Children and Nature

There was a child went forth everyday, And the first object he looked upon, that object he became, And that object became part of him for the day or a certain part of the day, Or for many years or stretching cycles of years. The early lilacs became part of this child, And grass and white and red morning glories, and white and red clover, and the song of the phoebe-bird, And the Third-month lambs and the sow’s pink-faint litter, and the mare’s foal and the cow’s calf, . . . Walt Whitman

Learning is taking place at all times in all circumstances for every person. There are many ways to learn. Children learn best by doing. Inspire children with the diversity of life!

“It’s absurd and anti-life to be part of a system that compels you to sit in confinement with people of exactly the same age and social class. That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does…

Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.” ~ John Taylor Gatto ~

Biophilia is the love of nature. Eco-psychology and evolutionary psychology suggest that humans are genetically programmed by evolution with an affinity for the natural outdoors. Evolutionary psychologists use the term biophilia to refer to this innate, hereditary emotional attraction of humans to nature and other living organisms. Natural outdoor environments produce positive physiological and psychological responses in humans, including reduced stress and a general feeling of wellbeing. People, especially young children, who have not yet adapted to the man-made world, prefer natural landscapes to built environments.

Biophobia is the aversion to nature. If the human attraction to nature is not given opportunities to flourish during the early years of life, biophobia may develop. Biophobia ranges from discomfort in natural places to active scorn for whatever is not man-made managed or air-conditioned. Biophobia manifests in the tendency to regard nature as nothing more than a disposable resource.

Research consistently shows that children have a strong preference to be outdoors in nature. Nature sustains us and is an incredible library of knowledge. Children are natural explorers and have an intense desire for knowledge about their surroundings. They need opportunities to explore the natural world for if there are not early experiences with nature, a love and respect for nature doesn’t develop. It is important that we guide children to discover themselves and the world around them.

In the outdoor classroom children feel a sense of belonging in nature, become more observant, and develop a reverence for life. Watching a seedling unfurl, witnessing the death of a neglected plant, raising a garden for butterflies – these experiences help students acquire a direct, personal understanding of what living things require to thrive, and how they adapt and interact. These connections serve as a vital foundation for developing a lifelong ethic of environmental stewardship. The outdoors is a developmentally appropriate classroom for children.

Society puts its best foot forward in early childhood education. Fifty percent of our intellectual capability is achieved before the age of four. Psychological patterns are set before the age of seven and the child’s self image is formed during this time, which sets his personality pattern. I can’t think of any better place to stimulate their senses and develop perceptual motor skills than the great outdoors!

Children are not born with finely tuned perceptual motor skills. They are a result of being challenged as a child. Research has shown us the intellectualizing capability of the senses. The development of the senses precedes that of superior intellectual activity and the power of observation is procured through the development of the senses.

Children are sensorial explorers. They gain a better understanding of the world around them when they are involved in activities that bring them in direct contact with nature. Nature captivates the child’s imagination, activates the senses and gives them a sense of belonging in nature and they develop the ability to express their experiences.

Knowledge advances rapidly when the line between work and play fades. Remember . . . children are always unconsciously taking in impressions that form their minds.

Conduct some observation excursions. Walk with a purpose. Maybe it will be to discover trees, the kinds of leaves or fruit they bear, the shade they give, or the shelter they give to birds and animals. You can teach children about trees in the classroom, but they must see and experience trees to make trees real to them. Get outside with children, get some exercise, build a garden and explore together. Everyone benefits! Rather than showing them a tomato, let them grow one and see where it comes from, and how and what it needs! Our children will grow healthier, understand where their food comes from and that plants are alive, and an outdoor classroom addresses our health in every way . . . mentally, physically, and spiritually. It is a fact.

It is our responsibility to see that our children get what they need in the healthiest environment possible. It is a critical time to stand up for children and provide them with more than a swing and monkey bars and a yard of fire ants or a basketball. I know this is not every school, but I have seen and experienced enough to know that our children’s greatest needs and period of learning and development are from conception through the elementary years. This is where our focus should be in order to help children grow healthy and strong. After these years there focus changes, there ‘s a social adjustment, a different focus, and very different life experiences.

