The Value of Nature in Learning

The Value of Nature in learning

“we live in an era where more and more children are disconnected from nature”

(Fairweather, K. 2014)

Nature is beginning to show an impact to learning in education. The popularity of learning through nature is growing, however the importance of combining nature and learning is becoming as essential in education. Waite, S. (2011) supports this as she relays that learning outdoors is an expectation within the early years foundation stage for children from birth to five (Dfes 2007). Although the concept of nature becoming a part of learning is developing, Louv, R. (2010) states that there is a growing gap between nature and learning in which schools in the district have contributed to. Louv, R. (2010) continues by saying that nature deficit disorder is showing through children which describes the gap between human beings and nature.

 Showing that there is a slight growth in popularity of nature in learning is deflecting the benefits by what Louv,R. (2010) is stating with the lack of encouragement that schools are applying in allowing nature to become a part of learning for children’s development. Roberts, L. (2009) agrees by applying that electronic forms of entertainment are widely favoured in contrast to outdoor play. This has had an impact on education also as Donaldson, G. (2015) states that digital competence contributes to children’s lives today playing a powerful role. Following this impact it has created a focus point in the Welsh curriculum as it has been included in the cross-curricula structure for education. Donaldson, G. 2015 refers to this as he provides in his structure that teachers and other staff should support the development of digital competences and have the responsibility to teach with gaining the knowledge and skills. Therefore a solution is needed to gain the encouragement and confidence for educators and teachers to deliver nature in learning where there is also value.

There is a value of nature in learning that many educators may not be aware of. Play can be shown through learning and apply to their development in education. This can be shown as a way of including nature into learning through nature play. Nature play isn’t just any type of outdoor play as nature play involves playing with nature (Wilson, R. 2012). Although nature play can be portrayed as an outdoor setting it can also take place indoors (Wilson, R. 2012). Wilson, R. (2012) gives an example of this by referring to activities indoors where children can include natural materials in their learning within the classroom. Children may not have experienced nature play or outdoor play and learning with nature gives them an opportunity to do so.

White, R. and Stocklin, V. (2014) indicates that outdoor play and childhood are no longer synonymous. Therefore childhood in the modern day are not providing the children the option to connect with nature. However, with the option to bring nature play into an indoor and outdoor setting should be accessible for teachers and educators to teach nature in a practical setting. Although there is an option, teachers may avoid the outdoor setting by lacking the correct knowledge of outdoor play. Fairweather, K. (2014) highlights this by stating there needs to be more encouragement towards teachers to take classes outdoors. With schools adopting the encouragement for teachers their confidence will be greater to include nature in learning.

There’s a value towards nature play that children portray in their development such as authentic play. Nature invites authentic play (Wilson, R. 2012). Activities that a teacher may deliver to a class can structure around authentic play giving children the experience to connect with nature individually. Gordon, R. (1998) supports this as he states that authentic learning environments, activities, knowledge, skills and attitudes learned and employed in one surrounding transfer to another. Children can adopt these as authentic play which is a fun and open minded play and is self -directed and freely chosen (Wilson, R. 2012). Referring to Wilson, R. (2012) and Gordon, R. (1998) activities led by nature show authenticity in the way children play and develop their skills surrounded in a different environment than the norm. In this case when connecting to nature children can adopt an experience through activities and build on their skills that authentic play provides. Authentic learning involves an increase in motivation, enthusiasm and helping learners (Maina, W, F. 2004), which follows learning outcomes as well as including a value to nature in education.

Highlighting what (Maina, W, F. 2004) relays, this relates to Donaldson, G. (2015) expectation in the new curriculum for Wales. The four purposes of the curriculum include enterprising, creative contributors which boldly states in the six areas of learning of health and well-being that children should be able to develop their skills and attributes for successful participation in work, taking part in team endeavours, mentoring and supporting others (Donaldson, G. 2015). These skills can develop through nature in learning. Activities led by nature can encourage children to work together as I have experienced myself.

Whilst studying in my first year I participated in an activity that was based in a forest school environment. Forest schools is a form of outdoor learning in England for children at primary school level (Waite, S. et al 2016).This environment was surrounded by nature outdoors. Throughout the activity I engaged with nature by using nature materials and combining the activity to literacy by storytelling. Engaging in the activity I was supported by my group to contribute emotions and feelings that the outdoor environment made me feel. In a class environment the teacher support in a nature surrounding can become a safe place where the children are able to feel comfortable to express their positive emotions and to control the negative emotions (Wirth, S. and Rosenow, N. 2012).The activity was then based on storytelling led by nature and imagination. This is an example of an activity that could be used through teaching nature in learning. The value of nature in learning in this activity is that the child is surrounded in a different environment which leads them to venture their capability of development such as imagination. White, R. and Stocklin, V. (2014) agrees by saying children who gain early experience with the natural world link with the development of the imagination and a sense wonder in a positive way.

