The Benefits of Nature Play Bonkers Beat - Wellness Summit Doug - - PowerPoint PPT Presentation

The Benefits of Nature Play Bonkers Beat - Wellness Summit

Doug Fargher bushkinder@gmail.com Bushkinder Doug

I acknowledge the Wurundjeri People of the Kulin Nations as the traditional custodians of the land upon which I live, work and learn.

Less than 10 years of Bush Kinder

Over 50 years of success Forest Schools in Northern Europe

Over 50 years of Loris Malaguzzi’s influence on education

The environment as teacher

100 years of Waldorf education

Rudolf Steiner drew on spiritual and natural worlds. Steiner schools are often recognised for their use of natural materials.

180 years of kindergarten

Friedrich Froebel, the inventor

• f kindergarten, promoted

nature as the model of perfection in the education

• f children.

What was

In Australia Over 60,000 years of teaching with and learning from the land

Connection to Country

Always was, Always will be

I acknowledge Aboriginal people as the traditional custodians of the land I live, learn, love and play upon.

Childhood is precious

Childhood

Where did you choose to play as a child?

3 Truths

 Today’s children spend most of their time indoors  Being outdoors in nature is good for children  Our actions as educators can improve the lives

• f children

First truth Today’s children spend most of their time indoors

 1 in 4 Australian children have NEVER climbed a tree.  Only 1 in 5 children explore the outdoors as a regular part

• f their play

 For every hour of outdoor leisure time we spend around 7 hours in front of screens

bushkinder@gmail.com

I acknowledge the Wurundjeri People of the Kulin Nations as the traditional custodians of the land upon which I live, work and learn.

Childhood

Dr William Bird Natural England Report

How children lost the right to roam in four generations

There are problems with children spending most of their time indoors.

 What are common problems you notice with indoor environments ?

• Stuffy, Smelly….

bushkinder@gmail.com

I acknowledge the Wurundjeri People of the Kulin Nations as the traditional custodians of the land upon which I live, work and learn.

Too Noisy

 Chronic and acute noise exposure affects cognitive development, particularly long-term memory, especially if the task is complex.  Children exposed to chronic loud noise also experience a rise in blood pressure and stress hormones. And children as young as four are less motivated to perform on challenging language and pre-reading tasks.  Teachers in noisy schools are more fatigued, annoyed, and less patient than teachers in quieter schools

Gary Evans, Environmental and developmental psychologist, Cornell University

Children have the right to play loudly and be active in their play. This type of play is a natural and healthy part of a child's play repertoire. However….

Gary Evans, Environmental and developmental psychologist, Cornell University

 “A noisy overcrowded environment negatively and profoundly influences developmental outcomes including academic achievement, cognitive, social and emotional development.”

Overcrowded

 Overcrowding in an activity area results in more distractions and less constructive play among preschool aged children  Children may engage in withdrawal behavior as a means of coping with an overstimulating environment.

Gary Evans, Environmental and developmental psychologist, Cornell University

Overstimulated

 Overstimulation happens when a child is swamped by more experiences, sensations, noise and activity than she can cope with.  Overstimulated children get tired, cranky and can feel overwhelmed  Behaviour problems can also crop up as children get overstimulated. They might not want to do the things they’re normally happy to do.

http://raisingchildren.net.au/articles/overstimulation.html

It is not reasonable to expect children to be quiet and still for extended periods of time.

It is not reasonable to expect educators to be constantly enforcing ‘quiet inside voices’ ‘inside walking feet’.

It is not reasonable to expect children to behave appropriately if they are faced with an

• verstimulating environment.

What can you do?

Wherever possible allow children the freedom to spread across the entire indoor and outdoor space.

Second truth Being outdoors is good for children Children who spend more time

• utdoors in nature are happier,

healthier, stronger, smarter, kinder and more social.

Summary of White, R 2004 Young Children's Relationship with Nature

bushkinder@gmail.com

I acknowledge the Wurundjeri People of the Kulin Nations as the traditional custodians of the land upon which I live, work and learn.

Positive outcomes in the following areas:

physical health, cognitive functioning and self- control, psychological well-being, imaginative play, and an affiliation with other species and the natural world

Literature review Chawla, L., (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452.

Benefits from UK Office for Standards in Education

 When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development. [Ofsted 2008 Learning outside

the classroom]

bushkinder@gmail.co m

Less Stressed

Jenny’s Wrens Family Day Care

 Children’s stress levels fall within minutes of seeing green spaces.  Even a view of nature — green plants and vistas —helps reduce stress among highly stressed children. Further, the more plants, green views and access to natural play areas, the more positive the results.

Wells, N.M., and Evans, G.W Kuo, PhD, Frances E., and Andrea Faber Taylor, PhD.

