Preparing Future Teachers to Support Children's Nature Exploration

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EXCHANGE MARCH/APRIL 2021 Copyright © Dimensions Educational Research Foundation All rights reserved. A single copy of these materials may be reprinted for noncommercial personal use only. Visit us at www.ChildCareExchange.com or call (800) 221-2864. RESEARCH & PRACTICE

Preparing Future Teachers to Support Children’s Nature Exploration

by Molly Gerrish

Education is seen as a major force in the bid to produce The Important Role of Teachers more sustainably literate citizens. Most notable is the role that early childhood education can play in sustainable It has been noted that in order to have an early childhood development. Early childhood education can contribute to program of the utmost quality, there are several key factors this development through educators’ professional competen- that must be in place. In addition to programmatic concerns, cies, cultural experiences, integrated knowledge-base, and such as curriculum, assessment, and overall pedagogy, the personally engaging experiences for children. Wadsworth role that the teacher plays is also crucial—ideally, a teacher (1888) articulated that even a single awe-inspiring experi- is seen as not only being a source of information, but also a ence with nature is worth more than memorizing a thousand source of encouragement, assistance, and security. The beliefs facts. Sobel (2008) commented that there is a strong relation- held by teachers can be a major influence on the types of ship between experiences with nature in childhood and the play situations, environmental set-ups, and activities that are behavior and attitude toward nature demonstrated by adults. planned and implemented in the classroom (Little, Wyver, & Sharing in nature experiences with children is an optimal Gibson, 2011). Wilson (2008) also argued that for children ingredient for creating stewards of the land who truly care to benefit the most from time in the outdoors, teachers must about and care for the environment, and who believe in their change their point of view regarding nature, and view the own skills and knowledge (Sobel, 2008). Read on to gather outdoor environment as not simply a place for the children evidence-based practices that can support current and future to have free play and a break from teaching. Many current teachers as they learn about the value of nature explora- and future teachers need to learn how to support children’s tion, especially during this COVID-19 era, when we are all nature explorations. encouraged to be outdoors more.

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RESEARCH AND PRACTICE Molly Gerrish, Ph.D., is a tenured associate professor of early childhood education and program/academic director of the The Bridging Research and Practice feature includes an early childhood programs at the University of Wisconsin-River article on an aspect of early childhood research, plus Falls, where she also serves as co-chair of the teacher education department. She was recently named faculty member of the links to the original published research with a companion year and has presented at conferences locally, nationally and article full of practical strategies for how to implement the internationally in Costa Rica, China, Vancouver, New Zealand, research in your practice. Australia and Scotland. Her research interests include nature -connected learning, social/emotional development, sustainability in We encourage you to nominate research for review early childhood, and mental health. She sits on several state and national level boards including the United Way’s Success by Six, serves as the director of the St. by the Research Advisory Team by email: Croix Early Childhood Interagency Council and served as a regional rep for the [email protected] and [email protected] NAECTE. She is also proud to be a nature guide for the state of Wisconsin and an To learn more about the Advisory Team, visit: Exchange Leader. Her on-going commitment to the highest quality opportunities for ExchangePress.com/research children both nationally and internationally drive her teaching, research and writing. ExchangePress.com BRIDGING RESEARCH AND PRACTICE 69 MARCH/APRIL 2021 EXCHANGE