Environmental education should start early with hands-on experiences with nature. There is evidence that concern for the environment is based on affection for nature that only develops with autonomous, unmediated contact with nature. The way people feel in pleasing natural environments improves recall of information, creative problem solving, and creativity.

Early experiences with the natural world have been positively linked with the development of imagination and a sense of wonder. Wonder is important as it a motivator for life long learning.

The natural world is essential to the emotional health of children. Just as children need positive adult contact and a sense of connection to the wider human community, they need positive contact with nature and the chance for solitude and the sense of wonder that nature offers.

All the manufactured equipment and indoor instructional materials produced by the best educators in the world cannot substitute for the primary experience of hands-on engagement with nature. Manufactured equipment falls very short of the potential of outdoor areas to be rich play and learning environments for children, and denies children their birthright to experience nature outdoors, which includes vegetation, animals, insects, water and sand, not just the sun and air that manufactured playgrounds offer.

The lives of children today are more structured and supervised, with few opportunities for free play. Their physical boundaries have shrunk. Parents are afraid for their children’s safety And when children do have free time, it’s often spent inside in front of the television or computers. For some children, that’s because their neighborhood, apartment complex or house has no outdoor play space. Children live, what one play authority refers to, a childhood of imprisonment. Childcare facility playgrounds are often the only outdoor time many young children experience.

Gardening reclains the heart in nature education!

Creative Outdoor Ideas

Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.

Earth Science

First Known Interstellar Asteroid
An object from far beyond our solar system has recently been discovered that is very strange. It is a rapidly rotating object, at least as big as a football field, and changes in brightness dramatically, hinting that it could be more than 10 times longer than it is wide – something never seen in our solar system.
It was classified as an interstellar asteroid, the first ever observed, and named 1I/2017 U1 (`Oumuamua). The name was chosen in consultation with Hawaiian language experts and reflects the way this object is like a scout or messenger sent from the distant past to reach out to us (`ou means “reach out for”, and mua, with the second mua, means “first”.)
It must have traveled through space for millions of years before its chance encounter with our star system. It’s a dark dense reddish, and very elongated rocky or high-metal-content object. Its surface is dark red from the effects of the irradiation of cosmic rays over millions of years. It is estimated to be at least 400 meters long. Astronomers calculated its hyperbolic orbit, showing beyond a doubt that it did not originate from our solar system. It is the first known asteroid from interstellar space.
It shares characteristics with Kuiper Belt objects and organic-rich comets and Trojan asteroids. It is completely inert, without a hint of dust around it.
Astronomers continue to observe this unique object in hopes of pinning down where it came from and where it’s going.
Artist’s impression by M. Kornmesser shows the 1st interstellar asteroid.

The brightest star visible from any part of Earth is Sirius in the constellation Canis Major, the Greater Dog. Sirius is well known as the Dog Star. The term “Dog Days of Summer” came to mean the 20 days before and 20 days after this alignment of Sirius with the Sun. The dog days are the hot, sultry days of summer.

In India, Sirius is known as Svana, the dog of Prince Yudhistira. The prince and his four brothers, along with Svana, went on a long and arduous journey to find the kingdom of heaven. One by one the brothers abandoned the search until only Yudhistira and Svana were left. At last they came to the gates of heaven. The gatekeeper, Lord Indra, welcomed the prince but denied Svana entrance. Yudhistira was aghast and told Lord Indra that he could not forsake his faithful friend. Yudhistira told the Lord that his brothers had abandoned the journey to heaven to follow their hearts’ desires. But Svana, who had given his heart freely, chose to follow none but Yudhistira. The prince told the Lord that without his dog, he would forsake even heaven. This is what Lord Indra wanted to hear, and he welcomed both the prince and the dog through the gates of heaven.

EARTH AND SKY

SCIENCE TOY SHOP

CLICK THE LINK TO PAGES BELOW:

Fossils

Matter: Solids, Liquids, and Gases

Elements, Rocks, and Minerals

Water Experiments

Planet Earth

Sun and Stars

The Greatest Star of them All

Crystals

The Wonders of Water

Little Susie Snowflake

Elements are Everything

Magnets

Experiments with Air

Weather

FAMOUS ROCK FORMATIONS

Education

Learning is taking place at all times in all circumstances for every person. There are as many ways to learn something as there are people. Teach less and share more. Children learn best by doing. Love each child with your eyes, your smile, and your words!

