Growing With Nature

Supporting Whole-Child Learning in Outdoor Classrooms

 Table of Contents

Nature’s Lessons: A Way of Teaching 2

Ideas Across the Curriculum: A Whole-Child Approach to Skill Development 6

Language/Literacy 8

Science 28

Social/Emotional 50

Mathematics 76

Body Competence 88

Creative Arts 116

Visual/Spatial 132

Final Thoughts 142

References 143

Acknowledgements 144

Growing With Nature. Copyright © 2011

by Dimensions Educational Research Foundation. All rights reserved.
For information on how to reproduce portions of this book write:
Permissions: Dimensions Foundation, 1010 Lincoln Mall, Suite 103, Lincoln, NE 68508
ISBN: 978-0-9839465-0-2

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 Nature’s Lessons: A Way of Teaching

By Nancy Rosenow, Executive Director One answer is that nature-filled outdoor classrooms
can provide that safe haven. There, away from
Dimensions Educational Research Foundation
televisions, video games, smart phones and computers
for a brief time each day, the world can slow down and
I’ll never forget the moment when a five-year-old everyone can breathe easier. Children can be children,
named Ella taught me a profound lesson about life, adults can smile more, and discoveries can unfold
and about teaching. I was taking some funders on a slowly, with no expectation of “finding the one right
quick tour through a nature-fi lled outdoor classroom answer.”
when Ella approached us quietly and asked if we’d
like to see something special. She pointed to a tree What doesn’t have to slow down, however, is learning.
where a delicate light blue eggshell was dangling from
a branch. “The baby bird just hatched,” she told us in
a hushed voice, her dark eyes shining. “Grownups are
always in such a hurry. I was afraid you were going to
miss this treasure of nature.”

What a wake-up call. “Ella,” I wanted to say, “You are

a treasure of nature.” And now, looking back, I’m sorry
I didn’t say it. Our hurried-up lifestyles can all too
often cause us to miss much more than just the natural
wonders of our world. How often are we grownups
in such a hurry for children to master the alphabet,
pass the next test or prepare for the next grade that
we miss the treasure of who each child is as a unique
individual? Are we giving ourselves, and our children,
a chance to take a deep breath and enjoy our natural For over a decade, our Dimensions Foundation • Intentionally designed outdoor classrooms can
world, enjoy childhood, and enjoy each other? I believe teachers and researchers have been documenting the support children in this personally meaningful,
that teaching with nature can be an antidote to our rich learning that happens when children and adults whole-child learning. (The space becomes the
sometimes frantic approach to life in general. have the time and space to explore nature together. third teacher.)
And, as adults all over the nation have built and begun
It’s no doubt that our children are growing up in a to use what we call “Nature Explore Classrooms,” they • Educators who support learning with nature help
fast-paced world. Technology is a great connector, but make amazing things happen.
too are documenting amazing results. Throughout
it can also demand that we be instantly available to this book you will hear from educators, parents and • Families who enjoy meaningful experiences in the
each other, no matter what. And, while it is wonderful administrators who believe in teaching with nature. As natural world give children an invaluable gift.
to be able to turn on the television and “see” each other these wonderful people share their stories, we hope you
all over the world in real time, this often means our will discover a few common themes throughout: • Volunteers and community members play an
children are bombarded with horrific images of war or important role in helping create effective nature-
natural disasters right in their own homes. Where is • The richest kind of learning happens holistically. filled spaces.
the “safe haven” for our children these days? • “Magic moments” in nature-filled spaces can
• Children need the time and space to find out and
express who they uniquely are. enrich a child’s life forever.

2 3
Nature’s Lessons Nature’s Lessons

Our stories come from interviews and some directly

from our research. They mostly represent three
age-groups: infants and toddlers; preschoolers; and
elementary students.

That’s because we’ve done most of our work with

those ages over the past decade. Recently we’ve
begun working with middle schools and high schools
as parents and others ask, “Why can’t this type of
learning continue?” As more experiences with these
older students are documented, you’ll see more of our
resources being developed for that age group.

Before you dive into the book, Ella would probably

want me to urge you to be sure you take your time
and savor the stories so you don’t miss the “treasure”
in each one. Following some of the stories, we have
added a paragraph called “insights” that highlights
the importance of the teaching and learning taking
place. We invite you to discover insights of your own
in each story. You are also invited to visit our Web site,
natureexplore.org to view video clips from educators
around the country that provide great insights into the
value of teaching with nature.

As you discover other people’s experiences, perhaps

you will think about the children in your own life.
Whether you are a teacher, a parent or grandparent,
an administrator or a public official, we hope you will
gain ideas and inspiration for ways you too can “teach
with nature”…or make it possible where you live. And,
when you do, it would be wonderful if you would
share your own stories. You can send them to us at
[email protected].

Really, spaces fi lled with “nature’s treasures” simply

give us the venue we can use to show our children that
our world (despite its “bad news”) is still a good place.
We all want our children to grow up knowing the
world as a place full of wonder, a place worth learning
about, a place worth caring for and protecting. “If a child is to keep alive his inborn sense of wonder, he needs the
Consider the words of Rachel Carson’s on the companionship of at least one adult who can share it, rediscovering
following page. They were written decades ago in her
book, Sense of Wonder, and are perhaps more true today with him the joy, excitement, and mystery of the world we live in.”
than ever before.
(Carson, 1965)

We can each be that adult.

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 Ideas Across The Curriculum

A Whole-Child Approach to Skill Development

By Christine Kiewra and Tina Reeble

Dimensions Educational Research Foundation
We educators love to divide children’s learning into about their explorations and discuss them with teachers,
“subject areas” or “domains.” Doing so is helpful in caregivers, and peers. Truly deep learning happens when
many ways. By focusing on discrete topics – like children are highly motivated to gain information and
language and literacy or science or math – we can then communicate their understandings back to others.
assess whether children are developing the many
skills and understandings they will need in order Throughout this book you’ll find stories about children’s
to become adults fully equipped to participate in learning with nature that are divided by skill areas
life. But if we’re not careful, we can fool ourselves (language and literacy skills, science skills, etc.). The
into thinking that learning takes place in segments. important thing to remember about these groupings is
In reality, it is crucial for educators and parents that they are artificial and helpful mostly to adults. They
to recognize that children learn and develop best don’t reflect the holistic way that children really learn.
when they gain skills holistically. Children are
So, with that caveat, we hope you enjoy these stories that
able to develop skills and understandings in many
have come to us from people all over the country who
areas at the same time as they engage in personally
are passionate about how connections with the natural
meaningful explorations of the world around them.
world help children grow. You will notice each section is
This is why learning with nature is such a powerful
filled with stories from all three age-groups (infants and
motivator for holistic development. Dimensions
toddlers, preschoolers and elementary school students).
Foundation researchers discussed this concept in a
While most of the stories throughout the book come
paper written about one of their case studies:
from early childhood programs or elementary schools,
“The first key theme that emerged in our analysis of we’ve also tried to include stories about learning that
teachers’ Nature Notes suggests that when children happened in public settings or with families.
were engaged in authentic play in the Nature
Perhaps the most important aspect of the stories you’re
Explore Classroom they were developing important
about to read is in the excitement children demonstrate
skills – skills that are foundational for early
about learning. Not once is anyone focused on a test
learning and will be important in helping children
a child is about to take. While there is a place for
successfully navigate in the world…However, one of
standardized testing in children’s lives, we believe those
the most significant findings of this research is that
tests are simply one way to document children’s learning.
when children were engaged in authentic play in the
(There are many other equally as valuable ways to
Nature Explore Classroom, they were developing
document learning.) Being able to score well on a test is
skills in a variety of domains simultaneously. This is
ultimately not the end goal of our educational system.
what we refer to as whole-child learning.” (Miller,
Inspiring children to see the excitement and purpose
Tichota, White, p. 52)
of true learning so they will want to develop skills and
We also know that learning is powerfully supported interests is really the goal of every dedicated teacher.
by having shared experiences with others. Our Bringing more connections with the natural world into
Dimensions Foundation research shows that because children’s daily learning can help make this goal a more
experiences in Nature Explore Classrooms are so attainable reality.
fully engaging, children are inspired to think deeply

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Language/Literacy
“A child’s quest for knowledge about his
world, which is energized by experiences in
the outdoors, leads naturally to literacy. Kids
have questions, and books have answers. It’s
really that simple. In the library, a display of
books about birds, positioned near a window
overlooking bird feeders, shows children how
to get the information they crave; the books
seem to fly off the shelf. And it works in
reverse as well. A child who enjoys the tale
of Peter Rabbit will be entranced by planting
his own carrots — by living the story. It’s a
beautiful, continuous loop of discovery that
reading makes possible.”

Vicky Stever, Director, Hurlburt Field Library

Hurlburt Air Force Base, Hurlburt Field, FL

When children enjoy regular time with teachers

and friends in nature-filled outdoor classrooms,
language and literacy learning can flourish in deeply
meaningful ways. In developmentally appropriate
practice it has long been recognized that early
language development provides the foundation for
later learning in all curriculum areas. It is equally
important to recognize that literacy development Infants and Toddlers Preschool Children Elementary School Children
is about much more than learning a set of symbols
(alphabet); it is a system for communicating and Infants and toddlers who get to spend daily time in As preschool children grow, their explorations become Children in elementary grades can practice their
making meaning. The stories throughout this section outdoor classrooms are naturally motivated to make more sophisticated. For example, three- and four- growing literacy skills through “real work” in the
provide great examples of nature’s ability to inspire connections with others. As they use all their senses year-olds may be inspired to look very closely at the outdoor classroom. They might use books as references
children to want to communicate. You’ll notice we to interact with the interesting, ever-changing array beautiful shapes and textures found in leaves, flowers to help identify insects, write signs for the garden, or
have sorted our stories into three categories: Spoken/ of natural materials available for in-depth exploration, or bark so they can identify similarities and differences create poetry inspired by nature’s beauty. Opportunities
Body Expression; Written Expression; and Reading/ children will want to ask questions and practice and begin to recognize patterns. Teachers who support for projects and in-depth study encourage authentic
Knowledge of Books. Of course, all of these categories new vocabulary. When caring adults support this this kind of exploration realize children are practicing conversation and rich vocabulary development.
overlap and support each other. And, within each natural curiosity and sense of wonder, relationships important skills which are foundational for later Nature-filled outdoor classrooms provide a setting
category, you’ll see how nature inspires ever-more blossom. Nature continues to provide exciting new development of reading and writing abilities. And in which these projects can happen spontaneously,
complex communications as children grow from early opportunities that inspire young children’s language interesting real-life experiences in nature continue to encouraging interactions where children are talked
childhood into their elementary school years. development and desire to communicate. inspire ever more complex vocabulary development. with more than talked to.

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Language/Literacy Language/Literacy

Spoken/Body Expression
“The quantity and complexity of children’s vocabulary is one of the strongest predictors of As infants grow into toddlers, new forms of communication
skills emerge. Toddlers learn they can share something they
reading comprehension.” (Smith, 1997)
are experiencing with someone else, and realize that spoken
In outdoor classrooms, young children’s rich vocabulary development is readily supported because experiences words, sign language and gestures can be symbols for thoughts.
are first hand and real. Children’s inquisitive dispositions lead them to constantly seek new information, and Consider this story about a toddler who communicated what he
was thinking and experiencing to his teacher and friends. The
interactions in nature-filled settings allow adults to easily extend children’s experiences and thought processes.
connection with nature provided something important he wanted
Lev Vygotsky calls this “scaffolding” children’s thinking. (Vygotsky, 1962) In her book, Mind in the Making, to communicate.
Ellen Galinsky calls this interaction a “dance.” (Galinsky, 2010)
Cody Knows Crows
In the early months of life, adults scaffold by talking a lot to babies. They provide a relationship-based spoken Cody, 31 months
language model which is very powerful, especially when it is paired with non-verbal communication such as
turn-taking, shared gaze, smiles, and gestures. Nature-filled outdoor spaces provide a lovely venue for these kinds While Cody and I were playing on the stump jumpers
of interactions. in the Climbing and Crawling Area of our Nature
Explore Classroom, I heard a helicopter in the sky
Whispering Winds getting louder and louder. As I heard it getting closer,
Hannah, 3 months Cody started making the sign-language symbol for
“bird” with his fingers. I asked him, “Is that for a
Hannah and I danced out the door to our outdoor
helicopter?” Cody said, “No, crow!” I listened again
classroom today. The wind made me feel like swaying as
and heard a crow cawing as well. The bird came into
I carried her, and as I sang to her softly about the wind
view and Cody said, “Caw, caw” while repeating the
her eyes lit up. When we got inside the Nature Explore
sign. We had been learning the song “One Little Owl”
Classroom, I laid Hannah on a blanket near a tuft of tall
in which we sang and signed about animals in a tree,
grass. One particular seed head moved in the wind and
including a crow. Cody showed me he was listening
curved into her visual field. Hannah looked at the grass
more closely than I was and clearly communicated
intently for almost a minute. She then looked towards me.
the concept of crow even though I didn’t know he
I said to her, “The grass moves in the wind.” Just then a
had actually seen one. Inside I never would have
toddler played a few notes on the marimba. I asked, “Did
realized he had internalized this concept and it gave us
you hear the marimba?” Hannah responded, moving her
something fun to talk about. Later that afternoon we
body, starting from her toes and up to her head in an “s”
grinned at each other when a group of children again
shape. She smiled and looked at me. She seemed to me to
sang about the crow!
be very pleased. I said the word “marimba” again and she
responded in the very same way.
Nicole Carl, Toddler Teacher
Heather Fox, Infant Teacher Dimensions Early Education Programs, Lincoln, NE
Dimensions Early Education Programs, Lincoln, NE
Insights:
Insights: In this story Cody used several ways (sign and
spoken language) to communicate his message
The gentle way the natural world can stimulate senses and
as clearly as he could. Because this happened
heighten children’s awareness created a golden opportunity
outdoors in a “real life” setting, Cody’s teacher had
for this joyful contact and rich communication between
the context that allowed her to understand Cody’s
a caring adult and a very receptive infant. This kind of
complete message. How rewarding for Cody that
sensory engagement with nature happens spontaneously in
he could show off his skill at sign language and that
outdoor environments that have been thoughtfully designed.
he could help his teacher see something she might
Compare this with many infant environments that are
have missed otherwise. After this warm, shared
filled almost exclusively with static plastic materials, where
experience, Cody will be more likely to initiate Seeing a real crow outdoors inspired a child to show his
experience is artificially created and motivation needs to be
future conversations with his teacher and others. teacher that he knew the sign language symbol for crow.
manufactured from outward sources.