Malone and Tranter (2003b) and Davies (1996) contended The Important Role of Nature that many teachers have limited views of what the outdoors can offer in terms of potential for learning. It is impera- There is an increasing amount of research demonstrating tive that, in order to garner the benefits that time in nature that children who participate in nature-based activities and can provide, teachers must not see time outdoors as merely spend more time outdoors reap many benefits. Research a break from their teaching. Rather, teachers’ ability to reveals that outdoor skills education and wildlife-related embrace the teachable moments presented in the outdoor outdoor education provide benefits to health, learning, and setting and ability to use the outdoors as an extension of lifestyle. It is also noted that time spent in nature produces their traditional teaching can be beneficial to the overall numerous benefits, among them an increased connection development of young children (Malone & Tranter, 2003). to nature and therefore increased care and concern for the Wilson (2008) continued by stating the importance of environment, increased attention capacity, more positive having at least one interested adult share in experiences emotions, and ability to reflect on life’s problems more with children outdoors; this role model can have a major effectively and efficiently, as well as focus on problem influence on a child’s learning. Observing the interactions, solving. Numerous environmentalists and ecologists have a trusted adult in a natural setting is impactful in teaching stated the important role that being in nature plays in the science and in engaging curiosity and interest (Wilson, healthy development of individuals. Mayer et al. stated that 2008). Niklasson and Sandberg (2010) argued that adults many notable environmentalists including Berry (1997), serve as powerful role models and influence young children Leopold (1949), Orr (1994), Louv (2007), Muir (1894), and in terms of their behaviors and attitudes toward nature. “If Thoreau (1854) commented on the physical and psycholog- adults have a favorable view of nature this is transferred to ical benefits garnered from spending time outside in nature. their children” (Niklasson & Sandberg, 2010, p. 487). Children spending time in nature exhibit increased attention, increased physical activity, and more environmentally Teacher preparation programs may also have a significant friendly behaviors. There are many health benefits apparent influence on how novice teachers implement practices within in children who spend time outdoors as opposed to those their own classrooms. If there is no focus on the importance who do not, such as a lower percentage of diabetes and of nature while pre-service teachers are being trained, it other obesity-related illnesses, and decreased levels of stress is unlikely that they will embrace a nature-based teaching in children who spend time outdoors. philosophy, unless it is a very personal interest (Louv, 2008). The attitudes and experiences that an individual has with nature are seen as major determinants in how they will then Supporting Current and Future Teachers share nature with their students (Cornell, 1998). Therefore, the type of teacher education program pre-service teachers As teacher-educators, we are preparing the next generation attend, the types of opportunities to practice how to utilize of early childhood educators. We support our adult learners, nature within their teaching practices, and their level of beginning with their own comfort level outdoors, and comfort doing so all contribute to the likelihood that a build awareness of the benefits of employing nature-based teacher will use nature within his or her teaching practices. teaching strategies. We hope the insights we offer into how Ferreira, Grueber, and Yarema (2012) stated that many best to support students can also be applied to encourage teacher preparation programs do not adequately prepare teachers currently in the classroom. new teachers to understand the role that nature can play in their teaching. Parlo and Butler (2007) agreed that many Our UW-Riverfalls coursework supports future educators’ teachers who graduate from teacher preparation programs development through guided reading, hands-on practical are unaware of how to coordinate academic standard experiences with young children, families, and the greater requirements and a nature-based curriculum. The experi- community; and utilizing threaded curricula that builds from ences one has personally with any phenomena can influ- course to course. The early childhood program at UWRF is ence ongoing feelings about that particular phenomenon. unique, in that it has a specific nature-based standard and Therefore, considering the lack of education about nature, course outcome connected to program completion. In this coupled with the effect that personal experience can have on way, students are able to build on their existing knowledge attitudes and values, it may be of importance for teachers to base of nature and sustainability (regardless of the extent examine their own backgrounds more closely, in order to see of their knowledge and experiences upon entry into the how they are able to influence the development of positive program) and continue to gain exposure, experience, and attitudes within their students. content knowledge while instructors use and model a spiral curriculum. 70 BRIDGING RESEARCH AND PRACTICE ExchangePress.com EXCHANGE MARCH/APRIL 2021

