Final Paper-SB
- 1. Tanin Monzavi 0790014 AHSS*3500 S15 (S102) International Field Study Final Research paper Nikki-Martyn 27/06/2015 Page #14
- 2. Nature schools have become an enormous addition to Early Childhood Education. Giving children the opportunity to explore their surroundings in an open and natural environment has become an insightful perspective to child development. The benefit of allowing children to engage in open environments allows them to explore within limits. A child has the independence to explore their surroundings without constant restrictions. They are able to work alongside other children or play independently. Children are able to make choices on what they want to play with without being directed told to do so. This type of play-based learning reflects the idea of true learning without any boarders. At a young age children need to develop a senses of self and interdependence. This can be hard to accomplish when children are placed in an institutionalized setting with rules and limitations. The western culture has socialized children to be afraid of the outdoors. If children were exposed to the outdoors at a young age, they can become more familiar with the environmental economy and the natural world around them. The choices they make can support the natural environment they are living in. Children who participate in nature schools are strengthening all areas of development. Focusing mainly on physical and social development nature schools have shown to build highly on those areas of development. Forest Schools focus on strengthening a child’s development physically, socially and emotionally. The following paper will examine the benefits of nature schools in regards to child development physically and socially.
- 3. In the western culture children are lacking an association with the natural environment. Children are spending an increasing amount of time indoors, and not spending enough time outdoors. School systems and society in general have become very much institutionalize. As technology advances, children have occupied majority of their time with television, computers, iPads/IPod and other electronic devices. The lack of exposure to the outdoors can have serious effects on a child physical, emotional and mental health. Richard Lou the author of “Last Child in the Woods”, brings light to a phenomena he calls Nature Deficit Disorder (Lou, 2008).He describes that the current generation of children have lost their connection with nature. Lou advocates for the importance of nature and the benefits it has on child development. He shares in his novel that society has become extremely stationary where we lack the time and motivate to engage in outdoor activities. Throughout his novel he explores practical solutions that families can take to reconnect their children to nature. The novel stresses how crucial nature is to a child’s health. Research has indicated a dramatic increase in childhood obesity, attention difficulties and depression. Richard Lou, bring forth many ideas based on that children are lacking a connection with nature. From reading the novel, I have realized how much children have disconnected with nature and the impact it can have on them.
- 4. Recent research has explored the cause of many childhood illness associated with children’s lack of physical activity. The loss of natural surroundings has disconnected children with Nature. As children spend less time engaging in physical activity, they are at a higher risk of health problems. One of the increasing diseases in children is obesity. Obesity in a child can also increase chronic diseases such as diabetes, cardiovascular diseases, and metabolic disorder (Bratman, Hamilton, & Daily, 2012).The amount of time children spend outdoors has declined majorly in the past decade and childhood obesity has increased to double its rating. The health of young children is crucial and getting them active is a first start. According to Research File by Canadian Fitness and Lifestyle Research Institute titled “The Health Benefits of Outdoor Play for Children and Youth, discusses the importance of outdoor environment and physical activity ( Hinds & Sparks2008).Summarizing the benefits of providing children with the opportunity to engage in outdoor play. According to study conducted by Mc Curdy the benefit of outdoor play and nature-based activities have been recognized. Mental health issues have tremendously increased and researches have proposed that cause is due to high level of stress. One study showed that children had lower level of stress when exposed to natural environments. Mc Curdy also identities studies that natural environments also improve a child ability to stay focused which is related to improving attention. A literature review on Children in the Outdoors, discusses the connection between quality outdoor space and health. During early and middle childhood children can gain many health benefits from being exposed to the outdoors. The article highlights key research that has been understood regarding current health of children and outdoor spaces. The Kasier Family