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Language/Literacy Language/Literacy

Spoken/Body Expression

As children’s communication attempts are met with positive responses from adults and peers, their spoken Here’s an example of how open-ended natural materials can inspire children to engage in storytelling as they
language becomes more complex. In the story below, the sensory experiences provided in an outdoor classroom weave their own imagination into familiar story lines.
encouraged children’s rich and imaginative use of language.

It Tastes Green Snow White and the Witch

Ellora, age 3 and Andrew, age 5 Three children, age 3

Ellora and Andrew were in the greenhouse with me when Andrew looked at the I watched and listened as a small group of
potted beets and said, “You can pull that out and eat the bottom.” I asked, “If children were playing their version of Snow
that’s the bottom of the beet plant, what’s it called?” Andrew paused and said, White in our Nature Explore Classroom.
“Root.” Ellora and Andrew then wanted to taste the beet, which wasn’t fully Their play consisted of making a “poison” for
grown yet. I helped them taste the beet greens by taking a leaf off the plant and the “witch.” To do this, children piled wood
rinsing it. Ellora chewed it and said, “It tastes the same color it is.” I asked, “It chips, sticks, rocks, bowls, containers and a
tastes green?” Ellora responded “Yes!” and we both agreed that some foods do doll on the ground. Each child contributed
taste green! Together we documented the experience with Ellora cutting a photo to the pile of “poison.” As they worked to
of beets from a seed catalog and gluing it on paper. Then with my help she wrote, collect items and add them to the pile they
“I tasted beet greens. They tasted green.” She took the paper home to share with narrated their play.
her parents after I copied it for her portfolio.
First child: “A witch is here! A witch is here,
Angela!”
Holly Murdoch, Preschool Teacher
Dimensions Early Education Programs Second child: “A witch is here. Terrible, terrible,
Lincoln, NE terrible things.”

Third child: “Here is a giant rock to put here.

We need some of those rocks to make the witch
In addition to the complexity of language that sneeze.”
outdoor experiences encourage, many of the
stories teachers sent in also contain examples of Michelle Heywood, Preschool Teacher
beautiful, imaginative phrasing and poetic words Child Educational Center
inspired by nature. Consider this example: La Canada, CA

Swinging Insights:
Preschool child As children added their own interpretation
to a traditional story, they had the chance to
A three-year-old was swinging on a swing be “in control” of a frightening idea…coming
alongside me. She had closed her eyes, and into contact with a witch. With a variety of
when she opened them, she said, open-ended natural materials readily available
and enough space to work without worrying
“Wow…It’s bluer than I imagined it would about “making a mess,” outdoor settings
be. When I close my eyes the sky is bluer than I encourage children to engage in this age-old Children at Dimensions Early Education Programs enjoy
imagined it when I open them again.” art of storytelling. imaginative play with natural materials.

Kimberly Ryan, Preschool Teacher

Child Educational Center
La Canada, CA

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Language/Literacy Language/Literacy Ideas Across the Curriculum

Spoken/Body Expression

Many of the stories we received from folks around the As children grow older, the outdoor classroom
country commented on how successful children with provides an opportunity for ever-more-sophisticated
special needs could be in an outdoor classroom. This is self-expression. In the following story, one elementary
true of Jason, in the following story. school art specialist described how she helped her
students thoughtfully express themselves as they used
spoken communication, writing and sketching as tools
Participate and Communicate
to enhance close observation.
Jason, age 4
Jason, diagnosed with autism, rarely spoke or Exploring and Sharing Nature
interacted with other children at the beginning of the Elementary school children
school year. After
two months he was In the indoor classroom, my students talk about
able to engage in our five senses. We look at landscape photographs
his first two-sided and paintings and pretend we enter them. Students
conversation with brainstorm words to describe what they might see,
me and a classmate hear, smell, taste, and touch if they were inside the
while digging in nature image. Then we go to our Nature Explore
the sand box on our Classroom,
outdoor classroom. clipboards and
He also established pencils in hand,
eye contact more to explore a
readily when engaged real-life natural
outdoors as compared space using all of
to the indoor classroom. Later in the year Jason our senses. We
was able to direct the actions of a peer, again while record facts about
involved in a digging activity using dirt and water. our experience,
While placing water and dirt in a pattern he told a using words and
classmate: “Put it here, put water here.” sketches on paper.
Upon finishing, we gather in the Open Area on our
Sherry Pratt, Preschool Teacher grassy hill and each student is encouraged to share
Forest Lake Family Center, Forest Lake, MN their findings.

Stephanie Carlson-Pruch, Elementary Art Specialist

Insights:
Gomez Heritage Elementary School, Omaha, NE
When talking about this documentation, Jason’s
teacher noted that indoors Jason would sometimes
Insights:
sit facing a wall and corner. If he were asked to play,
read or participate he usually said “no.” Outdoors, The process of beginning with two-dimensional
where there are more choices and no walls, Jason art and an imaginary experience, then immersing
seemed more able to move about, participate and children in truly sensory opportunities, enhances
communicate. Jason’s language skills consistently their word choices and their ability to thoroughly
progressed to higher levels whenever he spent time in describe the landscapes in their Nature Explore
the outdoor classroom. This confirmed for his teacher Classroom. Sketching encourages students to look
that accessibility to the outdoor classroom needs to closely; writing descriptive words about smells,
be seen as much more than a once-in-awhile “bonus.” textures, and sounds helps children think creatively
Jason’s experience shows that daily access to learning and develop a richer vocabulary.
time outdoors is essential.

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Language/Literacy Language/Literacy

Written Expression (Symbol Making)

Taking Notes Like a Teacher
In the following story, a calm nature-filled setting Like Andrew and Ava in the previous story, the
Ally, 34 months and Charlotte, age 30 months
encouraged some wonderful writing experiences with child in the next story used writing to help record an
preschoolers who were asking about how to form letters. especially meaningful experience outdoors.
I was sitting in the garden with a clipboard taking
notes about what the children were doing and saying Writing About Trees My Marigold
as they worked with the plants. I told them I wanted
Andrew, age 4 and Ava, age 3 Rory, age 5
to write about their great work. Ally watched me and
then came over and told me she wanted to write, too. The children and I were lying on the grass with our Rory came into the greenhouse and wanted to check
I gave her my clipboard and pen. She began “writing” clipboards, sketching pictures of the trees. One child “my marigold” as he called it. He squirted water in
with her right hand across the paper in line formation. was especially interested in writing the word “tree” his pot with the sprayer, saying: “It will grow good.
Ally said, “I am writing my notes down like you did.” on his sketch, and I worked with him to answer It will grow faster.” I
Seeing all of this, Charlotte came over and asked if his questions about how to form the letters. I was recalled with him
she could write her name, too. I got her a new piece delighted to see that later when another little girl a few days earlier
of paper and she started with her right hand and then asked him how to write “tree,” he worked with her to when he had planted
switched to her left. She made wavy lines on the paper, support her writing just like I had supported his. He three seeds in his
As children’s spoken language becomes more was very patient as he showed her how to make an “R.”
repeatedly switching hands. pot. Rory went and
sophisticated, they begin to understand that Sketching pictures of nature often inspires children got paper and pencil
communication can happen through written Katie Dietz, Toddler Teacher to want to write words about what they are seeing. and he drew three
expression as well. Many activities children engage in Dimensions Early Education Programs, Lincoln, NE And, I think the calm setting we were in made it more dots. Next he took
on outdoor classrooms can help them develop writing possible for children to work together and learn from the paper and wrote
skills. Making maps of their outdoor space, drawing each other. “MARIGOLD”
shapes found in nature, or sketching flowers can all
while looking at the
be pre-cursers to learning to write letters and words. Heather Guess, Preschool Teacher
writing on the seed
Interactions with nature often motivate children to Dimensions Early Education Programs, Lincoln, NE
packet. I was thankful we had all these supplies in
want to share what they know with others or record
the greenhouse and Rory knew where to find them,
personal discoveries. Wise teachers use this motivation
otherwise he probably would not have written about
as a way to encourage writing.
what he was doing. It was clear that the importance of
this hands-on experience inspired him to write.

Written language is about creating two-dimensional Kris Van Laningham, Preschool Teacher
representations of three-dimensional objects and Dimensions Early Education Programs, Lincoln, NE
experiences, basically recording something for later use.
Children are motivated to learn this form of expression
Insights:
when writing is an integral part of an activity they Rory’s teacher has provided support in a number
are physically experiencing. This opportunity happens of important ways. She understands that the three
often in nature-based outdoor classrooms, especially dots Rory placed on his paper (to represent the three
when teachers themselves model the need for written Insights: marigold seeds he planted) are as important to him
communication as described in the following story. Ally and Charlotte’s teacher, Katie, supported the girls’ as the word he writes. By making his three dots,
emerging writing abilities in a number of important Rory is practicing making meaning through written
ways. First, Katie demonstrated the usefulness of communication. And, by having writing supplies
writing as she described how her own written notes readily at hand, including a seed packet with the word
would help record the girls’ “great work” in the garden. “marigold” on it, Rory had everything he needed to
When Ally and Charlotte showed an interest in be able to record his experience when he was “in the
creating their own writing, Katie knew that it was moment” and extremely motivated.
important to respect these first attempts, and that over
time the girls would become interested in learning Being immersed in the natural world often
about letters and words. inspires children to want to sketch and write.

16 17
Language/Literacy Language/Literacy

Written Expression (Symbol Making)

In the following story, a kindergartener was inspired to write during a family nature activity. Nature-filled outdoor classrooms are also great venues for inspiring elementary students to want to write. The next
two stories illustrate different writing experiences that the same group of older children enjoyed.

Writing with Twig Letters

Zachary, age 6 Recording Visual Notes
Elementary school children, grades 2-5
The plan for our Nature Explore Families’ Club activity this month was
to collect litter in a local park. Each family was given a collection bag and For a number of months, students in my group eagerly made
offered the option of wearing disposable plastic gloves when picking things what we called “visual notes” to record their observations
up. I thought this would be a chance for children to do “real work” and of the abundant plant and insect life in our Nature Explore
feel empowered to help care for their environment. What I didn’t realize Classroom garden. These notes were a combination of
was how much this would inspire them to really look closely. Zachary, sketches and written words. Equipped with magnifying
a kindergartner, proudly exclaimed after just a few minutes, “Look glasses, clipboards, paper and pencil, the students looked
everybody! This stick is one of my letters!” He had found a Y-shaped stick closely, taking their time moving through and pausing in the
on the ground when reaching for a can, and soon many of the children garden, touching, smelling, and sometimes even tasting plant
were excited about looking for “their letters” too. The letter hunt morphed Creating letters with sticks materials. Students observed carefully, drew sketches, then
into an alphabet hunt and I was thrilled! I love it when children get excited inspired children to want to do labeled their sketches of insects and flowers. Sometimes this
about what they are doing and it ripples throughout the group. To top it all more writing. led to research to determine what kinds of flowers or insects
off, the children began breaking twigs to make the rest of the letters and children were finding.
then several began to write their whole names.