Two examples of courses offered in the early childhood Practice Teaching Outdoors program are “Place-based Science for the Early Childhood Educator” and “Nature through Inquiry.” These, paired The opportunities for children to participate in nature with other courses in the program, provide opportunities activities are strongly dictated by program location, their for learning about the value of nature experiences for young teacher, and the level of commitment the adults in their lives children, and opportunities for direct practice implementing have to connecting them to nature. Sobel (2008) stated that nature-based curricula that builds on children’s experiences many who grow up to be environmentalists ascribe their and inquiries. In the place-based science course, students attitudes about nature and commitment to the earth to a spend a weekend immersed in nature while staying over- combination of time spent freely exploring the outdoors, night at a nature camp along the St. Croix River. This time and interaction with an adult who demonstrated care and away from the typical classroom allows pre-service teachers respect for the earth. Our courses support future teachers in time and opportunity to put content into practice in a very developing their comfort with and commitment to children’s authentic way. Many of our students are already working in nature experiences, as well as practical strategies for teaching early childhood classrooms, so part of the coursework the outdoors. students participate in guides them to use their actual current places and the opportunities afforded within them to bring nature and natural experiences to their students, regard- Planning using Bruner’s Spiral less of program location. In other courses, intentional time Curriculum Model and effort is spent aligning state standards and curricular goals with nature-based concepts and outcomes aligned The use of a spiral curriculum, as first introduced by Bruner, with connecting students to the natural world and hands-on allows both teachers and children an individually appro- learning. priate basis for nature experiences. Within a spiral curriculum, Bruner described students’ ability to approach new experiences by accessing prior knowledge in ways that recog- Learning the Value of Nature Experiences nize every learner approaches tasks and situations uniquely. Within a spiral curriculum, individuals can combine their Experiences in nature provide many tools for promoting natural ways of thinking with ways of thinking that had attachment and overall healthy growth and development for not been combined before. Teachers are then able to meet young children. When children engage in interactive experi- students on their level, and can provide new experiences for ences within their natural environments, both with them- acquiring ideas that meet the developmental needs of each selves and with others, a sense of attachment and belonging student (Bruner, 1977). develops. Additionally, nature promotes a holistic approach to development that encompasses all domains (physical, Spiral curriculum also provides a starting point that is emotional, cognitive, and social) and this development is comfortable for students and teachers, and does not hold enhanced by both unstructured and structured time within universal expectations for everyone to be at the same comfort the natural world. Young children are naturally curious level engaging in nature-based practices at the same time. about the people and things around them and, as such, the Early childhood programs that incorporate a nature-focused outdoors provides a living laboratory filled with sensory curriculum—in addition to caring, sensitive interactions with learning opportunities (Warden, 2008). By building a foun- trusted caregivers—can offer a more holistic approach to dation for nature experiences when children are very young, development of young children. the scaffolding of new information and experiences later may be easier accomplished due to their existing knowledge base and comfort level about the outdoors. For teachers of young How Are Our Supports Working? children, knowing this and applying it in a time of mandated standards, licensing restrictions, and overly academic To learn how what we are doing with pre-service teachers curriculum can pose a challenge. Understanding the value of is working, we examined the attitude and experiences of nature experiences and practice with planning and imple- teacher-candidates in a four-year teacher education program. menting nature-based curriculum prepares future teachers to The information shared is from a research study entitled apply this in practice despite challenges. “Preparing Teachers to Support Children’s Nature Explora- tion,” by Molly Gerrish and Gay Ward, in collaboration with student researchers Lauren Adamic and Chelsey Strohkirch. This quasi-qualitative study was designed to determine ExchangePress.com BRIDGING RESEARCH AND PRACTICE 71 MARCH/APRIL 2021 EXCHANGE how early childhood teacher-candidates connect to nature Survey two was given at the conclusion of the capstone and how they use the outdoor environment to support the course in each of the two programs. Between survey one and learning of young children. This study further focused on the survey two, students participated in several nature-focused importance of outdoor learning experiences in the classroom courses and activities. The software we used coded responses for future teachers, with the goal of enhancing their commit- to and compare patterns in student responses, in order to ment to nature education, exploratory curriculum and assess the influence of the specific early childhood teacher sustainability. education courses.

To meet this objective, data was collected through a pre- and Survey Questions post- survey, which was taken at the beginning and end of a four-year teacher education program. Qualitative software 1. Describe three activities you enjoyed as a child outside. was used to identify patterns within the teacher-candidate responses. After students took the first survey, they partici- 2. Describe a special memory of a time (at any age) when pated in at least one nature and sustainability-focused early you enjoyed being outside experiencing nature. childhood methods course with direct opportunities to engage in authentic, inquiry-based nature experiences. The 3. Describe three activities you do with children in your responses provided several key points that are promising and care outdoors. (If you are not currently working with relevant for early childhood teachers and teacher-educators. children you may draw on your field experiences or babysitting experiences.)