“Every subject known to humans has it’s roots in the natural world. Nature is core knowledge!” John Muir

      “It’s absurd and anti-life to be part of a system that compels you to sit in confinement with people of exactly the same age and social class. That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does…

      Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.”
~ John Taylor Gatto ~

   

“We discovered that education is not something that the teacher does, but that it is a natural process which develops spontaneously in the human being. ” ~ Maria Montessori

Click links below for other pages and lesson plans:

PLANTS

ANIMALS

THE HUMAN BODY

EARTH SCIENCE

POWER POINT PROGRAMS

THE ARTS AND EDUCATION

SELF SCIENCE

THE FOREST SCHOOLS

MONTESSORI EDUCATION

THE MONTESSORI METHOD AND WHY I CHOSE IT FOR MY CHILDREN.

LINKING OUTDOOR CLASSROOMS TO THE CURRICULUM

WHY TEACH OUTSIDE?

RESEARCH TO SUPORT GARDENING IN SCHOOLS PROGRAMS

THE GARDEN CLASSROOM

CHILDREN AND NATURE

DIMENSIONS OF LEARNING

THE CREATIVE OUTDOORS

CLASSROOM RECIPES AND CRAFTS

 

LINKS TO OTHER SITES:

THE SCIENCE OF COOKING

NSTA SCIENCE FAIR PROJECT IDEAS

25 AT HOME SCIENCE EXPERIMENTS FOR KIDS

WANT SCIENTIFICALLY LITERATE CHILDREN?

BARRIER ISLAND ECO TOURS/CHARLESTON,S.C.

AMAZING WORLD UNDER A MICROSCOPE

VISUALIZATION OF THE NUMBERS IN NATURE

WHY MANY KIDS CAN’T SIT STILL IN SCHOOL TODAY

USING HUMOR IN THE CLASSROOM  

THE CREATIVE OUTDOORS

The Art of Learning    “I had incredible teachers. And as I look at my life today, the things I value most about myself — my imagination, my love of acting, my passion for writing, my love of learning, my curiosity — all of these things came from how I was parented and taught

And none of these qualities that I’ve just mentioned — none of these qualities that I prize so deeply, that have brought me so much joy, that have brought me so much professional success — none of these qualities that make me who I am … can be tested.

I said before that I had incredible teachers. And that’s true. But it’s more than that. My teachers were EMPOWERED to teach me. Their time wasn’t taken up with a bunch of test prep — this silly drill and kill nonsense that any serious person knows doesn’t promote real learning. No, my teachers were free to approach me and every other kid in that classroom like an individual puzzle. They took so much care in figuring out who we were and how to best make the lessons resonate with each of us. They were empowered to unlock our potential. They were allowed to be teachers.

Now don’t get me wrong. I did have a brush with standardized tests at one point. I remember because my mom went to the principal’s office and said, ‘My kid ain’t taking that. It’s stupid, it won’t tell you anything and it’ll just make him nervous.’ That was in the ’70s when you could talk like that.

I shudder to think that these tests are being used today to control where funding goes.

I don’t know where I would be today if my teachers’ job security was based on how I performed on some standardized test. If their very survival as teachers was not based on whether I actually fell in love with the process of learning but rather if I could fill in the right bubble on a test. If they had to spend most of their time desperately drilling us and less time encouraging creativity and original ideas; less time knowing who we were, seeing our strengths and helping us realize our talents.

I honestly don’t know where I’d be today if that was the type of education I had. I sure as hell wouldn’t be here. I do know that.

This has been a horrible decade for teachers. I can’t imagine how demoralized you must feel. But I came here today to deliver an important message to you: As I get older, I appreciate more and more the teachers that I had growing up. And I’m not alone. There are millions of people just like me.

So the next time you’re feeling down, or exhausted, or unappreciated, or at the end of your rope; the next time you turn on the TV and see yourself called “overpaid;” the next time you encounter some simple-minded, punitive policy that’s been driven into your life by some corporate reformer who has literally never taught anyone anything. … Please know that there are millions of us behind you. You have an army of regular people standing right behind you, and our appreciation for what you do is so deeply felt. We love you, we thank you and we will always have your back. Matt Damon, Save Our Schools March 7/30/2011