Nature in learning receive benefits to children’s development and experiences but follow challenges that educators and teachers face. With gaining more experiences in learning highlights what John Dewey believes in Wardle, F. (2009) that school experiences should be as real and vital to the child. According to Louv, R. (2010) taking students outdoors to learn challenge the curriculum and standards integration, discipline issues, material managements and safety. Regarding the challenges Sharma-Brymer, V. and Bland, D. (2016) suggests that schools need redesigning to include natural features to promote children’s physical activity. However, although there are challenges there are benefits to how nature gains value to learning. Erickson and Ernst (2011) states in Wilson, R. (2012) that they identified that nature play makes children healthier by stimulating higher levels of physical activity and boosts their brain development which leads to the children being smarter. Nature play is directed through learning by inviting authenticity where it occurs due to the child’s play being self- directed, flexible, varied and an engaging experience (Ghalfouri, 2014 states in Bender, M. S. 2017). Children allow themselves to openly engage with their emotions by experiencing greater freedom to express themselves outdoors (Kemple, M. K.et al 2016).

Nature is involving itself with learning gradually with outcomes becoming positive within education allowing nature led activities and play. However, the resources for schools are limited in providing this to children which needs to be developed further in creating nature play spaces to provide locations outdoors that extend beyond the classroom or traditional playgrounds (Bender, M. S. 2017). The value of nature in learning is beginning to show its purpose of the importance of children experiencing and connecting with nature in their learning development.

References

Bender, M, S. (2017) ‘NATURE PLAY SPACES AS LEARNING ENVIRONMENTS’, Department of Curriculum and Instruction, pp. 1-52. Available at: https://dspace.library.uvic.ca/bitstream/handle/1828/8016/Bender_Susanna_MEd_2017.pdf?sequence=3&isAllowed=y (Accessed: 28 October 2018).

Donaldson, G. (2015) Successful Futures. Available at: https://gov.wales/docs/dcells/publications/150225-successful-futures-en.pdf (Accessed: 27 October 2018).

Fairweather, K. (2014) ‘Young people are disconnected from nature’, Ilkeston, 15 May.

Gordon, R. (1998) ‘ A Curriculum for authentic learning’, The Education Digest, 63(7), pp. 4-8.

Kemple, M. K., Oh, J., Kenney, E. and Smith-Bonahue, T. (2016) ‘The Power of Outdoor Play and Play in Natural Environments’, Childhood Education, 92 (6), pp. 446-454.

Louv, R. (2010) ‘ Do Our Kids Have Nature-Deficit Disorder?’, Educational Leadership, 67 (4), p. 24.

Maina, W, F. (2004) ‘Authentic Learning: Perspectives from Contemporary Educators’, Journal of Authentic Learning, pp. 1-8. Available at: file:///C:/Users/mdbho/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/maina%20(1).pdf (Accessed: 28 October 2018)

Roberts, L. (2009) ‘Last Child in the Woods: Saving Our Children from Nature- Deficit Disorder By Richard Louv’, Museums and Social Issues, 4 (2), pp. 213-218.

Sharma-Brymar, V. and Bland, D. (2016) ‘Bringing Nature to Schools to Promote Children’s Physical Activity’, Sports Medicine, 46 (7), pp. 955-962.

Waite, S. (2011) ‘Teaching and Learning outside the Classroom: Personal Values, Alternative Pedagogies and Standards’, Education 3-11, 39 (1), pp. 65-82.

Wardle, F. (2009) Approaches to Early Childhood and Elementary Education. Hauppauge: Nova Science Publishers.

White, R. and Stocklin, V. (2014) White Hutchinson Leisure & Learning Group. Available at: https://www.whitehutchinson.com/children/articles/outdoor.shtml (Accessed: 28 October 2018).

Wilson, R. (2012) Nature and Young Children. London: Routledge.

Wirthe, S. and Rosenow, N. (2012) ‘Supporting Whole-Child Learning in Nature-Filled Outdoor Classrooms’, Young Children, 67 (1), pp. 42-48