4. What do you think a child can learn from planting and SURVEY DETAILS caring for a garden? Results and Implications for Practice The Participants and the Survey The specific nature-based readings and learning activities, The first survey was given to all students (who voluntarily lesson planning using the spiral curriculum, and field-based participated) in the introductory course of their respective outings seemed to influence student survey responses. programs. Students in two distinctive teacher education Respondents were better able to articulate the importance of programs participated. Group A consisted of students who integrated activities, and how responsibility can be culti- were enrolled in a traditional, face-to-face, four-year teacher vated through intentional nature-based opportunities with education program and Group B students were enrolled in supportive and trusted adults. Upon analysis, several key a hybrid degree completion program, focused on teacher patterns emerged with both groups of students: candidates who held a two-year degree and were seeking to complete their bachelor’s degree with teacher licensure. The 1. Open Ended Questions: More respondents referred to two groups are quite distinctive as the majority in Group open-ended activities as favorite childhood outdoor A are between the ages of 18-22. These students mainly activities after taking the courses. lived on or near campus and held jobs at local child care centers and preschools. Most of the students were Cauca- 2. Relationships: Relationships were a significant part of sian females. Group B consisted of a variety of individuals the participants’ memories when they were engaged with between the ages of 22-60. All participants were female and nature lived across the states of Wisconsin and Minnesota, worked full-time and had additional responsibilities, such as their 3. Inquiry, Open-Ended Explorations: There was a signifi- own children and families to care for. Both groups contained cant difference between the two surveys, after students participants from a variety of socio-economic backgrounds had experienced several opportunities for open-ended and represented various locations including rural, suburban, questioning and exploration. and urban. Many lived and worked in the same or very 4. Integrated Activities: There were more references to inte- similar location to where they grew up. Participants had a grated outdoor activities in the post survey, along with variety of backgrounds in regard to their exposure to and unique ideas. comfort being in nature-based experiences. 72 BRIDGING RESEARCH AND PRACTICE ExchangePress.com EXCHANGE MARCH/APRIL 2021

Nature Survey Pre- and Post- Results adults are more sustainability literate, there is a better chance that the children they interact with Survey One Sur vey Two and teach will also adopt these values (Lugg, 2007). Open-Ended Questions 47% 61% We plan to continue to provide hands-on prac- Relationship 45% 56% tice teaching outdoors. These experiences with nature have the capacity to shape children’s and Inquiry, Open-Ended Explorations 41% 61% teachers’ on-going attitudes regarding it (White, 2004). White also describes that experiences that Integrated Activities 46% 68% an individual has within nature can have either positive or negative lasting effects. The long- Responsibility 74% 73% term ramifications of these experiences can have significant carry-over for those who teach young Life Cycles 8% 20% children (Cornell, 1998).