Christine Kiewra, Nature Explore Education Specialist Writing Garden Recipes

Dimensions Early Education Programs, Lincoln, NE One day everyone in our group helped snip fresh rosemary from our
garden. We used it to cook a dish which used chick peas, olive
oil, spring garlic (also from our garden), salt, pepper and our fresh
rosemary. Students were all eager to write the recipe down and take it
The story below is an example of how nature can motivate a home. This was a great “real-life reason” for writing!
“need to write” in children.
Holly Murdoch, School-age Teacher
Let’s Make a Cook Book Dimensions Summer Program
Lincoln, NE
Kennedy, age 4
I was visiting Jewel’s Learning Center in Houston, Texas soon after
they became a Certified Nature Explore Classroom. I was enjoying a
conversation with a number of preschoolers who were telling me about
what they wanted to plant in their raised planter beds. One said he
wanted to grow cucumbers so he could make pickles. Another talked
about wanting tomatoes so she could make salads. Kennedy listened to
her friends’ comments and turned to me and said: “I want to make a cook
book for all the things we grow!” I asked the children how they would
make a cook book.

“We’ll write it ourselves,” they said. Kennedy insisted I write down her
great idea and give it to her teacher so it would be sure to happen.

Nancy Rosenow’s visit to Jewel’s Learning Center

Charlotte Watts, Director, Houston, TX Insights:
Just like the preschoolers at Jewel’s Center, these older children were motivated to write about things they had
grown themselves and were going to enjoy eating. Creating a cook book for garden fare can be a wonderful way to
engage students in the writing process.

18 19
Language/Literacy

Reading/Knowledge of Books

When children are first learning to read,

they seem to use all of their visual ability to
essentially “photograph” words, seeing print
as a whole. They next begin to understand
that words can be broken into parts (letters
or graphemes) and that those parts represent
spoken sounds (phonemes). As children figure
out the process of connecting letters to sounds,
experiences in outdoor classrooms can support
their understanding of these whole-to-part
relationships, which occur in abundance in “Judging from our initial season, the Nature
nature. Experiences in the natural world can Explorium provides a new and exciting dimension
also facilitate letter discrimination, which is to the library landscape of services. It connects
an important step in developing both reading library staff with nature literacy and environmental
and writing fluency. Encouraging children concerns and engages children in exploration,
to recognize patterns and shapes in nature discovery, and multisensory learning. By providing
is an especially effective early reading and this outdoor area for the community, the library
writing activity. It is interesting to note, as offers a unique way to connect literacy learning and
Ellen Galinsky does in her book, Mind in the an appreciation for nature as a regular part of the
Making, that all the world’s languages have an library visit.”
amazing regularity in the number of times that Tracy Delgado-LaStella, Coordinator of Youth Services
intersections (like T’s, L’s and X’s) are present and Sandra Feinberg, Director, Middle Country Public
Library, Centereach, NY
in the shapes of letters. Fascinatingly, those
shapes with intersections occur at the same rate
in natural scenes as they do in written language.
So, an activity such as taking young children on
an outdoor “shape walk” not only helps them to
see patterns in the natural world, it also helps
with later letter recognition. Providing natural
materials such as twigs and logs (that contain
Quotes from books are incorporated throughout the
many naturally occurring shapes) is also a great Library’s outdoor classroom.
way to help children think about the alphabet.

Photo (right) Growing Minds Learning Center, Berkey, OH

20
Language/Literacy Language/Literacy

Reading/Knowledge of Books Experiences in nature can often help children connect more deeply with books. Following are two stories about
how books can enhance children’s experiences in nature.

Caterpillar Salad
Preschool children
After reading Eric Carle’s book, The Very Hungry Caterpillar, spotting

Y
caterpillars on milkweed in our Nature Explore Classroom, and
monitoring two chrysalises in our indoor science area, my group was
very focused on caterpillars! Brody was especially curious about which
plants they liked to eat most, so I decided to build on his questions
with a group activity. The children and I moved through the garden
pathway pretending to be caterpillars ourselves and I invited children
to snip leaves from plants as we paused near the raised garden bed filled
with a variety of lettuces. We collected the harvested leaves in a large
bowl, washed them, and mixed them together. Next we feasted on our
“Caterpillar Salad” of spinach, arugula, and Red Bibb lettuce. There
were lots of conversations that mirrored the story format of the book.
Hank said, “I ate through 8 leaves.” And Brody pretended the leaves
were waffles and said, “I am a very hungry caterpillar and I ate through
4 waffles on Saturday.” Several parents told me at dismissal time that
their children either had not tried or did not like these lettuces before.
They were thrilled that everyone tried and enjoyed our healthy snack. The
inspiration from the story in the book made quite a difference!

Christine Kiewra, Nature Explore Education Specialist

Read the story below to learn what these children know Dimensions Early Education Programs
about the letter “Y.” They used close observation skills to Lincoln, NE
find the letter shape in a log, and then generalized what they
know about the letter in a broader context. Insights:
Imagine if Nathan, Alex and A Yellow Leaf
Exploring “Y’s” Jayden’s teacher had only been Emersyn, age 4
Nathan, Alex, Jayden, all age 4 “supervising” the boys from a
distance. She might have missed “Look, Ms. Jensen, it’s the kind of leaf that was in the story,”
Three boys were playing in the Messy Materials Area when one noticed a their conversation, and wouldn’t said Emersyn as she brought a big yellow leaf over to me.
letter “Y” shape in part of the large climbing log. have known about their interest “It fell off that tree over there,” she added. I was happy to see
“Look, a ‘ Y,’ ” said Nathan. in letter shapes. But, by paying that Emersyn recalled the pictures from the book I had read
close attention to their play, she called Leaf Jumpers.
“I have a ‘ Y’ in my name,” said Jayden. noticed important learning was
taking place. She now has many Barbie Jensen, Preschool Teacher
Alex said (to the teacher), “Hey, I go to the ‘ Y’ with my Daddy.” choices about how to help take Dimensions Early Education Programs
Nathan said, “ Yeah, let’s make more ‘ Y’s.” this learning further. She might Lincoln, NE
encourage an interest in finding
“Let’s get some sticks,” added Alex. other letter shapes in nature, or
ask the boys to show the rest of Insights:
Jayden watched for awhile, then helped carry some sticks that the boys the class their “Y” discoveries. She Emersyn found meaning in a visual image she had seen in a book, and she was able to hold
used to create more ‘Y’ shapes. might especially want to talk to the that powerful mental picture in her head long enough to find a similar image in a leaf on
Ruth Endthoff, Preschool Teacher boys’ families about this important the ground. As Emersyn recalled the story and compared the two-dimensional picture with
Forest Lake Family Center early literacy conversation so their the three-dimensional leaf, she was able to connect books and real-life experiences in a rich
Forest Lake, MN parents can celebrate how their and meaningful way. Her teacher, because she has observed this happening, can now make
children are becoming readers! Emersyn’s learning visible for her parents and other adults.

22 23
Language/Literacy Language/Literacy

Reading/Knowledge of Books Knowing the value of connecting books and nature, the
Library Director at Hurlburt Air Force Base came up
with a wonderful idea.

Activity Kits at Libraries

We created activity kits for parents and caregivers to
check out from the Children’s Room of the library
and then take out to our Nature Explore Classroom.
In each backpack kit is a story, a Nature Explore
Families’ Club activity sheet, a few other supplies (like
a magnifying glass) and sometimes interesting props.
We did this to encourage literacy and meaningful
interactions between parents and children. These are
easy for children to carry and it’s a fun way to get more
families reading together outdoors!

Vicky Stever,
Director of Hurlburt Field Library
Hurlburt Air Force Base, FL

The entry sign at Hurlburt Library’s Certified

Nature Explore Classroom invites exploration.

Debra Brownson from St. Ambrose University

In the following story, nature inspired a child to find a very important use for a book. Children’s Campus in Davenport, Iowa, powerfully
describes the added value of nature in promoting
language and literacy learning:
Red-Tailed Hawk
Pete, age 4 Could This Have Happened Indoors?
anyone who would listen, “I am going to be spending a
Pete and several other children noticed a large bird By no means is the question whether literacy learning
lot of time with this book!”
on a rooftop within easy sight from our outdoor would or would not happen indoors or outdoors, Child’s spider drawing
classroom. This was interesting to me since we are in a Sherry Miller, Preschool Teacher but more what the outdoors brings to the learning
downtown urban setting. Pete came running to tell me, Dimensions Early Education Programs, Lincoln, NE experience — freedom, sun, shade, wind, birds,
“It’s gigantic and it’s stepping on something!” The bird spiders…For example, you could read the book,
was feasting on a pigeon, but this didn’t seem to bother It Looked Like Spilt Milk (which is about clouds) Another example is our spiders. They come in
the preschoolers. Another teacher, seeing how curious Insights: indoors, or you could read it outside in the grass as early summer to the bushes on our Nature Explore
the children were, retrieved some bird books and field Pete’s teacher wrote that his interest in the Peterson children lie on their backs and look up at the sky. Classroom. They weave webs on the top of the bushes.
guides from indoors and Pete began looking through Field Guide of Birds continued. Pete’s parents said he The two experiences cannot be compared. When we The children know this, remember this, look for this.
them. When he got to a page with a Red-Tailed Hawk, became the bird expert at home. They purchased the read outdoors recently, the children were so into the Once the first web is discovered, the children go into
I asked if he thought that was the kind of bird we were book for him, helped him start a feather collection, experience that they wanted the book read three times. a full learning experience as they observe the webs
looking at. Pete wasn’t sure because he couldn’t see and he tells them often that he has “hawk eyes” and They then sketched the clouds, labeled the clouds, multiply, hope to see spiders, sketch the webs, label the
the back of the bird. Comparing the real bird to the notices details the rest of the family misses. To extend photographed the clouds, wrote books about the clouds webs, name the spiders, share the “spider bushes” with
picture in the book, we talked about the similarities children’s interest in the hawk, a local bird expert was (both the shapes of and later the kinds of ). Children others, including their families. Could they learn about
and differences. As if on cue, the bird turned around invited to visit and bring mounted birds, sketches, shared their books with other classrooms and their spiders and the literacy piece indoors? Yes. Could they
and showed his tail. Pete excitedly exclaimed, “It is and more bird books. Because of this real-life nature families to the point that the books became worn out. learn to look forward to nature’s wonder each year?
the Red-Tail Hawk! I see his red tail!” He carried the experience, children began learning to use non-fiction Could this have happened indoors? Maybe, but does Could they focus and study so intently? Would they tie
book around the rest of the morning and announced to books as references to fuel their own learning. it? No. their learning so directly to literacy? Probably not.

24 25
Language/Literacy

From Dimensions Foundation Research

Excerpts from Young children develop foundational skills through child-initiated experiences in a Nature Explore Classroom:
A single case study in La Canada, California by Ellen Veselack, Lisa Cain-Chang and Dana L. Miller, 2011.

• We identified several language/literacy skills • Children were also highly motivated to “read”,
children were developing as they interacted in based on their initiation of activities that
the Nature Explore Classroom (97% illustrated interested them, such as carefully examining plant
these skills). Children used complex sentences to stakes to learn the names of the plants that were
communicate ideas and tell their stories. There was growing in the raised planter beds, or examining
a poetic nature to some of the dialogue, and it was books teachers intentionally placed on the table in
rich in imagination. Children also noticed and the garden area.
used print as a way to learn/process information
and communicate with others. • Our findings suggest that the Nature Explore
Classroom provides a language-rich environment
• In addition to the complexity of the language for children to engage with peers, teachers and
children used, children engaged in poetic or other adults…The richness of the environment
imaginative phrasing. These rich images that gave children so much to talk about with others.
children described are manifestations of the ways They shared joy in their discoveries, told stories,
in which experiences with nature influence and asked questions, shared information, and often
enrich children’s language skills. processed their thoughts aloud.

Excerpts from This never would have happened indoors: Supporting preschool-age children’s learning in a Nature Explore
Classroom in Minnesota by Vicki Bohling, Cindy Saarela and Dana L. Miller, 2011.