- 5. Foundation study found that the average American child spends “44 hours per week (more than 6 hours a day) “in front of an electronic screen (Davidson, 2007). E.O Wilson’s hypothesis suggest that humans have evolved from the natural environment and their connection with it has been lost (Davis, Jule & Elliott,2004). Technology should not replace nature but be used as a way to advance it as a whole. As each generation loses its connection with nature, the result can detrimental to natural environment on a whole. The experiences children have in nature schools, are in no comparison to the ones in classrooms. Children are able to see firsthand the plants, animals and sounds found in the outdoors, than through a novel or image. Early child hood is an opportunity to allow children to make that connection with nature and will last them a lifetime. The connection that children make with nature at a young age will help them have a better understanding of the natural environment and sustainability of it. ( Jule & Elliott , 2004) Schools have tried to organize programs to give children the opportunity to reconnect to nature. Many schools have started implemented environmental education programs to see the effectiveness it has on children. A study was conducted to explore the influence that the EE programs had on student’s connection with nature. The programs were evaluated and outcomes were measured. The measurements were conducted with a 16-item Children’s Connection to Nature Index, which includes children’s feelings with nature, perception of the human-nature relationships as well as plants and animals (Ernst & Theimer, 2011). The outcomes of the study was to assist with future research on identify certain characterises within these programs that will increase a child’s association with nature. The results of the tests using the Nature Connectedness suggest that three of the seven programs may have increased the participative connection with nature. The study suggest that EE
- 6. programs do have the potential to have increasing effects on children. However programs still need to evaluated and future planned to reach ultimate goal. Based on the study, I have noted that nature based programs are still in progress. They are yet to develop to their full capacity and truly reconnect children to nature (Ernst, & Theimer, 2011). The effort that schools are making to .Schools are recognizing the benefits of nature education and are trying to implement the EE programs as best task they can. Much of the programs are new so there is still time to improve different aspects. Looking at the level of physical activity in schools. Much of the time what the students are doing involves sitting. The aim of the paper was to see the coloration between childhood obesity and physical activity specifically in schools. The literature uses the term “obesogenic environment” to describe schools (Davidson, 2007).Which means obesity -promotes. The integration of physical activity in the classroom is also another way of getting the children active as they learn. Also bringing the classroom outdoors for science and experimental purposes can also give children the chance to discover the outdoor environment. Greater amount of physical activity has been shown to be beneficial to children’s health. High level physical activity can tacking childhood obesity. Spending time outdoors, is related to child development for example gross motor, balance and coordination. Children are able to master these skills in outdoor spaces. A lack of physical activity within childhood, can also link to week bone structure and the possibility of getting osteoporosis ( Davidson, 2007). Ebberling stresses the use of open spaces, as one approach to preventing childhood obesity. Research has suggested that, these outdoor spaces need to free of structure as they are more appealing to children ( Berg and Medrich 1980). Adult-designed playground are
- 7. increasingly unsuccessful in meeting the children expectation of outdoor play. Slsey study reports that children favor “wild areas: for play such as forest, cornfield and open land. An interview was done by Hansen , which found that children desire to engage in less formal play areas. Another reasons why children are not playing outdoors is parental fear. Parents are hesitant to let their children play unsupervised in public park or playground. Parents have a negative perception of outdoor play. Many see it as unsafe and dangerous ( Lou, 2008).Today’s parenting involves a magnitude of fears which results to paranoid parent. This has caused parents to become extremely overwhelmed with letting their children play outdoors alone. Parents are concerned and worried about the possible dangers that could happen, rather than the benefit of outdoor play. The current generation of parents are named “gatekeepers as to the level of physical activity their children can engage in. Parents have created restrictions to amount of time children can play outdoors Children have been denied the opportunity to play outdoors compared to the previous generation. Forest schools in Denmark and across the world have created environments that allow children to explore their surroundings. Forest schools were first introduced in the 1950s in Denmark. They became popular among the Scandinavian countries, where they began being implemented in different regions. In Denmark over ten percent of the preschools are nature. Over the years, as research on outdoor education increases different countries around the world started to recognize the benefits of nature. Studies on physical activity level and mental health were shown to be beneficial for children when engaged in nature. The recognition of Nature schools