5. Responsibility: This remained mostly unchanged and A strategy used to help pre-service teachers move high in both surveys; providing children with a chance to beyond negative past experiences is to have them focus on develop and practice responsibility was a key reason for growth opportunities, such as reflection on practice. Identi- providing children the opportunity to grow a garden. fying those formative experiences that may have influenced attitudes is helpful when trying to improve attitudes. Barr, 6. Life Cycles: There was a notable difference in the number Sommers, Ghere, and Montie (2006) stated that in order of times the lifecycle was referred to in the second survey to change beliefs and attitudes and to modify personal as compared to the first, indicating an effect of course theories, teachers must embrace a process of taking time curriculum focus. to stop, think, and reflect upon practices, possible changes and different outcomes, and to consider where their feel- The role the adults in children’s lives play in determining ings come from. Our study reinforces the value of practicing their level of comfort and commitment to the earth is a reflection in teacher preparation programs that strive to major one, and this was reinforced by this study. Our results support both adults’ and children’s nature explorations. supported the important role that an adult plays in helping children not only make a connection to nature, but also to be able to articulate what they are learning and feeling while Recommendations doing so. Many of the respondents hadn’t realized that the nature activities they fondly recalled from childhood were, Ongoing personal and professional development are a vital in fact, learning, until the courses they participated in helped part of being an effective teacher. Engaging in self-reflective them make the connection. Helping teacher candidates align activities that can lead to a better understanding of prac- standards with naturally occurring experiences outdoors tices, perceptions, and the basis for the beliefs about best may encourage more nature-based practices in our class- practice held by teachers is an effective strategy for personal rooms. and programmatic improvement (McFarland, Saunders, & Allen, 2009). The subtle biases, background knowledge Respondents also clearly demonstrated an increase in their and experiences, and overall attitude that teachers hold awareness of the importance of inquiry-based opportunities regarding nature and nature-based teaching practice can and exploration, as well as demonstrated an increase in their influence whether they implement appropriate and engaging belief that relationships play a significant role in children’s experiences with the natural world for their students. The connection to nature. Our results found a possible relation- following strategies can be added to existing teacher educa- ship between time spent in wild places and the attitudes tion programs, and can also be used when developing new and values of adults regarding the environment. In order professional development opportunities for both pre-service to accomplish this sustainability literacy, teachers of young teachers and teachers already in the field. children need education programs that adopt and implement a curriculum with a focus on sustainable practices, as well as D Intentional self-reflection both during and after nature opportunities to explore, reflect, and advocate for positive experiences. social change with regard to sustainable practices. Children are influenced by the adults in their lives, therefore, when ExchangePress.com BRIDGING RESEARCH AND PRACTICE 73 MARCH/APRIL 2021 EXCHANGE

D Specific and intentional nature-based activities and outings Louv, R. (2008). Last child in the woods. New York: Algonquin in key teacher education courses. Books of Chapel Hill

D Specific and intentional readings and materials in teacher Louv, R. (2012). The nature principle. Chapel Hill, N.C., Algon- education courses. quin Books. Lugg, A. (2007). Developing sustainability-literate citizens D Specific assignments that help teacher candidates plan, through outdoor learning: possibilities for outdoor education in implement, and assess nature-based activities for young higher education. Journal of Adventure Education and Outdoor children. Learning, (7), 2, 97-21. doi: 10.1080?14729670701609456

D Purposeful outings to support the development of nature Maynard, T. & Waters, J. (2007). Learning in an outdoor envi- and sustainability awareness in teacher candidates. ronment: A missed opportunity? Early Years: An International Journal of Research and Development, 27(3), 255-265. D Purposeful mentorship with other adults who are strongly informaworld.com connected to nature-based teaching practices. Niklasson, L., & Sandberg, A. (2010). Children and the outdoor Teacher education programs, previous experiences and environment. European Early Childhood Education Research interactions with nature, and overall attitude about nature Journal, (18,) 485-496. doi:10:1080/1350293X.2010.525945 can all play a role in determining whether a teacher of young Parlo, A.T., & Butler, M.B. (2007). Impediments to environmental children will make it a priority to engage his or her students education instruction in the classroom: A post-workshop inquiry. with the outdoors (Maynard & Waters, 2007). This may International Journal of Environmental Science Education, 2(1), be a significant factor in the kinds of outdoor opportuni- 32-37. ties teachers provide to their students. Supporting teacher- candidates, teachers, and children to build their comfort Sobel, D. (2002). Children’s special places: Exploring the role of in and connection to nature can be a significant step in forts, dens, and bush houses in middle childhood, Detroit, MI, creating sustainably literate global citizens. The results of the Wayne State University Press. study outlined here highlight the promising role of teacher- education programs and warrant further study into how to Sobel, D. (2004). Place-based education, connecting classrooms best support teacher-candidates in their knowledge of and and communities, Great Barrington, MA: The Orion Society. comfort using nature-based teaching practices. Warden, C. (2012). Nature Kindergartens and Forest Schools. Mindstretchers, Ltd. Perthshire, Scotland.

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