• Though the majority of play was child-driven, • Young children are instinctually drawn to
the data also provide excellent examples of learning that is concrete, experiential and touched
teachers supporting children’s learning through by whimsy. The role of materials cannot be
inquiry, scaffolding and structured activities. underestimated when creating an environment
These activities were often an opportunity to add to support and encourage creative, authentic
experiential learning to concept learning begun in learning. The basic, un-prescribed qualities of
the indoor classroom. This was most commonly natural items such as sticks and dirt require
accomplished in one of two ways; adding children to make “something of nothing”.
enriching materials and/or guiding observation. The limits to learning are restricted only by
For example, the teacher in the “Changing the depth of the child’s own imagination and
Seasons” nature note supplied children with resourcefulness. This is the very essence of the
books, clipboards, paper, and pencils to further critical thinking skills which are highly valued yet
the discussion about fall changes that began elusive in education today.
indoors (Matlon, M. Nature Notes: October
2009). Within this context the children were
encouraged to use materials in any way they chose,
transferring the power of the learning experience
back to the child learners.
The Dimensions research approach is primarily qualitative action research and currently focuses on exploring the skills children develop through their
regular interactions with the natural world. Dimensions Early Education Programs serve as primary research classrooms. Teachers, as co-researchers,
and a cadre of national consultants, have been collecting and analyzing data based on direct observations of children since 1998. Secondary research
sites for data collection and analysis have also been developed in California and Minnesota. To learn more about our research approach go to
dimensionsfoundation.org/research/approach.

26 To read the complete papers, go to dimensionsfoundation.org/research.

Science
“Children’s early outdoor explorations provide
a concrete foundation for the progressive
development of major science concepts in the
later grades. When these science experiences
focus on science processes (such as observation
and analysis), children have the opportunity to
develop scientific understandings that are far more
important than right answers.

Importantly, outdoor play enables children’s

natural curiosities and develops essential attitudes
toward learning. This play may be viewed as the
highest form of research!”
Julie Thomas, Ph.D.
Frank and Carol Morsani Endowed Chair of
Science Education, Oklahoma State University

In the last generation, outdoor settings for children Just as all learning is on a continuum, science learning
have become increasingly sanitized, rubberized spaces begins as an infant develops basic understandings and
devoid of nature’s “loose parts” that invite the kinds intuitive comprehension about the natural world, then
of hands-on discovery that supports science learning. becomes ever more complex and comprehensive from
And, as children have begun spending more out-of- early childhood to young adulthood. By their very
school-time in front of screens instead of exploring nature, all young children are scientists. They have a
nature, their understanding of the world around them natural curiosity and the world is their laboratory. In a
is coming more from media instead of from direct nature classroom, children are observing, investigating, “It is a wholesome and necessary thing for us to turn again to the
observation, leaving lots of room for misconceptions to devising experiments, problem-solving and, through
develop. It’s typical for today’s children to know more that process, learning scientific concepts even before
Earth, and in the contemplation of her beauties to know of wonder
about the rainforest or arctic regions of the world than they have the scientific vocabulary. As children's and humility.”
what’s in their own backyards or neighborhoods. language development matures, they are later able to

Nature-based outdoor spaces in early childhood

attach vocabulary to what they know intuitively. Rachel Carson, The Sense of Wonder
programs, elementary schools, and in places where As we studied the stories sent to us about science
families spend time, are once again giving children learning in Nature Explore Classrooms, we were able
access to daily explorations in nature. These in- to group them into five categories of understandings “What do parents owe their young that is more important than a
depth, personal experiences provide a sensory basis
for developing deeply meaningful and foundational
and experiences including: Cause and Effect; Close
Observation; Cycles and Seasons; Classification; and
warm and trusting connection to the Earth?”
science understandings. Environmental Awareness. Theodore Roszak, The Voice of the Earth
28 29
Science Science

Cause and Effect

As young children begin to experience the ability to create reactions to their own actions, they develop an Water Pathways
understanding of the concept of “cause and effect.” Daily experiences in nature provide a wonderful canvas for Elementary school children, grades 2-5
exploring how the world works. Nature provides many free “tools” that help young children explore the science
We took two walking excursions to a nearby creek
principle of cause and effect, as the story below illustrates.
where the rocky banks are easily accessible. The
Breaking Sticks children were fascinated by the path that the water
Insights: had carved out of the banks. This became the basis of
Grayson, age 31 months
As Grayson engaged in the simple activity of our water pathways exploration back in our Nature
Grayson was in the Explore Classroom in the Sand Area and then later
breaking sticks, he was experiencing his ability to
Nature Explore in the Messy Area. Some children experimented
make things happen (cause and effect). He was
Classroom under a with releasing water collected in the rain barrel onto
also learning about the properties of wood and
tree. He was picking the sand to see how it flowed and if it would create
his own strength. There would be no meaningful
up different sticks and a stream. This quickly led to the idea of building
way for him to gain this information other than
breaking them. He channels to get water to travel further and “carry more
through his own actions. Listening closely to the
seemed to be listening stuff.” This became a study of gravity as well. Children
sounds produced as he broke various-sized sticks
to the sound each stick used sections of guttering and chunks of wood to
and experiencing how each stick felt in his hands
made as he snapped it in create pathways to pour water down. Madeleine (age
as it broke provided Grayson with rich sensory
two. After a particularly nine) had paid close attention to the “humps” and
information. He now has many “hooks” with which
loud sound, he looked curves in the creek and wanted to replicate them in
to later recall what he knows about sticks and the
up at me and said, her pathway. High level thinking and construction and
physical properties of wood. Grayson was clearly
“Watch me.” I asked engineering skills were needed to get water to travel
in charge of his own learning. Because his teacher
him what sound it the entire length of the pathways and to move with
noticed and recorded this exploration, she will now
made. He said, “Loud.” enough velocity to carry woodchips down as well.
be able to support Grayson’s growing knowledge
He continued to break sticks into various lengths one
of cause and effect principles, and she can help his
after another for about 10 minutes. Holly Murdoch, School-age Teacher
family celebrate Grayson’s interest in this kind of
Dimensions Summer Programs, Lincoln, NE
Katie Dietz, Infant/Toddler Teacher fundamental “research.”
Dimensions Early Education Programs, Lincoln, NE

A Breezy Afternoon Insights: Insights:

Brandon, age 4 Children’s play can In this story, these older children
On a brisk, breezy afternoon, Brandon was in the seem deceptively were still exploring ideas of cause
outdoor cabin watching the flowing red curtain simple if we are not and effect, although in a more
flutter in the doorway. He caught it as it blew toward paying attention to sophisticated way. Clearly, many
him, then let it go. He walked through it and let the the important learning science understandings were being
fabric glide over his body and head. When the wind that is often occurring. developed concurrently through
died down he took the corners at the bottom and In Brandon’s story, his this child-driven inquiry process.
straightened it, then waited for the wind to catch it simple actions allowed A large Sand Area space that
once again. him to experiment with could accommodate long pathways
the cause and effect was necessary to allow this rich
Kimberly Ryan, Preschool Teacher properties of wind. experimentation to occur.
Child Educational Center, La Canada, CA His teacher wisely
documented Brandon’s
experimentation,
knowing that he was
discovering foundational
science principles.

30 31
Science Science

Close Observation
Dimensions research consistently demonstrates Exploring Spiders
that close observation skills are strengthened when Oskar and Derek, age 4, Levi and George, age 5
children spend time in Nature Explore Classrooms.
“I saw the spider!” said Oskar, spying a large spider
The National Science Education Standards developed
on the side of the building. “I need to go get a book to
by the National Academy of Sciences emphasize the
see if we can find one that looks like that.” We went
importance of supporting children’s development of
to the Science Area and returned with a spider book
close observation abilities:
and magnifying glass. Several children gathered around
trying to identify the spider and I gave them clipboards
“During the first years of school, they should and pencils to encourage them to sketch as well. Derek
be encouraged to observe closely the objects who was busily sketching and talking to himself said,
“one, two, three, four, five, six, seven, eight” apparently
and materials in their environment, note their
counting the legs as he drew them. I told him, “Wow
properties, distinguish one from another and you are a scientist and an artist!” George who was also
sketching brought his clipboard to me saying,“Um, this
develop their own explanations of how things
one is the spider on the wall and this one I just drew
become the way they are.” is a Daddy Long Legs.” Children went on to compare
Investigating Grasshoppers the actual spider to the photographs in the books
Children who are able to explore the natural world
Preschool child noticing details like “bits of brown and yellow.” Then
regularly and over time become comfortable seeking
Lonnie closely observed a grasshopper in the really looking closely, Levi said,“That is where the silk
new information. As they ask questions, actively
greenhouse. No photograph or story in a book could comes out of him!”
explore, compare what they think they know with
what they are observing, then reflect on their new provide him with the same information he gathered in Suzan Haley, Preschool Teacher
assumptions, they become active participants in the this hands-on way. Dimensions Early Education Programs, Lincoln, NE
process of developing ever-more complex science
Jenny Leeper Miller, Master Teacher
understandings.This way of learning strengthens
Ruth Staples Child Development Laboratory Insights:
critical thinking skills, which is helpful in all areas of
University of Nebraska-Lincoln
learning, not just science. This teacher understands that encouraging children
to document their investigations through sketching
strengthens their close observation skills. Much of
children’s internalized science understandings come
from noticing changes, finding patterns, and looking
at relationships. Adults who support children’s
interests and take their investigations seriously help
children see themselves as capable, competent science
learners. Encouraging on-going documentation of
investigations over a long period of time can help
children look for patterns or find out new information.
This helps children expand their ability to think
deeply about how the world works, and it sometimes
causes them to reconsider their ideas. Documentation
through sketching is also a form of authentic
assessment and can be used to celebrate developmental
As children engage in close observation of the world milestones with families. Note that along with literacy
around them, their sense of wonder grows. learning, Derek was also strengthening mathematical
thinking as he counted the legs of the spider.

32 33
Science Science

Falling Feathers Shade vs. Sun

Hailey, age 3 Graceyn, age 5
Hailey came to me holding a small black and white This Child Observation Form documents how close observation of a group of two different plants, one in the
pigeon feather in her hand and told me that she shade and one in the sun, led to a child’s hypothesis.
was going to give the feather to her mommy. I
Cindy Heinzman, Preschool Teacher
acknowledged that her mother would like the gift
Dimensions Early Education Programs, Lincoln, NE
and asked if she knew where the feather came from.
Hailey led me to the sandbox and pointed to a spot
saying, “It fell right here.” I asked where she thought
it fell from and Hailey answered, “A feather tree.” I
pointed to the closest tree and asked if it was the one it
fell from. Hailey said she thought so. I pointed to the
branches and encouraged her to look closely, asking,
“Does this tree have feathers?” She said, “No.” I led
her to another larger tree nearby and we wondered
together if the feather fell from this tree. Hailey said
she thought so, but when I asked her if this one had
feathers, she again replied, “No. Maybe it just flew
over and landed there.” I told Hailey I had an idea and
pointed to where the pigeons could be seen at the edge
of the building. “Do you see the birds up there? The
pigeons?” I asked Hailey. One pigeon flew overhead
and Hailey excitedly said, “Yes! I see it!” I asked, “Do
you know what birds have on their bodies?” Hailey
said, “Feathers. To keep them comfy.” I waited a few
seconds then asked, “Do you think that feather could
have fallen from a bird?” Hailey said, “Yes. It came
from a kind of pigeon.” She observed her feather
closely and added, “A white and black pigeon.” Hailey
walked to the sandbox and I heard her tell Lillias,
“This feather came from a white and black pigeon.”

Kristi Reitz, Preschool Teacher

Dimensions Early Education Programs, Lincoln, NE

Insights:
Hailey’s teacher could have simply told her that Insights:
feathers came from birds, not trees. Instead, by By making close observations of the world around them part of daily class routines,
encouraging the use of close observation skills, this this preschool group was able to notice changes over time. Graceyn now knows that
wise teacher made it possible for Hailey to participate plants need sunlight to grow, and she understands the appropriate amount of sunlight
in her own learning process. Had her teacher simply needed for their optimal development. Without regular time in nature, children aren’t
corrected her, rather than helping her evaluate and able to personally observe the cycles of life and develop deep, intuitive understandings
later change her initial thinking, Hailey may not have from personal experiences. As language abilities and more refined motor skills
been willing or able to make the mental shift needed develop, children are able to engage their curiosity and sense of wonder in a variety of
to “accommodate” new information. This real-time ways. They become more and more comfortable with asking questions and are capable
nature exploration helped Hailey strengthen her self- of seeking their own answers.
image as a learner while allowing her to develop a new
science understanding. Hailey was even able to use her
new knowledge to teach her friend.

