lessons through the lens of physicality. The physical senses, as well as the more subtle social-emotional senses, glean a wealth of knowledge while the body is challenged by the outdoor environment in a productive manner. Nature connectedness is a word we use throughout the paper to describe the child’s positive concept of nature and humans. Barrable & Booth (2020) explain the construct how it “includes cognitive and affective strands, including empathy towards the natural world…experiential and behavioural aspects…nature relatedness and inclusion of self in nature” (p. 2). The age range of 0-8 plays a significant role because it is when “the creation of an ecological identity and the development of a positive relationship with nature” is taking place (Barrable & Booth, 2020, p. 1). Some predictors for a sincere connection to nature were “parental nature connection, and total time spent in attendance of an outdoor nursery” (Barrable & Booth, 2020, p. 1). Our paper explores why fostering this relationship with the land is so important, how caregivers can contribute, and what the research and theoretical perspectives say about the benefits.

Research Questions:

How can a nature-connection rich environment enhance belonging and otherwise positively affect an early-school ager’s life?

The sense of belonging early-school aged children experience when sustained and meaningful contact with nature takes place can surface as, “feelings of being safe and happy in outdoors and natural environments” (Barrable & Booth, 2020, p. 2). Belonging in their environment is a catalyst for learning according to How does learning happen (Ontario Ministry of Education, 2014b): “Opportunities to experience nature every day and to care for and interact with the natural world enhance children’s connections to the world around them” (p. 25). In addition to fostering a foundational sense of belonging, the benefits of early-childhood nature connection include, “increases in self-esteem and self-confidence, motivation, motor skills improvements, development of social skills and relationships, as well as improvements in communication and language skills” (Barrable & Booth, 2020, p. 2). Overall, “connecting to the natural world contributes to children's mental, physical, emotional, and spiritual health and well-being” (Ontario Ministry of Education, 2016, p. 34). Nature connection is holistically beneficial for the early school-ager especially given the interrelated increase in electronic media consumption and childhood obesity and mental health disorders (Ontario Ministry of Education, 2016). Therefore, the “kind of thinking, learning, leadership, and innovation that may be inhibited in children in the classroom” is inspired steadily by significant time in outdoor learning environments (Ontario Ministry of Education, 2016, p. 34).

What does ecological systems theory say about the effects of the incorporation of natural elements?

Ecological systems theory, as articulated by Bronfenbrenner (1979), highlights the importance of diverse roles and settings for early-school-agers to be engaged in order for them to develop. Hypothesis 14 from his 1979 work The ecology of human development: Experiments by nature and design emphasizes that the process of development is facilitated by engaging with a range of roles and settings; therefore, a limited classroom setting would be detrimental. Primary socialization settings like the home and classroom must have a variety of environmental contexts because of how this positively impacts human development. While Bronfenbrenner doesn’t explicitly state the importance of natural materials entering the home and learning environment, they certainly qualify as diversifying those settings. Due to the cultural trend of favouring indoor environments, the early-school-ager’s exposure to natural elements is most often limited. Bronfenbrenner advocates for parents and professionals alike to support human development by incorporating diverse role models and environmental elements into school settings.

How may caregivers engage with nature connection methodology to support their children’s development and why is it important for children to have this connection with the land?

Children’s development can be supported by caregivers by ensuring children spend time in the natural world and have quality interactions with it. When young children are in nature, they can see the beauty in natural materials such as grass, rocks, and leaves. These materials allow the children to access their creativity and imagination. They are free to express themselves and to use the materials how they see fit. Nature provokes children to formulate their own ideas (The Pennsylvania State University, 2019). When they are involved in nature activities or experiences their attentiveness increases (Ontario Ministry of Education, 2016), so caregivers can incorporate natural materials into their homes or classrooms. Sticks for building, tree stumps for climbing and extra seating can all positively contribute to their development. Bringing loose parts from the outdoors to be included in their play could allow them to explore all that nature provides (The Pennsylvania State University, 2019). By ensuring the children have quality time and interactions in nature and with natural elements, caregivers and educators can make strong connections between the children and nature.

Indigenous Perspective

The Indigenous perspective outlined in the Ways of knowing guide by Bell et al. (2010), speaks “to the fundamental principle of ensuring sustainable relationships with the land” (p. 10). Reciprocal and considerate practices of engaging with the land are “reflected through worldview, values, beliefs and stories” (Bell et al., 2010, p. 10). The concept of acting responsibly in consideration to the land is a keystone of Indigenous traditions. Connecting early-school-age children to nature results in environmental stewardship because sustained and meaningful time in nature contributes to an “increasing sensitivity and affective responses towards nature and issues surrounding conservation” (Barrable & Booth, 2020, p. 2). One such way we can connect children to nature from an Indigenous perspective is through studying animal behaviour. For example, “the turtle foraging before the winter months cues to the season beginning to change and [that] turtles will soon go into hibernation” (Bell et al., 2010, p. 74). Bell et al. (2010) write, the Anishinaabe people are observers of these animal mentors and take queues from their behaviours. Engaging in discussions and activities with early-school age children in the classroom about local animal’s qualities and behaviours at different times of the year can bring Indigenous nature connection perspective into learning spaces. 

