What is the value of nature pedagogy in primary education?

The Value of Nature

Learning outdoors can improve a child's outlook on nature. Nature gives children a wide perspective of an understanding about the environment (baytrust 2015. p.6)  If children were to be involved when participating outdoors it would benefit them when it comes to environmental learning outcomes such as understanding nature, connecting with nature through their senses and being mindful of their surroundings, which can lead onto gravitating towards their emotions (baytrust, 2015. p.7).  Being outdoors can teach children a range of people skills, teamwork, help us learn about the world around us, experimenting with nature, using environmental resources to create projects. Projects can include music making, using a wide range of resources; logs, trees, bushes, any unnatural resources found could also be part of the project. Involving the children in this can lead onto more creative ideas such as learning about materials, What's natural? What's not natural? Furthermore, it can help change the minds of children who dislike being outdoors into a positive outlook. "Outdoor preschools typically emphasize natural environments  as a space for their pedagogical practice and work." (Maynard and Waters, 2014. p.119).


The RSPB have confidence that when connecting with nature, it can play a big role in a child's life (baytrust, 2015). Nature also links with good human health (Nisbet, Zelenski and Murphy, 2011). While this is the case its not to say only nature can give us good health, it adds to keeping our minds and body aware of our surroundings and keeps us active (Nisbet, Zelenski and Murphy, 2011). When children are playing they are developing a sense of balance, it's seen as building a healthy body and mind (The Urban Child Institute, 2012).

Children living in an urban environment may not experience nature as much as a child living in a more nature area meaning a disconnection with nature is more dominant (Harris 2017). This isn't to say that children may not like going out to play and connecting with nature, some children may not have the opportunity to play outside where there are restrictions such as high rise flats, no ball games sign post, parents may not have the time to fit in taking their children outdoors due to work ethics. We assume that lower social class children have limitations to those who live in middle and higher class areas. Although, children in 2018 spend more time on computers and tablets than playing outdoors, this isn't to say they dislike nature, its more to say technology has a big impact on society now, this is having a bigger impact on children being outdoors to social class judgements (Harris 2017). Children being able to have free play can help support their development, risk-taking, exploring the outside world, connecting with others, health and wellbeing (Harris 2017). And yet, there aren't enough evidence to prove these allegations about nature (Gill 2011).

https://www.youtube.com/watch?v=9zat9ef1vHo  Here is a link to a small YouTube video about child led play outdoors.



Mixing children with nature offers authentic play, it's unrestricted options allows children to be as broad and creative as they like (Wilson, 2018, p. 5) That aside, it is proven that nature reduces stress levels, improves in physical wellbeing and reduce behavioural problems (Swank et al. 2017). Wilson, (2018) argues that nature can be brought inside of the classroom if carefully planned, by using natural resources.

Nature can be used as part of displays - In this photo you'll notice that the children have used their natural resources as part of a nature science display that they had come from trees which the children had used for their classroom. This is a great example of using nature indoors and not just for an outdoor classroom.

What is the value of nature connectivity in primary school?

• Nature invites authentic play by allowing children to have fun, giving them open ended questions, and enabling them to be self direct (Wilson, R. 2012). 

• Play is natural - Resources from outside can be used indoors. "Bringing the outdoors in." (Wilson, R. 2012. p.4). 

• Creative play in a natural environment can inspire children and make them aware of the world around them. (Wilson, R. 2012. p.2).  

The benefits of creative play can help develop children's views on nature. Encouraging children to experience nature can allow them to have greater understanding of the natural environment. Natural environment can help with their holistic development such as cognitive, social, physical and emotional development (Wilson, R. 2012. p.4). When children role play and play as a group they tend to develop their social skills and vocabulary, this can help them to be more self-controlled with their emotions and tend to have a higher thinking process (The Urban child institute, 2012). Wilson (2012) also states that the natural environment can help children adopt specific understanding with their learning in literacy, maths, science and art. But, how? "Research also indicates that children show improved risk assessment and learn how to master risk situations through challenging play, especially play in wilderness areas; specifically, their subjective perception of this risk becomes more realistic." (Maynard and Waters, 2014. p.121).

In this picture it shows how a young boy is sitting outside exploring a book and inside that book is helping his mind create images which can store in his mind and help his cognitive development, reading ability, help create imagination and learn academic skills.

Bilton and Crook, (2016) mentions that watching and listening to children playing can help you to understand the learning that goes into play. "Children crave choice, challenge and the opportunity to exercise their imagination." (Wilson, 2012. p.19). Being outside gives children more space to play, allows them to feel free and let their mind and bodies wander. Being in an open space gives them the ability to create their own fun rather than structured play such as parks (Wilson, R. 2012. p.19). Although, parks are great and children love going to the park as they can hang off the bars, play on the swings, zoom down the slides all different ways, they are restricted. By being restricted, they are limited to what they can do with the equipment provided as they can't rearrange them they have to come up with a way to adapt their playing. Their experience becomes limited. Children may prefer to climb trees and look afar, by doing this they are seeing everything around them which can excite them as they are looking from up high. They may tend to build dens using twigs, branches and leaves. Why is this? They may feel that they are creating their own play space by using the natural resources and making their own choices (Maynard and Waters, 2014. p.121). As adults when we tend to take our children out or children we look after outdoors to play we tend to use the phrase, "Let's go to the park." Why not say "lets go out to explore nature?"