34 35
Science Science

The following story illustrates how a simple The following story was sent in by an educator who
outdoor experience provided an opportunity for an hosts elementary students as they visit her Nature
investigation. Explore Classroom on field trips. It reminds us that
not all students are yet able to grow up with nature
exploration as a part of their daily lives.
Investigating Ants
Preschool children
The Value of Personal Exploration
In the warmer weather we often spend our entire day
Elementary school children
outside in our outdoor classroom, including during
our lunchtime. Children gather in different areas In the woods portion of our outdoor classroom, we
throughout the yard and we have picnic lunches. One were on the nature trail and I was leading a group of
day a small group of children decided to eat under one elementary age “city kids” who were visiting on a field
of our larger trees and they were ambushed by ants. As trip. I asked the children to identify a type of fungus,
they got up to move, one of the children left behind a and the child I called on said, “Athlete’s foot!” This led
small piece of bread. The ants, of course, took the bread to some chuckles and a whole lot of discussion along
and began to carry it away. This led to an investigation. the path. The students were curiously examining all the
Another child dropped a piece of fruit, and then fungi and coming up with clever guesses about what
there was a cracker, and then some carrots…everyone they were actually named. On another field trip soon
wanted to leave something for the ants. We decided after, many children were hesitant to get dirty. One
to do some research about ants and the class came up child even had brought gloves and wouldn’t take them
with a “menu” for our newfound friends. Under the off the whole time he was at the farm. We had all the
tree we placed small bowls with different foods and Insights: kids get in a circle in the field, reach down and grab
we charted what the ants took. The children were so Children were successful in using the scientific inquiry a handful of dirt, and just rub it between their hands.
amazed at how fast the bowls emptied! method with minimal teacher scaffolding. Probably Many said this was the first time they had ever had a
the most important way this wise teacher supported handful of dirt!
Nancy Salerno, Director
Growing Minds Learning Center, Berkey, OH children was by providing them the time outdoors
Linda Grinthal, Director
to investigate. Her recognition of the children’s own
Sunset View Farm, Lafayette, NJ
interests validated their important research.
Insights:
Opportunities for Observation These children, who hadn’t had much experience in
Elementary school children nature, clearly benefitted from the opportunity to get
their hands dirty, explore dirt and brainstorm ideas
I use our outdoor classroom to examine ecosystems,
for plant names. Compare the lack of experience and
study plant types, and with sixth graders to study plant
information the older children in the story above had
reproduction. We chose to plant both deciduous and
with what the young toddler, Kathy, on the next page
evergreen trees in our space so the students can see
learned through her own observational skills with the
reproduction in flowering as well as cone-bearing trees.
help of the thoughtful scaffolding from her teacher.
When we study monocot and dicot plants, we observe
identifiable characteristics of both in the leaves,
flowers, and roots. Often after the activity is complete,
students return to the outdoor classroom and conduct
their own investigations on the topics that most
interested them.

Nancy Curry, Science Teacher for children to believe in their own investigative
Blue Hill Elementary School, Blue Hill, NE abilities encourages them to define themselves as
lifelong learners. In Nature Explore Classrooms,
Insights:
opportunities also regularly present themselves for
Practicing close observation skills helps children children to experience and study first-hand the Earth’s
develop increasingly higher and more abstract systems, such as seasons and the life cycles of plants
cognitive abilities. And, providing regular opportunities and animals.

36 37
Science

Cycles and Seasons

“As children observe, reflect, record, and share nature’s patterns and rhythms, they are participating
in a process that promotes scientific and ecological awareness, problem solving, and creativity.”
(Hensley, 2006)

Carefully choosing plants for your outdoor classroom

that will provide a variety of scents, colors, textures
and blooming patterns throughout the year will give
children a firsthand opportunity to observe life cycles.
Involving children in plant care will not only bring
benefits for science learning, but will also help them
take initial steps toward a lifetime of environmental
stewardship. The toddler in the following story was
beginning her journey. flower
bud
I’m Watering the Plant! Read the story below to see how a preschooler’s close
Kathy, age 34 months observation skills and plant knowledge have evolved
I noticed Kathy at the drinking fountain, holding an beyond the toddler-level of understanding.
uprooted plant in her hand. I asked her what she was
doing and Kathy innocently answered, “I’m watering From Bud to Flower
the plant!” I grinned and explained that the plant Charlene and Rachel, age 4
needed to stay in the ground but suggested that we
While exploring the garden, Rachel reached down,
could use a watering can to bring the water to the
picked up a flower and ran to tell me, “This flower fell
plant. We walked to the garden and found where
on the ground, but I think I found the plant it fell from!”
Kathy had taken the plant out of the soil. Together we
Rachel and I walked back to the garden and confirmed
put the plant back in the ground and gently patted the
that the single flower she had found came from the plant
earth around it. I then asked Kathy to touch the soil
she identified. Rachel’s friend Charlene then opened her
and tell me if it felt wet or dry. Kathy told me it felt
hand to reveal a flower bud. Rachel examined the bud
wet, so we decided this plant didn’t need more water
and explained to her friend that she had a “flower” from
right now. We went in search of a garden bed that felt
the same plant from which Charlene had the “bud.”
dry and needed water. Together we filled the watering
can and Kathy watered that bed. Kimberly Ryan, Preschool Teacher
Child Educational Center, La Canada, CA
Shannon Walsh, Preschool Teacher
Child Educational Center, La Canada, CA
Insights:
Insights: Through documenting a simple encounter, this
Kathy was learning to be a caretaker for the plants in observant teacher learned much about Rachel’s scientific
her Nature Explore Classroom; she just needed a little understandings. For example, it is clear that Rachel
coaching on how to best care for them! Her gentle and understands that buds and flowers represent two
insightful teacher taught Kathy not only how to water different stages in the growth of the same plant. She
plants but also how to decide for herself if they need was also able to use close observation skills to determine
additional water. which plant the flower she found had come from.

Photo (right) Gomez Heritage Elementary School, Omaha, NE

38
Science Science

In the following story that happened in a Dirt Digging

Area, the open-ended properties of dirt allowed
Macy to play out a hibernation scenario in which she
demonstrated her knowledge of frogs and what they do
during cold weather.

Frog Habitat
Macy, age 3
In late fall, before snow cover and cold weather set in,
Macy headed directly for the Dirt Digging Area and
remained there for the entire time we were outdoors.
As she shoveled dirt into a pail she told me that she
was making a habitat and I asked her, “Who lives in
your habitat?” She quickly replied that it was a habitat
for frogs. She continued working, adding leaves to
the pail as food for the frogs to eat. When I asked
Macy how long the frogs stayed in their habitat, she
confidently stated that “they nap for a long, long, long
time, all the way to Christmas. When they get up they
go out to get a little bit of chocolate.” (Macy’s mom
noted that her daughter wakes up every morning
asking if today is Christmas.)
Children who explore outdoor classroms in all kinds of weather develop a personal understanding of seasons.
Susan Wilcox, Preschool Teacher
Forest Lake Family Center, Forest Lake, MN In the story below, it is clear that Korben, also a you know when it’s spring?” I asked. Korben said,
preschooler, recognized changes in his environment “All the plants will grow and we’ll make our family’s
because he has spent time exploring the same space in garden.” He paused, and then said, “The leaves in
Insights: all kinds of weather. our yard are starting to grow.” He looked up at the
Because of her branches of a tree. “But our school leaves are not
many experiences Understanding Seasons starting to grow.”
in the outdoor Korben, age 4
classroom, and Macy was inspired to make a habitat for her frog.
Kristi Reitz, Preschool Teacher
because of her On this March morning it was well above freezing. Dimensions Early Education Programs, Lincoln, NE
teacher’s ongoing Former observations of Korben have shown that he
interest and has come back time and time again to a particular spot
near the greenhouse where he has found snow or ice Insights:
support, Macy
over the course of the winter. I noticed today that this Knowledge
understands
spot was only covered by water. I brought Korben over of seasonal
the meaning of
and showed him the standing water. I asked him if he changes and their
“habitat,” and she
remembered what used to be there. Korben replied, indicators show
understands the concept of hibernation, even if she
“Yeah. Very slippery ice and now it is a puddle.” We up throughout
might not know the exact word yet. When children
talked about how today, since it is warmer, the ice had this piece of
have opportunities to continually explore the natural
melted. documentation.
world, they can build on existing science knowledge,
This skilled
try out new theories about how the world works, and A few minutes later Korben came to me and said, teacher helped
refine those theories as they gain more experience. “Mrs. Reitz, I’m freezing. My hands are freezing. Why her student look
is it freezing?” We discussed that even though it was closely and consider details related to water properties
warm enough for ice to melt, it was still cold on our and weather. Through open-ended questions, Korben’s
hands. “When is it going to be spring?” Korben asked. teacher learned a lot about what he understands about
“We’ve been waiting for it to be spring.” “How will seasons and the life-cycles of plants.

40 41
Science Science

“The middle years — roughly six to twelve — is Classification

a time of greatly expanded interest, curiosity
From birth, babies use their senses to gather information and make meaning from the chaos that surrounds them.
and capacity for assimilating knowledge and They sort through all of the sensory input they receive, search for patterns and begin to classify what they are
understanding the natural world. Rapid cognitive observing into various categories. In this way, the world begins to make more sense. This process continues, in
ever more sophisticated ways, throughout a child’s school years.
and intellectual growth occurs, including
many critical thinking skills achieved through In the following story, preschool children are deciding how to classify
interaction and coping in the nonhuman materials they are using. Their task becomes even more challenging with
the added social complexity of differing perspectives.
environment. Intellectual development at this
stage is especially facilitated by direct contact
with nearby natural settings, where a world of
exploration, imagination and discovery becomes
increasingly evident to the child.”
Stephen R. Kellert, School of Forestry and
Environmental Studies, Yale University

In the following story, a group of middle-years

students experienced the excitement that comes from
watching the cycles of life.

Caterpillars to Butterflies
Elementary school children
Curiosity was contagious as my students, ages six to
eight, watched larvae grow into caterpillars. Once the
caterpillars were hanging inside their chrysalises, the
children waited with anticipation for them to emerge
What is Nature?
as butterflies. As the days went by, their excitement
Preschool children
grew. The awe on their faces was priceless as they
witnessed the first Painted Lady slowly climbing out of Harriet found a rock and announced, “This is my special rock.” She carried Insights:
its chrysalis! The children spent a few days observing it around, and then placed the rock on the ground, announcing: “I can put
Allowing children to create and
the butterflies in our indoor garden. They learned to this rock here because it’s nature.” Upon hearing this, Patrick ran over,
debate their own theories of how the
describe the life cycle of a butterfly and to identify picked up the rock and corrected her: “Actually, Harriet, that’s not really
world works is a great strategy for
its body parts. They especially enjoyed watching as a part of nature, it’s a rock.” Hearing this exchange I interjected with an
supporting their sense of themselves
butterfly would uncurl its proboscis to sip nectar from open-ended question, “What is a rock if it’s not a part of nature?” Patrick
as capable science learners. Notice
a flower. Finally, the big day arrived. It was time to quickly replied, “It’s from the ground.” I wondered aloud again, “What is
how the teacher in the story used
release our butterflies outside in our Nature Explore nature?” Patrick answered, “Tigers are nature. Lions are nature.” Harriet
open-ended questions to keep
Classroom. With mixed emotions, we headed to our countered with, “No. Nature is plants.” Patrick told her, “Animals are
providing the children a chance
Gathering Area. But as each butterfly soared into the nature.” Harriet repeated, “Nature is plants.” Patrick acquiesced and said,
to debate their understandings of
air, the children clapped and shouted with joy! For the “Plants are nature. Animals are nature. Blue whales are the largest animal.
what it means for something to be
next few weeks, each time they spotted a Painted Lady Bigger than a T-rex.” Harriet said, “I know that!”
classified as “nature.”
in the garden, they wondered if it was one of their own.
Susan Walsh, Preschool Teacher
Jean Luchini, Special Education Teacher The butterfly study at Beard School Child Educational Center, La Canada, CA
Beard School, Chicago, IL was a joyful experience for all.

42 43
Science Science

Environmental Awareness

Developmentally appropriate earth science learning

can and should also lead to environmental awareness.
Helping children develop emotional connections
to the natural world is the most appropriate place
to begin. Authentic science learning helps children
become more knowledgeable about the Earth’s
systems and the interconnectedness of humans and
the natural world.