Improved Cognition

 Exposure to natural environments improves children's cognitive development by improving their awareness, reasoning and observational skills (Pyle 2002)

bushkinder@gmail.co m

Healthier & Advanced motor fitness

Jenny’s Wrens Family Day Care

 Children who play regularly in natural environments show more advanced motor fitness, including coordination, balance and agility, and they are sick less often

Fjortoft 2001, Grahn 1997

Social Benefit

 Natural environments stimulate social interaction between children.  Children who play in nature have more positive feelings about each other.

Moore 1986, Bixler, Floyd & Hammutt 2002 Moore 1996

Social Benefit

 “The Westgarth Bush Kinder Pilot Project has exceeded all expectations. Children, teachers, parents and community have evolved with the program…Bush Kinder has positively challenged and extended them”

[Elliott S & Chancellor B 2012, Westgarth Kindergarten Bush Kinder Evaluation Report]

What has been stopping children accessing the outdoors in our society ?

Overscheduled & Micromanaged

Overscheduled & Micromanaged

Some risks are real Some risks are perceived

What is risk to children?

A risk is a challenge a child can see…. A hazard is something a child does not see Eliminating risk leads to a childs inability to assess danger for themselves.

Kathryn Solly

bushkinder@gmail.com

Risk and Benefit

“Great to see risks managed effectively not removed so that children can effectively learn”

Belinda Sims DET

The Early Years Learning Framework for Australia

 Learning spaces in natural environments include plants, trees edible gardens, sand, rocks, mud, water and other elements from nature.  These spaces invite open ended interactions, spontaneity, risk taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education

Education and Care Services National Regulations 113 Outdoor space—natural environment The approved provider of a centre- based service must ensure that the

• utdoor spaces provided at the

education and care service premises allow children to explore and experience the natural environment. Example The use of natural features such as trees, sand and natural vegetation. Note A compliance direction may be issued for failure to comply with this regulation.

DET Bush Kinder Fact Sheet

 The development of bush kinders reflects the mounting body of evidence that outdoor activities such as exploring natural environments, are beneficial to children and contribute to improving children’s health and wellbeing.

There is a strong indication that the movement is growing rapidly. Over 300 groups in Victoria Almost 30% of programs have

• nly been running for a year or

less

Nature play, bush kinder and outdoor learning survey 2016

Nature play, bush kinder and outdoor learning survey 2016

Other groups and people

 Queer bush playgroups  Natural Parenting groups  Parents who Home School  Men  Older community members

Access and Diversity

 67% of programs are being accessed by children from culturally and linguistically diverse backgrounds  66% of programs are being accessed by by children with disabilities  56% engaging with children from disadvantaged backgrounds  Almost half of all programs (45%) were accessed by Aboriginal or Torres Strait Islander children

Nature play, bush kinder and outdoor learning survey 2016

Making bracelet No 2

• Are you and your team spending enough time teaching outside?
• How do you incorporate natural materials into your learning

environment?

• Identify equipment that takes your educators away from the

children and prevents building meaningful relationships?

• Identify the equipment that does not allow for appropriate

challenge from children.

• Can you replace extraneous equipment from your service with

natural resources.

Like a David Attenborough documentary happening before our eyes

Environmentalists of the future

In studies across the world dedicated conservationists have been asked what set them on a trajectory toward environmentalism. The single most important influence that emerged from these studies was many hours spent outdoors in natural habitats during childhood or adolescence.

Tanner (1980) Peterson and Hungerford (1981), Corcoran (1999) Palmer (1993), Chawla (1999), Sward (1999)

QA3 Physical environment

Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.

Element 3.3.1 Sustainable practices are embedded in service operations. Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.

Amanda’s FDC

Environmentally sustainable practices

Education is humanity’s best hope and most effective means in the quest to achieve sustainable development.

UNESCO report 1997 Educating for a Sustainable Future

David Sobel

Naturalist intelligence

Naturalist intelligence is the ability to recognize, appreciate, and understand the natural world.

Multiple Intelligences & After-School Environments, David L Whitaker 2002

Into the school ground

Into the school ground

Into the school ground

The single most important influence on dedicated conservationists has been many hours spent outdoors in natural habitats during childhood.

Tanner (1980) Peterson and Hungerford (1981), Corcoran (1999) Palmer (1993), Chawla (1999), Sward (1999)

Natural learning environments

St Kilda & Balaclava Kindergarten

Conservationist Gio Fitzpatrick

Question

Researching

Recognising the earth as habitat and home

After recognising the earth is habitat taking responsibility.

3 Truths

 Today’s children spend most of their time indoors  Being outdoors in nature is good for children  Our actions as educators can improve the lives

• f children

Together with nature we can improve the lives of children and make this world a better place.