- 8. in North America has also started to evolve in small regions across Canada in different provinces. An organization has started in Canada called Forest School Canada which was formed in Spring 2012. It’s a non-profit organization designed to help educators and communities support and learn about forest schools (Forest School Canada) Nature schools in different regions vary based on landscape, climate and community. All Nature schools program there days based geographical location and supplies. Forest School offer children and educators the chance to enjoy learning and connecting with the environment. They are able to experiment with new activities and take risks. Observe and learn about natural environment around them. The focus on physical health is one of the key points of Nature Schools. Allowing children to exercise their gross and fine motor skills at a young age can be beneficially to their health. When a child is able to move and explore in an open space for an excess period of time they are strengthening all areas of muscle tissues. WilliamH. Brown study examined two factors, one of which was physical activity behaviour and social environmental events in preschool children. According to the study, the children that were observed spent 87% of their day indoors, 94% of their time was sedentary and only 10% was spent outdoors (Parsons, 2011).One discovery that Brown made was that the children led activities were more active than those structured by the teachers. Child initiated play is also more likely to create social bonds between the children. Engaging in nature play can improve a child’s motor development. A study was done to compare natural landscapes and conventional playgrounds on motor development. The results indicated that children who play on unpaved surfaces have significantly better fitness, balance and coordination compared to the control group of children playing on straight paved ground. The study showed that there is a positive correlation between
- 9. motor development and outdoor play. Dyment and Bell’s study suggests that by increasing the diversity of the play environment it will have a significant effect on the level of physical activity the children engage in outside (Kahn& Kellert, 2002). When looking at the emotional, physical and social development of a child. Each is important to consider. For the emotional development of a child components such as impulse control, self-regulation, and self-guidance are all concepts that are shown. An important concept of self- direction not only gives them the ability to be independent and explore but allows them to learn on their own will. “……..Children are more likely to be engaged, motivated, and inspired to participate in activities that interest them. Children become engaged as “partners in the learning process” (Kahn & O’Rourke, 2005, p.1).When a child explores in nature they are independently exploring their surroundings. The natural environment that they are surrounded in gives them a calming feel. The environment as well as the pedagogies are important to consider when formatting a nature school The Danish culture values social and emotional development in children. They believe that a child needs to develop skills to help them become part of cohesive society. The social and emotional development of a child is crucial in the early years. Areas such as relationship building, expressing emotions, engaging an environment, expressing their ideas and feelings are all important components. If we were to look at a child ability to accomplish these areas the environment that they are is important to consider. Nature schools not only provide an environment but they allow a child to develop these skills to their full capacity. In the early years it is essential for a child to learn to cope with these conflicting emotions. A play based environment is important however in Nature schools
- 10. Nature Schools allow children to become independent leaders. Instead of the pedagogy telling them what to learn, they are learning on their own. Nature schools are inclusive to all learning styles and teach life skill such as creativity and resiliency. The Nature programs teach the children the importance of caring for the environment and showing empathy towards it. Once a child has been taught these fundamentals they are able to transition into school curriculum more easily. Children see the spectrum of nature in two perspectives anthropocentric or biocentric. Anthropocentric is understanding nature as a beneficial element to human life and that’s it sole purpose sustain human existence. Biocentric views nature as a natural environment that has value in itself. David Krathwohl, B.S Bloom and B.B Masia , created these five stages of emotional development, Receiving, Responding, Valuing, Organizing, and Characterization (Kellert,2002).The first and second stage are a child inclination and willingness to receive and responding to a situation. The educators approach in nature schools is also significant. A pedagogy approach does not look at a single approach to teaching. but more over the situation. This is because not one teaching situation is required for a child. Teacher-center is used 7% of the time in the nature schools. There is a core curriculum for basic education, 37% teachers try to link the curriculum with the basic education (Kellert, 2002).. The curriculum there is responsibility of the environment, one’s own wellbeing and environmental sustainability. The ending statement for this study concluded that the Nature schools and environmental education is a starting point for society to become more environmental knowledge and sensitive. Children’s drive to be environmentally cautious comes from their experience exploring a natural environment and an elderly adult who has taught them to respect environment. The more