The story below provides a wonderful example of the complex classification skills children needed to use as they As Judy Harris Helm and Lilian Katz state in their
predicted the kinds of food a snake might eat. book, Young Investigators:

“One of the goals of increasing children’s

The Snake Story
Preschool children Insights: (provided by Judy Harris Helm): connection with nature is the development of an
The children noticed a snake moving in the back of the This snake experience was well documented through attitude of stewardship toward the environment.
flower garden along the edge of the building. A teacher photographs, the collection of the children’s chart As children use the project approach to study
nearby, Tina, was able to gently catch the snake so the on predicted foods and the narrative by the teacher.
children could examine it more closely. The children It became a storybook that children could read in nature topics in depth, they often become
were fascinated to see the snake at their school. They the book area and parents could check out to read at protective of living things. One kindergarten
wanted to study the snake further. The next day Tina home. The documentation enabled teachers, parents,
brought in a fish aquarium to make a temporary home class that was studying a wild area near a park by
and others to reflect on what children learned and the
for the snake. The children talked about what living effectiveness of the experience. The documentation also their school became quite concerned to discover
things need to live and grow and what the snake would revealed the ability of children to stay focused, set up
need to live in its temporary home. They gathered trash littering the area. They worked hard to
an investigation, and follow through to form their own
leaves and grass to make the snake comfortable in the conclusion. These are valuable executive functioning clean up the trash, and after much discussion, A love for the natural world can develop quite early
aquarium. Then they asked, “What do snakes eat?” The skills which contribute to school achievement. if children are provided with daily opportunities for
decided to make a poster telling others not
children had their own ideas about what a snake might nature experiences, as is the case in the story below.
eat. During Morning Meeting, the group reviewed As is often the case in learning experiences which to ‘throw your stuff here.’ This led to making
emerge spontaneously in rich outdoor environments,
Loving the Leaves
a list of all the snake-eating predictions the children more posters and putting them in other places
the children’s intense interest in natural phenomena Will, age 16 months
had made the day before. The group discussed ways
to observe what types of food the snake would eat. engaged and motivated them to use higher level throughout their community.” Will played in the leaves under a tree on our Nature
The children and teachers then went outside to collect thinking skills than ones they needed to use to do Classroom. At his young age he was experiencing
the items on the food list. The children tested their typical preschool tasks such as sorting items by color. seasonal and weather changes for the very first time,
predictions by placing the items in the aquarium with Emotional involvement spurs peak performance which and he clearly enjoyed the sensory experience. He
the snake. They watched and watched as the snake is then easily captured for portfolios and assessment learned about his environment by being immersed in
found the worm wiggling in the grass and then ate it checklists. As these children were excitedly involved in it. Frequent experiences like this lead to feeling a deep
whole! They continued to watch and watch and the capturing the snake, setting up their experiment, and connection with the natural world.
snake did not eat any of the other food items in the observing, the teacher was able to collect authentic
aquarium. The next day the children put another worm evidence of their knowledge and skills. Katie Miller, Director
in the aquarium and the snake quickly ate it up. The James R. Russell Child Development Center
previous day’s conclusion was confirmed. Snakes eat Judy Harris Helm, Ed.D., Consultant Creighton University, Omaha, NE
worms. Best Practices Inc.
Brimfield, IL Insights:
Christine Davidson, Early Childhood Teacher Outdoor classrooms designed specifically for infants
Center for Early Education and Care and toddlers make it easy for adults to provide children
University of Massachusetts Amherst the time and space to discover and interact with all
Amherst, MA kinds of nature.

44 45
Science Science

Read the next story to see how a teacher and a The importance of joyful playtime outdoors, even for In the story below, a group of older students and The story below speaks eloquently about the ability of
preschool director helped a child develop a connection older children and adults, can be easily forgotten but their teacher benefitted from a chance to play in time in nature to inspire.
to nature by fostering his emotional caretaking should not be discounted. As Rachel Carson said, “For nature!
abilities. the child… it is not half so important to know as to
feel. If facts are the seeds that later produce knowledge Lighting a Spark!
It’s a Living Thing The Good Life
and wisdom, then the emotions and the impressions of An adult’s reflection
Toddler children the senses are the fertile soil in which the seeds must Elementary school children
grow…It is more important to pave the way for a child I was doing a three-week Saturday school with The benefit of having our Nature Explore Classroom
One of the children pulled down a branch and broke it
to want to know than to put him on a diet of facts that 3rd and 4th graders using our outdoor classroom. I is immeasurable. My students are able to have free
off the tree. So our director Pepper and I went over to
he is not ready to assimilate.” began our first session by asking the children, “What exploration time in a safe outdoor setting designed
him and we said, “Oh no, it’s got a boo-boo. This is a
is nature?” and “What things affect nature?” Next just for them. Something simple that most adults
living thing.” We took a long time with him. We read a
Read below to see how an adult’s attitude helped two we went outside in the 20-degree weather, with take for granted (a pile of dead leaves) can lead into a
book about it. We brought the branch inside and put it
preschoolers grow in their love of the natural world. snow and no wind, and we played! We had a huge variety of lessons on life cycles, habitats, living things,
in a vase of water, and it actually bloomed! And every
snowball fight and a run fest. It was so fun! Then we and seasons. It even crosses the curriculum into math
day we would change the water and ask the same child Lovable Slugs
went to the Gathering Area, stood on stumps, and (measuring and sorting) and social studies (how
who had broken it off to put in more water. So the Avery and Catrice, age 4
talked about our favorite part of the snowfest. This cultures use trees and other plants). The time in nature
next time we went outside, he was telling all the other
Avery found a slug under a tree cookie outside in the led to really meaningful discussions about what the my young students are receiving is lighting that spark
kids pulling the leaves off, “No, no, no, it’s a living
Messy Materials students can do to help or protect nature in their of respect and passion for the natural world that will
thing. It’s a living thing.” So he understood that the
Area and studied it. own outdoor classroom that means so much to them. stay with them for the rest of their lives. On a personal
tree was a living thing that was hurt when he pulled off
I helped her get the We made and signed a group pledge to recycle, clean side note: As a child, I was busy exploring and making
the branch. I believe he was around two years and four
slug to crawl on a leaf up after ourselves, plant flowers and trees. We will new discoveries in my backyard, which sparked my
months. I remember, I did an observation on it because
so she could look at it add to this as we go on. Ahh! Life is good! interest in nature and led to my career as a zookeeper
it was just amazing to see him have a connection. And
more closely. She did (I worked in the predator departments at Zoo Atlanta
then we actually walked around outside, and I told him Stephanie Carlson-Pruch, Elementary Art Specialist
not want to hold it in and the Birmingham Zoo) and ultimately as a science
that it’s the same for bushes and for the trees in the Gomez Heritage Elementary School, Omaha, NE
her hand, but she felt teacher. I am a kinesthetic learner, which is why I
back and for the grass. It was nice to see the emotional
comfortable holding the leaf and observing the slug. “Do believe I benefited from learning in nature so much
connection he had with the living things outside.
they bite?” Avery asked. I assured her no and she relaxed Insights: as a child, and why I teach the way I do. Without
Sandra Beltran, Toddler Teacher and said, “Look, it curled up like a ball, like a roly-poly. having my Nature Explore Classroom, I wouldn’t be
Having had a chance to experience the fun of being able to teach to my fullest potential, so not only do the
Five Towns Early Learning Center, Inwood, NY Look at its trail on the leaf !” Catrice came over to see
in nature, students were motivated and ready to children benefit from it, but as an adult, I do as well.
what was going on. Catrice was much more comfortable
Insights: discuss ways to care for nature.
with the slug and asked Avery if she could hold it.
Elizabeth Beckwith, Science Lab Teacher,
These caring adults were able to turn a negative Catrice said, “I found a slug in my backyard before. Once
St. Martin’s Episcopal School, Atlanta, GA
situation into a positive learning opportunity that I found a hundred under a log! This slug is so slimy. I
is likely to stay with this child for a long time. Had love it! It’s so pretty, I could almost kiss it!”
they chosen to focus on the child’s negative behavior Cindy Heinzman, Preschool Teacher
through shaming or punishment, neither the tree nor Dimensions Early Education Programs, Lincoln, NE
the child would have grown.

Insights:
With the support of a caring teacher, Avery learned
about more than slugs. She was able to increase her
comfort level with something unfamiliar and potentially
frightening to her. This might not have happened if her
teacher had either shown displeasure herself or insisted
Avery hold the slug in her hand. Once comfortable,
Avery became curious and found the slug interesting,
even comparing it to another insect with which she was
more familiar.

46 47
Science Science

From Dimensions Foundation Research

Excerpts from Young children develop foundational skills through child-initiated experiences in a Nature Explore Classroom:
A single case study in La Canada, California by Ellen Veselack, Lisa Cain-Chang and Dana L. Miller, 2011.

• These young scientists explored the Nature Key themes that emerged from this study:
Explore Classroom as if it were their laboratory
and engaged in scientific discovery. They explored • Many of the science skills children developed
nature and natural habitats, and examined various centered on learning about nature and often
properties of the items they found...They had involved telling others what they knew about
opportunities (and time) to pursue their inquiries, nature.
and experiment over and over (as Adam did when • Children’s experiences with natural materials
he balanced branches and planks with a string) included interacting with plants that were
until they had satisfied their curiosity. intentionally selected and planted in the Nature
• Eighty-nine percent of our Nature Notes Explore Classroom. As children encountered
identified specific science skills children were plant life, through their close observations they
developing. As children in this study explored the learned to identify plants and also assumed
Nature Explore Classroom, they used many of some responsibility for caring for those plants.
the same skills scientists use. Children observed These encounters with plant life in the Nature
closely, asked questions, hypothesized, tested their Explore Classroom, and discussions about plants,
gave children firsthand experiences with natural The following statement from the National Science
hypotheses, made adjustments and formulated
habitats and opportunities to further develop their Education Standards, National Academy of Sciences,
conclusions. They also engaged in debate about
knowledge of plant life. provides a nice summary of why the “minds-on-
their findings with others. They experienced
learning” that happens so well in Nature Explore
weather firsthand, including rain, thunder, wind, • Children had many opportunities to investigate Classrooms is of so much value to students.
and temperature fluctuation. They experimented and physically experience the scientific concepts
with water and learned about flow, pressure, of gravity and weight as they explored objects and
force, and absorption. They physically experienced their bodies and physically manipulated materials
scientific concepts such as gravity, weight, and in the Nature Explore Classroom.
cause and effect (cause and effect was most
frequently cited – it was identified in 34% of the “Learning science is something that students do, not something that
observations).
is done to them. ‘Hands-on’ activities, while essential, are not enough.
Students must have ‘minds-on’ experiences as well…Inquiry is central
to science learning. When engaging in inquiry, students describe
Excerpts from This never would have happened indoors: Supporting preschool-age children’s learning in a Nature Explore objects and events, ask questions, construct explanations, test those
Classroom in Minnesota by Vicki Bohling, Cindy Saarela and Dana L. Miller, 2011.
explanations against current scientific knowledge and communicate
• Surprisingly, some of the most complex, creative • In the Nature Explore Classroom outdoor play
play themes were observed during the winter is no longer a time when staff stands back,
their ideas to others. They identify their assumptions, use critical and
months when snow covered the ground and some detached from the action, supervising from a logical thinking, and consider alternative explanations. In this way,
features of the outdoor space were unavailable. distance. Rather, the outdoor classroom becomes a
purposeful space for teaching and learning across students actively develop their understanding of science by combining
the curriculum.
scientific knowledge with reasoning and thinking skills.”

To read the complete papers, go to dimensionsfoundation.org/research. 49

Social/Emotional

“Caring for simple things in nature – like caterpillars, flowers, and ladybugs – helps children develop a
sense of themselves as nurturers and as people who care. This sense of self contributes to a peaceful way
of living – with self, with others, and with the natural world.” (Wilson, 2009)

Social and emotional development can flourish when The story below comes from a parent who has noticed
children have frequent opportunities to experience the calming effect that regular time in nature has had
care and empathy for the natural world as they work on her children, and therefore on her ability to more
cooperatively with peers and adults. Technology and deeply enjoy time together.
our fast-paced society have begun to limit children’s
opportunities to engage in the kinds of unstructured
interactive play that has traditionally been a primary When You Slow Down
source of their social education. Nature-rich outdoor A parent’s reflection
classrooms filled with loose parts and living things One of the things I have noticed with my youngest
can provide a new kind of opportunity for children to child is that when we are outside, he surprises me with
develop their creativity, productivity and humanity. the things that he notices. It’s not just the obvious
things like flowers, but he will look at the flowers long
The stories people sent us illustrated a wide range
enough to find the insects on them. My children are
of ways that daily learning with nature can support
teaching me to look longer or realize that there are so
children’s social and emotional development. We have
many dimensions to that flower. They are so peaceful
divided the stories into four broad categories of skills
when they are outside. They are comfortable and calm
children were developing: A Positive Sense of Self; A
and I am too. Once you slow down enough to really
Capacity for Caregiving; Feelings of Cooperation and
engage with a child of that age, you begin to realize
Community; A Sense of Wonder.
how enjoyable it is for you as an adult also.