Here is a picture of a park, which is well equipped but, is bolted to the ground. Giving children limited imagination.

In this picture its another angle of a park that just shows the viewer a huge tree and branches with plenty of space. Have you noticed how the children seem eager to climb no matter the height and the others watching with anticipation. Children enjoy exploring and by looking at the second picture it seems children prefer to construct their own play (Maynard and Waters, 2014).

Negative perceptions of outdoor play

• Parents may feel its not safe to climb trees as they may fall and bump their head etc (Wilson, R. 2012).
• They may not want their children to get too dirty. This is absurd as children wont be able t play properly if they feel that they may get dirty. It becomes to narrowly focused and may stop the child from wanting to play outside (Wilson, R. 2012).
• Parents/carers may not want their children to play in the mud, sand, pick up leaves as they don't know what is under there. Which is complete understandable but, children need to experience these things they need to feel children want to touch, smell and have an hands-on experience. By this, they need to have fun (Wilson, R. 2012).  

By playing outdoors your allowing children to take risks, think for themselves and use their own imagination. Your allowing them to build positive relationships with nature, increasing their awareness and allowing them to concentrate. Your also boosting their brain development (The urban child institute, 2012).

Some of the positives for playing outdoors 

• Good health and physical fitness (Wilson, R. 2012. p.63)
• Foster a love for nature (Wilson, R. 2012. p.7)
• Increased sense of wonder (Wilson, R. 2012. p.7)
• Learn to take risk (Wilson, R. 2012. p.2)
• Help with social development and communication (Wilson, R. 2012)
• Roam freely with friends (Wilson, C. 2011. p.3)
• Share information and learn from one another (Wilson, C. 2011. p.3)

Mindfulness games can be used when exploring nature, such as playing relaxation games in the woods, meditating, bird watching etc. This allows children to focus their minds on what's happening at that very moment as many children may not get that quiet time (Kabat-Zinn, 1994, p.4). Techniques that can be used: focusing the mind on one thing, eye closed or open, think about what it is? Our learning is to do with what is going on in our minds, children can explore how we know things through the body, it promotes awareness (O' Donnell, 2015, p. 187) This allows children to tackle big questions and be critical in the way that they think and Transend from everyday experience (Barnes, 2018, p. 87).

Nature and spiritual development

“What really matters in nature education is calling on children’s powers of attention and focus, of wonderment and joy, analysis and reflection, individual exploration and collaborative discovery” (Meir and Sisk-Hilton, 2013, p.2) Nature offers elements of authentic learning, enables the learners to make choices and reflect on their learning. It also, teaches children about real world problems and encourages them to adopt a diverse role. Children are able to explain and reflect on their ideas and practise these methods at home.

Sharing joys, mysteries, wonder and excitement with children can “shape a worldview and even change the course of one’s life.” (Hart, 2006, p.168)

Children can adopt diverse roles, can evaluate on real world problems, which can enable the learners to make choices.

 “Nature offer beauty, provides provocation for new questions, and can provide many moments of wonderment, awe, joy, inner peace that can nurture each person’s disposition in ways that help to nurture a child’s spiritual development.” (Hay, 2006, p.105) Nature allows us to be aware of our surroundings, being present such as feeling as though we are in the moment. It's therapeutic and provides a way to transport you to a place. Connecting with nature gives allows us to foster love for nature (Wilson, R. 2012. p.7).

Reference list

Barnes, J. (2018) Applying cross-curricular approaches creativity. London: Routledge.
 
Bilton, H., and Crook, A. (2016) Exploring outdoors ages 3-11: a guide for schools. London: Routledge.

Frances, H. (2017) 'The Nature of Learning at Forest School: Practitioners' Perspectives' International journal of Primary, Elementary and Early Years Education, 3113, 45(2), pp. 272-291, doi: 10.1080/03004279.2015.1078833

Gill, T. (2011) Children and Nature: A Quasi Systematic Review of the Empirical Evidence. London: Greater London Authority.

Hart, T., 2006. Spiritual experiences and capacities of children and youth. The handbook of spiritual development in childhood and adolescence,163, p.177.

Hay, D., & Nye, R. (2006). The spirit of the child (Rev. ed.).London: Jessica Kingsley.

Kabat-Zinn, J. (1994). Wherever you go. There you are: mindfulness meditation in everyday life. London: Hachette Books.

Maynard, T., and Waters, J. (2014) Exploring outdoor play in early years. Maidenhead: Open University Press.

Meier, D. R., & Sisk-Hilton, S. (Eds.). (2013).Nature education with young children: Integrating inquiry and practice. Routledge.

Nisbet, E . K., Zelenski, J. M., and Murphy, S.A. (2011). Happiness is our nature: Exploring nature relatedness as a contributor to subjective well-being. Journal of Happiness Studies, 13, 303-322.

O'Donnell, A. (2015). Contemplative pedagogy and mindfulness: Developing creative attention in an age of distraction. Journal of Philosophy of Education, 49(2), 187-202.

The bay trust (2015) Measuring the benefits of times spent outdoors. https://baytrust.org.uk/measuring-the-effectiveness-of-outdoor-learning/ (Accessed on: 18th October 2018).

The urban child institute (2012) Play supports early brain development in impressive ways. http://www.urbanchildinstitute.org/articles/research-to-policy/overviews/play-supports-early-brain-development-in-impressive-ways (Accessed on: 3rd December 2018).

Wilson, C. (2011) Effective approaches to connect children with nature.

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