- 11. they are exposed to these types of environments at a young age, the more they are likely to use these spaces when they get older. Also Leopid addressed the importance of hands on nature experiences as they help human beings create develop a love, respect and admiration for the land they live on. A study on Environmental Education was conducted in Finland. This study stemmed from the idea that environmental experiences can have an effect on children even in adulthood. The participants of the research study were Nature School educators. They were asked a series of questions based on the programming and methods used in Nature Schools. They were asked about teaching aims and 57% of them emphasized the physical activity and nature experiences were important. When asked about approaches %86 of the NSs make nature trips often and use inquiry-based learning. Another method popular method used is storytelling, crafts, drawing, and reading. In one of the opened ended questions a Teacher stated “Individual experiences create understanding on nature phenomena and the meaning of one’s own action” (Jeronen, Jeronen, & Raustia, 2008) In the Environmental Behaviour model, Hungerford and Volk indicated three variables that citizens have towards the environment (Jeronen , Jeronen, & Raustia, 2009). At the entry level is environmental sensitivity. This is acquired in childhood and experiences at a young age with nature. Knowledge and attitude towards the economy, pollution, process of nature, and technology also play a role. To develop responsible behaviour, in-depth knowledge on environmental issues and social consequences is needed The kinds of experiences children have in nature fall into three categories direct, indirect and symbolic experiences. Direct experiences involved a child physical contact with the natural
- 12. setting, creatures and the environment. A child has direct contact with nature during unstructured play or spontaneous play. Indirect experience contact with nature involves physical contact but from a far restricted and programmed experience ( Parsons, 2011). These types of experiences are usually resulted from human manipulation and activity. Examples include zoos, aquariums, gardens, museums. Symbolic experience occurs when there is no actual physical contact with natural world. These included pictures, films, television, media , novels. Contact with the natural world provides children with comprehension of temperatures, climate, habitats, and forestry. As a child explores a natural surrounding they are using their critical thinking to problem solve, distinguishing and overcome challenges. In a study, children showed a significantly higher level of well-being and improved social relations while being taught in a forest school compared to classroom (Mygind, 2009). Nature Schools have shown to benefit children in areas of development. Allowing children to experience the natural environment in a school setting is extremely beneficial. Exposing them to nature at a young age instills in the appreciation for nature. The level of physical activity that the children engage in during outdoor play is beneficial to their gross motor and fine motor development. Improvements in concentration, increased motivation and higher levels of physical activity. The link between outdoor play and health has become a new area of focus. There has been an increase concern for children’s health and ways in which illness can be prevented. The loss of connection between children and nature has also been on a rise.
- 13. References Bratman, G. N., Hamilton, J. P., & Daily, G. C. (2012). The impacts of nature experience on human cognitive function and mental health. Annals of the New York Academy of Sciences, 12491(1), 118-136. doi:10.1111/j.1749-6632.2011.06400.x Davidson, F. (2007). Childhood obesity prevention and physical activity in schools. ANNALS OF THE NEW YORK ACADEMY OF SCIENCES, 377, 16-16. Davis, Jule M & Elliott, Sue. (2004). Mud pies and daisy chains: Connecting young children and nature. In Every Child, 10(4) pages pp. 4-5 Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577-598. doi:10.1080/13504622.2011.565119 Hinds, J., & Sparks, P. (2008). Engaging with the natural environment: The role of affective connection and identity. Journal of Environmental Psychology, 28(2), 109-120. doi:10.1016/j.jenvp.2007.11.001 Jeronen, E., Jeronen, J., & Raustia, H. (2008). Environmental Education in Finland – A Case Study of Environmental Education in Nature Schools. International Journal of Environmental & Science Education, 4(1), 1-23. Kahn, P. H., & Kellert, S. R. (2002). Children and nature: Psychological, sociocultural, and evolutionary investigations. MIT press.
- 14. Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. Children and nature: Psychological, sociocultural, and evolutionary investigations, 117-151. Natural Learning Initiative. (2012). Benefits of Connecting Children with Nature: Why Naturalize Outdoor Learning Environments. Lou, R. (2008). Nature and Child Renioun. In Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. Chapael Hill, North Caralina: Workman Publsing Company. Parsons, A. (2011). Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design. 25-50.