Amy Schmaderer, Parent

A Positive Sense of Self Dimensions Early Education Programs, Lincoln, NE
As Dr. Bruce Perry says in his book of the same title,
all human beings are Born for Love. Infants come Insights:
into this world hard-wired for interactions, seeking When children attend early childhood programs
connections with those around them. Experiencing or elementary schools where time in nature-filled
trusting relationships with primary caregivers is a outdoor classrooms is a daily occurrence, adults
crucial component of children’s healthy emotional often report noticing a positive change in children’s
growth. Without this attachment, it is hard for behavior. When teachers and parents discuss the value
children to develop a positive sense of themselves as of adding more nature connections to children’s lives,
individuals. Unfortunately, many parents and caregivers both in and out of school time, families often begin
today report feeling high levels of stress, distraction, to make nature outings a regular part of their weekly
and isolation, which can all create barriers to healthy routines. As the story above notes, this time together
adult-child attachments. One way to overcome can have a profoundly positive impact on parent-child
these challenges is by providing easily accessible and relationships. In calm settings, parents are able to
nurturing natural environments that reduce stress observe and celebrate their children’s unique qualities,
levels in both children and adults. Interactions with which, of course, helps children learn to celebrate and
nature support feelings of calmness and tranquility, value themselves more fully.
allowing people to truly be ‘in the moment’. Studies
show that as little as four minutes in a garden will start
to reduce stress, improve mood, and steady the vital
signs.” (Easton, 2003)

50
Social/Emotional Social/Emotional

The following story gives an example of the positive The story below is a reflection that comes from the director The following story provides a whimsical example of two children who feel free to express themselves.
social and emotional benefits that time in nature- of a children’s program in a domestic violence shelter. She
based outdoor classrooms can provide for all children talks about the positive changes she has observed since a Sometimes I Dream
including very young infants. Nature Explore Classroom was added to the shelter. Amanda and Hal, age 4
On a windy day running around our outdoor classroom Insights:
Good For Everyone with arms opened wide, eyes shut tight, twirling in
Social Babies These children’s poetic, creative language seems to
Infants, toddlers and preschool children the wind, Amanda said, “Sometimes I dream I am a
Sicily, 8 months and Aaron, 6 months reflect a joyful state of being and echo what American
When we observed children in our newly added Nature butterfly and I’m flying.” A short time later Hal came educator and poet E. Merrill Root meant when he
Aaron was sleeping on a blanket on the deck outdoors out and joined her, running around with his arms
Explore Classroom, we noticed that infants were more said, “We need a renaissance of wonder. We need to
and Sicily was playing nearby on another blanket. open wide, head up, saying, “It’s raining popsicles. It’s
involved in touching, exploring, and using other sensory renew in our hearts and in our souls the perennial
When Aaron woke up he scooted toward Sicily. Face raining popsicles. It’s raining strawberry popsicles.”
activities. They were more observant of their surroundings sense that life is miracle and magic.” (Root, 1974)
to face, they touched each other’s hands, faces and and stayed awake longer. Those who tended to cry Positive experiences create touchstones of strength in
jackets. After a few moments, Aaron moved so that Mona Abou Fakr, Preschool Teacher
frequently indoors were calmer when they were outdoors, children that will serve them well throughout life.
he was able to touch the wood slats of the deck. Sicily Child Educational Center, La Canada, CA
and this calming effect lasted when they came back inside.
watched him and then turned her body so that she was Older infants were more alert and observant and spent
at the same corner of the blanket right next to Aaron. more time investigating novel things together. They loved
She reached her hand out to touch the deck, imitating the sensory feel of the pine cones and were more alert and
what Aaron had done. They felt the slats with their happy outdoors. The three-year-olds were able to sustain
fingertips, then their whole hands, sliding them along their involvement in activities for longer periods of time
the wooden surface. and interacted more with one another as they talked about
Anne Kärkkäinen, Infant Teacher the interesting things they found. They all enjoyed finding
Child Educational Center, La Canada, CA a caterpillar, observing its movements, and writing stories
about it when they returned to the indoor classroom. On
days when they were outdoors in the Nature Explore
Classroom, the teacher noted that children were more
relaxed and took great naps!

Joanne Osterland, Director

The Family Place Child Development Center
Dallas, TX

Insights:
Adults often use the word “calm” to describe nature-filled
outdoor classrooms. Compare this to the often frenetic,
hard-edged feeling of a traditional plastic and asphalt
playground. Children who are surrounded by calmness and
beauty are able to learn about more than the wonders of
the world around them; they are also able to explore the
wonders of their own inner worlds. This is quite a gift.

Insights:
These two infants were learning about themselves,
each other, and the satisfying feel of a natural material
(wood) as they explored the world at their fingertips.
Opportunities to quietly explore unencumbered, to
fully engage with others, and to enjoy calming sensory
experiences with natural materials can often happen
more easily in outdoor classrooms than in congested or
In the photo above, a young girl who was exploring the Nature Explore Classroom at
noisier indoor spaces.
the Missouri Botanical Garden in St. Louis also pretended she was a butterfly.

52 53
 Social/Emotional

Another way nature can help children strengthen a In the next story, a nature-filled setting encouraged
sense of self is by providing opportunities to do “real elementary students with special needs to express
work.” This positive type of activity is described below. individual feelings.

Pulling Broccoli Charades in the Garden

Preschool children Elementary school children
At the end of the growing season, each boy and girl There’s something about being outside that really stirs
was asked to help clear the garden by pulling out one the creative juices. That is what I thought as I planned
of the old broccoli plants. The plants were rooted in my social skills group. Typically, I bring students into
tightly so some were very difficult to pull, especially for my room and we play a variety of turn-taking games.
a four-year-old! After the children tried several times But that day was one of those beautiful spring days
unsuccessfully to pull out the broccoli by themselves, and I was excited to go outside to our Nature Explore
a teacher began to help. What was great about this Classroom. Once outside, we headed toward the stage
was that the teacher didn’t do it for them. She still and played an inspired game of charades. Maybe it was
allowed the children to pull out the broccoli, just with the sun, or maybe it was the songbirds, but the kids
her help. The photo of the teacher working with one really “got into it.” One of the girls who typically has
little girl (left) shows the teamwork. The teacher pulled trouble accurately talking about past events, acted out
the child, who in turn pulled the broccoli plant! They several feelings. Another boy was able to pantomime a
laughed and laughed. Later they made the connection frustrating encounter he had with another peer earlier
to the book, The Giant Carrot, having read it in class that day. In between skits, we watered vegetables in
just the week before. In the book, each member of the the garden and looked in on a mother nesting with
family pulled on another until the giant carrot came her hatchlings. Only by assuring my students that we
out of the ground. would return to the outdoor classroom soon were they
willing to go back inside.
Darla Fontana, MS Ed., Director
WestLake Child Development Center, Houston, TX Noel Schecter, School Psychologist
Beard School, Chicago, IL
Insights:
How wise the teacher was to work together with the Insights:
children to support their efforts instead of doing the Being surrounded by the beauty and gentleness of
hard work for them. Experiences in the natural world nature can encourage children to more openly and
are often most successful when caring adults skillfully honestly explore their individuality. By providing
support and scaffold children’s learning. Without continual opportunities to engage in real work, as well
enough adult support (or with too much adult “help”) as to express individual thoughts and feelings, teachers
children may become discouraged and give up. This can assist each child in developing a strong positive
can have a negative impact on how they feel about sense of self.
their capabilities. With just the right level of support,
children will more easily develop positive feelings
about themselves as competent and persistent people.
And, as an added benefit, they may learn that hard
work can be fun.

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Read the account below of three middle schoolers who volunteered one summer to work in the Nature Explore A Capacity for Caregiving
Classroom they had attended as elementary students. Their self-confidence grew as they conceived of and
successfully carried out a project to improve the classroom. “Deep bonds can form between children or a child and adult when they share experiences with nature.

The Digging Area Project most was that three seventh-graders created this When children have daily opportunities to care for plants and trees, animals and insects, they practice
Holly’s Perspective: I served as coordinator for idea, designed it and actually built it. I learned a lot nurturing behaviors that help them interact in kind and gentle ways with people as well.” (Rosenow, 2008)
our middle school volunteers, Nic, Cady and Eve. about my work ethic, and myself and had fun. Most
I was amazed at how these students were able to importantly, I had the joy and satisfaction of creating
carry out this project virtually on their own. They something that would make kids happy for decades to
brainstormed, negotiated, and refined a design for come.
the space, securing all the needed materials and tools. Nic’s Perspective: The Digging Area was made
Then they tested it with younger children. There was by three seventh-grade volunteers with clashing
much discussion and reflection after the construction personalities (and I don’t mean to boast) but we
phase of the space. It was a great experience for me worked extremely well together. We went through
to watch the kids in action. the whole process of coming up with ideas for a
Cady’s Perspective: The question that started this design, making a floor plan, laying the brick and all
project for me and the other volunteers was, “What the other little things involved with designing. But
can we do to help?” We decided to design a large don’t get me wrong, this was by far the highlight
Digging Area for children. We could see the one of my summer (even better than going to the Red
they had was too small. My first thought was that it Sox game at Fenway). Now, the finished product is
would be pretty easy and quick to do this. We soon a square brick path, which is painted like a jigsaw
realized it was anything but that! It was not part puzzle, that children can sit along as they dig in the
of the volunteer job description, but we were ready dirt. It surprised me that three seventh-graders started
for anything. About twenty hours, thirty ideas, and and finished such a project without much help from
twenty sketches later, we made a decision about our anyone above age 12. Man, this will look good on my
plan. “This is a lot of thinking for one little patch resume to become an architect!
of dirt,” I said, and my quote became well known Story coordinated by Holly Murdoch
among us. Now, I’ve seen how our persistence and School-age Teacher
dedication paid off. The thing that amazed people Dimensions Summer Program, Lincoln, NE

Insights: Frequent opportunities to experience caregiving for others and for nature help children define themselves as
Students who believe in nurturers. These stories are great examples of what can happen in natural outdoor classrooms.
themselves as confident and
competent people tend to Don’t Worry, Dallis Saved the Bird something was going on. All the children had gathered
take charge of their own Preschool children near the back of the yard. I walked over to see what
learning and engage in It was early in the spring and we had just finished had captivated their attention. As I neared, a bird lifted
academic tasks joyfully, not charting and counting all the birds that were returning from the pack of children and zipped past my head.
merely to please teachers. As from their winter migration. The children wanted to do The crowd of children began to cheer and disperse.
this story illustrates, there something for all the birds. We had decided that filling One little boy came up to me and said, “Don’t worry
is great value in involving our Nature Explore Classroom with bird feeders, bird Ms. Nancy, Dallis saved the bird. She’s okay.” With a
older students as mentors baths, and various materials for nest building would little more investigating I learned that a small bird had
who can support younger be a wonderful welcome for our feathered friends. gotten stuck in the chicken wire that lines our picket
children’s work in Nature The children couldn’t wait to refill the feeders and fence. Dallis was careful enough to free the little bird
Explore Classrooms. baths and see what goodies the birds decided to use with no injury to either one.
for their nests. When I opened the door, they flooded Nancy Salerno, Preschool Director
outside in excitement. As I followed behind, I realized Growing Minds Learning Center, Berkey, OH

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Social/Emotional Social/Emotional

Fall Fiesta In the story below, a teacher rejoices as a child takes an important step forward in her social and emotional life.
Levi, age 4
We have a school tree, named Fall Fiesta, planted and A Beautiful Sight
named several years ago by many children. It is a habit Preschool children
for children to check the tree regularly, often finding
Our outdoor space is a great setting for one young girl Insights:
small ways to care for it, checking the moisture level in
in our program to practice her caretaking skills. It’s Open-ended natural materials with nearly limitless
the soil, reminding others not to pull on the branches.
especially important because she doesn’t have a mom possibilities for pretend play provide opportunities
Today, I watched as Levi spontaneously hugged the
at home. She’ll gather bark for food and she’ll gather for children to act out a variety of roles. Teachers can
tree and I heard him say, “You are too young for me to
greenery, sticks and twigs for silverware and dishes. learn much about what children are thinking by closely
climb right now, but someday you’ll be big enough.”
She’ll tell the children, “Now sit down. Open your observing this type of play. In the story above, LaTisha
This was eye-opening for me to see this tender,
mouth. Time to eat.” And as she’s pretending to feed was especially pleased to see her student taking on a
nurturing side displayed in Levi who clearly feels a
them, it’s a beautiful sight, because I know we’re doing mothering or caretaking role knowing that the little
connection to Fall Fiesta that has developed over time.
our job to help nurture her and help her grow. girl did not have a mother figure at home.
Katie Logan, Preschool Teacher
LaTisha Whitfield, Preschool Teacher
Dimensions Early Education Programs
Five Towns Early Learning Center
Lincoln, NE
Inwood, New York
Insights:
A number of teachers have commented that when
children are encouraged to name trees, caretaking
feelings are strengthened.