ELECT

According to the Ontario Ministry of Education (2014a), land-based learning benefits children’s cognitive and social-emotional development. Time spent in nature can help children to think and process their learning better, and it can increase their moods significantly. Considering that, “Children construct knowledge through physical activity, social interactions with others and their own active thinking,” (Ontario Ministry of Education. 2014a, p. 9), when they spend time in nature with others there is a positive effect on their overall development in these areas.

Responsiveness

According to the Ontario Ministry of Education (2013), Think, feel, act: Lessons from research about young children, healthy development is directly related to positive relationships. In order to act responsively we must support children emotionally, physically, and socially to build a trusting relationship. Encouraging children to play outdoors, connect with the environment, and natural materials will be far more effective when they trust us. Helping children to freely connect to the land with their senses in a safe environment is very enriching. Sensory stimulation is derived from interacting with natural environments which allow children to learn with all of their senses. This stimulation fosters their cognitive growth, creativity and critical thinking, and it is available to the children as caregivers or educators are thoughtful about establishing safety and trust in the learning environment.

Reflection

The research process was very successful as there were lots of ECE-based resources and recent studies on nature schools and nature connectedness. The rich results gave us both a thorough understanding of the positive effects of nature connection and relevant developmental theories in support of these diverse environmental connections. The role of the caregiver in engaging children thoughtfully in natural environments was also broken down and rooted in why it is so crucial we support this connection with the land. The tools we have discovered are applicable to our future practices as RECEs and are rooted in the best interest of the developing child.

Learning Experience

Title of the Activity: Nature Walk with a Magnifying Glass

List the materials you would use for the experience and record what you think the children will do and talk if they were to explore and play with these materials. 

Each child would receive a small note pad and an easy grip pencil to put in their backpack, along with a magnifying glass threaded onto a lanyard to wear. The children would use the magnifying glass to look closely at the things they find outside that are most interesting to them. They can record what they see with the pencil and pad in drawings, letters, or words depending on their ability. The guided walk through a forested area will act as the third component or “third teacher” for the activity.

Explain the Activity?

The magnifying glasses on lanyards are for children to have their hands free and stay in the moment, while identifying what piques their interest as we walk at a meandering pace through a nicely forested area. They have the tool hanging in front of them so they can use all of their senses to experience the nature they are immersed in. If they are so inclined, the pad of paper and easy grip pencil are available in their packs (which also stores their water bottle). Combining the magnifying glass, pencil, and paper makes it so their drawings and observations can be more detailed.

What areas of development will be enhanced and address the issues presented by the topic of your research?

Outdoor activities have a holistic scope in how they touch on each of the developmental areas naturally, but this activity enhances the cognitive processes of representation and reflection especially well. Reflecting on what they are observing in their environment and having a physical tool to acknowledge these components they are witnessing like the magnifying glass and the pad of paper give them a sensory link to their thought processes. They are building a diverse database of sensory experiences that expands upon their representation and reflection skills.

Time & description of the setting/environment where you are planning to set up your activity.

The forested walking path will be somewhat familiar to the children, close to the school, and very familiar to the educators who have also complete a site risk assessment form annually. The time for the walk is 30 minutes with five minutes before and after to answer questions and give safety instructions. They will be reminded throughout to explore and stay hydrated.

References

Barrable, A., & Booth, D. (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, Basel, Switzerland, 12(1), 375-390. https://doi.org/10.3390/su12010375

Bell, N., Conroy, E., Wheatley, K., Michaud, B., Maracle, C., Pelletier, J., Filion, B., Johnson, B. (2010). Ways of knowing guide. Toronto Zoo.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Ontario Ministry of Education. (2014a). Excerpts from “ELECT” foundational knowledge from the 2007 publication of Early Learning for Every Child Today: A framework for Ontario early childhood settings. https://www.dufferincounty.ca/sites/default/files/rtb/Excerpts-from-Early-Learning-for-Every-Child-Today.pdf

Ontario Ministry of Education. (2014b). How does learning happen? Ontario’s pedagogy for the early years: A resource about learning through relationships for those who work with young children and their families. https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

Ontario Ministry of Education. (2013). Think, feel, act: Lessons from research about young children. https://files.ontario.ca/edu-think-feel-act-lessons-from-research-about-young-children-en-2021-01-29.pdf

Ontario Ministry of Education. (2016). The kindergarten program. https://www.ontario.ca/document/kindergarten-program-2016

The Pennsylvania State University. (2019). Children and nature: Do you support the connection? In PennState Extension: Better Kid Care. https://bkc-od-media.vmhost.psu.edu/documents/TIPS0709.pdf