Praying Mantis
Aden, age 5
Aden brought a praying mantis to school that had
been caught in his back yard. He really wanted
the praying mantis to live in the Nature Explore
Classroom. To keep the praying mantis alive, he had
been catching insects for it to eat. He said, “It’s a bug,
and it eats smaller bugs.” To catch bugs to feed the
praying mantis, Aden stated, “You have to run so fast
so if you get ‘em, you can catch ‘em.” Aden took the
container with the praying mantis in it to the Garden
Area. He carefully tipped the container sideways so
the praying mantis could crawl onto the leaf of a plant.
Aden asked children nearby not to touch it because he
would feel sad if it got a broken wing.

Kathy Tichota, Preschool Teacher

Dimensions Early Education Programs Lincoln, NE

Insights:
Caring for living things such as plants, animals and insects allows children to connect with the tender, nurturing
parts of themselves. Teachers who pay close attention to what children are doing and saying as they engage in
caretaking behaviors can better support this important aspect of emotional development.

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In the next story, an elementary school principal

helped a struggling student re-define himself as a
caretaker. The wise principal used real work in the
outdoor classroom as a way to involve the student’s
family, as well.

Becoming a Helper
Jesus, Elementary school child
Jesus acted out in class all last year and the first
quarter of this year was starting out the same. He was
becoming a bully to other students and his teacher.
When I met with his parents about his behavior, they
were at a loss, too. They had been seeking outside
resources, as well as working with our school resources.
I had an idea and asked his dad if he would come work
in our outdoor classroom with Jesus. His dad said he
didn’t have any time. When first quarter conferences
came, I asked Jesus’ classroom teacher to tell his father
that I needed six holes dug and would he and Jesus
come the next night at 6:00 p.m. The next night, at
6:00 sharp, Jesus found me in the library and said his
dad, his godfather, and he were ready to dig holes. I
really didn’t think they would show up! I took them
outside and showed them what I needed done. This
was a really hard job because the dirt is clay. I came
back forty-five minutes later and they were almost
done. The dad and the godfather were praising Jesus
so much because he did a great job. (This was all in
Spanish). I gave them all Gomez Heritage Elementary
School hats. They seemed to have had a great time.
After that day, Jesus started being much more polite,
saying, “Please,” “Thank you,” “Excuse me,” and so on.
Insights:
He also started coming to adults to ask for help with This administrator was able to engage a struggling
students who were bothering him or messing around. young student, and his family, in positive work that not
The old Jesus would have joined in. I now have him only helped the school but also helped foster positive
help me in our Nature Explore Classroom once a week perspectives and relationships for everyone involved.
if we have a chance. I have since asked him to bring his Often, fathers report that parent volunteer activities
dad in on another Saturday morning to put together seem more geared to women’s interests than theirs.
some storage boxes. Again, they were happy to come. Opportunities for working in outdoor classrooms may
Jesus told his dad what to do in order to assemble the engage some fathers (and perhaps some mothers) in
boxes correctly. Jesus loves going out to the outdoor ways that other activities might not.
classroom to help me, and his attitude and grades are
going up.

John Campin, Principal

Gomez Heritage Elementary School, Omaha, NE

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Feelings of Cooperation and Community

“Efforts to foster positive social dispositions, tolerance for diversity, empathy, and cooperation all meet In the next story, an insightful teacher helps children work cooperatively on a “real work” task.
the criteria of helping children become model citizens – civic competence.” (Epstein, 2009) The Tree Team
Natural outdoor spaces can certainly foster feelings people” because Oliver was not a woman. Two other Mackie, age 4 and Kiley, age 4
of cooperation among children. It is unrealistic, boys indicated they also wanted to join in. During our outdoor classroom time Mackie came up
though, to expect ever-idyllic and conflict-free play. to me and said, “Mrs. Becerra, look, I found a little
In fact, that is not even a worthy goal. While reducing At this point, the three girls turned around and
tree.” I responded by saying, “Wow, that is really
stress is positive, some conflict between children is huddled together for discussion. They returned to tell
beautiful.” I asked Mackie what his plan was for
inevitable, and can even be beneficial in small amounts the boys they could play, but the boys had to help make
this tree. “I want to plant it,” he responded. “What
so children have opportunities to develop coping the beds. The six children continued to play, building
do you need?” I asked. “I need a bucket,” he said.
skills and learn their own capabilities. Much like a beds and discussing how they would keep warm if they
“What size?” I asked. “A big one,” he replied. After
muscle needs exertion to grow, children need doses of didn’t have a house. After gathering sticks for a fire,
gathering just the right tools I asked, “Is this going
manageable stress and challenge to develop to their full they began to discuss how homeless people kept warm
to be an all-by-yourself job or are you going to want
potential. Nature-filled outdoor classrooms provide the and made the observation that the homeless people
to do teamwork with somebody?” He said he wanted
time, space and calm setting that can support children they’d seen didn’t have fireplaces to keep warm. Lauren
to work with someone. I encouraged him to ask
in responding to experiences with an appropriate range speculated that they might use blankets, but Randy
his peers to help him with his plan. He asked a few
of emotions. Teachers who encourage children to explained, “No, they don’t have blankets. They just stay
children and a little girl named Kiley said “I will help
identify and label their feelings help lay the foundation cold.” Brian and Lauren remarked how sad that was.
you.” After they had planted the tree in a bucket
for both a strong sense of self and the growth of Laura Campaña, Preschool Teacher using sand, I encouraged the negotiation of ideas
empathy. As children grow in their independence, Child Educational Center, La Canada, CA between the two children about what to do with the
sense of self, and ability to communicate, they begin planted tree. Kiley’s idea was to decorate the tree
to become aware of others as separate beings with with stickers. Mackie agreed, but the bird stickers
their own thoughts and emotions. This leads to greater Insights: wouldn’t stick, so they had to problem-solve. They
forethought and less impulsivity. They become aware As this teacher carefully documented words and figured they could use a hole punch to make a hole
of the need for cooperation, and they start defining actions, she gained a greater understanding of on a piece of paper which they could adhere stickers
themselves as members of a wider community. children’s social skill development as well as a glimpse to and then hook the paper onto the branches. The
into how they were processing an important issue joy and satisfaction was evident on their faces as they
Read the next story to see how children were
they had encountered in their wider community. The worked, and through their excitement about the tree,
cooperating with friends while also exploring a social
children’s empathy for homeless people may impact other children were drawn in as well. Through this
issue they noticed in their larger community.
many of their decisions later in life. activity, Mackie and Kiley have forged a friendship. Almost every morning since that time, they meet each other at
Homeless Women the sand area, and recreate the tree-planting experience. It’s delightful to observe and listen to their conversations
Rachel, Nancy, Lauren, Oliver, Randy and Brian, all age 4 and see the friendship that has formed between these two children from different classes.
Three girls were engaged in a discussion of what Blanca Becerra, Outdoor Classroom Coordinator and Teacher
they wanted to do in the outdoor classroom. As they Ascension Lutheran Early Childhood Center
offered ideas, they seemed quite agreeable to each Thousand Oaks, CA
other’s suggestions. When Rachel suggested building
beds, Lauren replied, “Beds and no house?” Nancy
then responded with a resounding, “Yeah!” They tossed Insights:
questions and suggestions back and forth, each child This story contains effective examples of how to “scaffold” children’s learning
building on the other’s ideas. “Where will we live? in the outdoor classroom. This skillful teacher continued to ask questions that
We can be homeless. Homeless women.” They began allowed Mackie to make his own decisions and think about how to accomplish
collecting boxes to use as beds. As they were building his task. Her strategy of asking him if he wanted to work alone or with someone
and talking, three boys came by and asked if this was a else respected his needs and abilities. It is important not to force children to work
house. The girls quickly corrected them and explained together before they have enough skills to tackle the hard work of negotiation
they were making beds and that they were homeless and cooperation, but to continue to offer them the rewarding opportunity to “do
women. Oliver asked to join the girls and they readily teamwork.”
agreed, but told him that they were now “homeless

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The following story shows how one student’s interests inspired an entire class. In the story below, a school community found a way to heal from a loss when their Nature
Explore Classroom was dedicated as a memorial to a beloved teacher.
Watching Chrysalises
Preschool children
The Power of Nature to Heal a Community
I have a student named Noah. He loved to go and
Our outdoor classroom is a memorial to one of
look for bugs in my Garden Area in the Nature
our teachers who died of a heart attack on the first
Explore Classroom. One day he found some
day of school in 2009. It is a very sad story but
chrysalises hanging from a ledge. He was so excited,
much good has come out of it. Her husband and
he got all the kids to come over and look at them.
grown children have been healing from their loss
We talked a lot about how they looked, felt, and
by working in our outdoor classroom…building a
what would be coming out of them. Every day we
stage, planting gardens, and more. They have been
would go outside and look at them to see if they had
very dedicated to the project and we have named
hatched. We were all thrilled to come outside one day
the classroom after her - Jan Gilbert Memorial
and see them hatched and the butterflies still there.
Outdoor Classroom. It is a testament to the
We watched them as they flew away. It was a great
healing power of nature and the outdoors.
experience!
Stephanie A. Carlson-Pruch
Michelle Avilla, Preschool Teacher
Elementary Art Specialist
Kellom Elementary School, Omaha, NE
Gomez Heritage Elementary School
Omaha, NE
Insights:
Noah’s close observation and excitement engaged other students in a study of a natural life cycle. Wise teachers
realize that experiences such as this, led by student initiative, help children learn from each other.

Read below for another example of how natural settings can aide cooperative learning with older students.

Freedom and Cooperation

Elementary school children
The older children in the Learning Center (grades
K-2) have engaged in quite a bit of role-playing
activities. The freedom they have in the larger outdoor
space has had a positive effect on their behavior.
Often, if the children are not getting along indoors,
the teacher may take them outside to the Nature
Explore Classroom. It is evident that they become
more cooperative with one another, more nurturing
as they take care of the plants that they have planted,
and happier as they dig in the sand. It’s not something
they often get a chance to do. They have also had
discussions about taking care of the Earth, and the
children are quick to take the time to pick up litter or
other items that need to be discarded.

Joanne Osterland, Director

The Family Place Child Development Center
Dallas, TX

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In the following story, a middle school teacher A Sense of Wonder

discusses how valuable it was for his students with
special needs to take part in a community-wide
gardening program at Fern Hollow Nature Center’s E.O. Wilson refers to the Earth as “the birthplace
Nature Explore Classroom.
of our spirit” and suggests that “the more closely
Something Bigger Than Themselves we identify ourselves with the rest of life, the more
As a teacher, taking my students to Fern Hollow to quickly we will be able to discover the sources
start a garden was exactly what I needed to do. I was of human sensibility.” “Nature,” he says, “settles
able to get to know my new students and reconnect
with a few of my former students. I was introduced peace on the soul.” Wilson uses the term biophilia
to parents, siblings and educators from other schools. to refer to the “connections that human beings
Professionally, this project helped me grow as an
educator. In addition, my classroom became a much subconsciously seek with the rest of life.” Without
larger place. Students were encouraged to generalize these connections, he says we cannot be whole.
the appropriate behaviors learned in school. Academic,
(Wilson, 1992)
social and behavioral goals were addressed and
reinforced quite easily in the garden setting. My
autistic population thrived as the garden not only
provided a social buffer, but lots of sensory stimulation
as well. One of the greatest benefits was enrolling my
students in an extracurricular activity. They appreciated Sometimes giving children a chance to experience
being part of something greater than themselves. Their nature means becoming comfortable with “messy” play.
contributions were necessary for the success of the In the following story, a child development professor
garden and group. explains the joy children experience when they are
allowed to explore freely in nature.
Jason Harrison, Learning Support Teacher
Quaker Valley Middle School Mud, Mud and More Mud!
Sewickley, PA Preschool children
“Look at how gooey this is!” “I wonder if we can run, jump and splash big Insights:
splashes?” The children enrolled in our center are provided experiences Not all families or educators
Insights: every day that allow nature to come alive in their hearts and minds. They are initially comfortable with
Feeling that one is a valued part of society is important love to explore the many facets of the elements, such as rain turning dirt children’s “messy” play. Providing
to all of us, and especially beneficial for children with into mud. Our Nature Explore Outdoor Learning Environment provides opportunities for staff and families
special needs. Planting and caring for a garden became children numerous opportunities to discuss the pros and cons
one of the ways these students could define themselves throughout the year to discover new of mud, for example, will help
as productive members of their community. words such as “mud” and “wet” and everyone think together about
to use their senses (even tasting) what experiences they want to
to discover the elements in their provide for children. There are
natural state. many ways to help children
Kim Madsen delight in nature’s wonders, so it’s
Child Development Professor important to find experiences that
Chadron State College everyone can truly enjoy.
Chadron, NE

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The following story is another example of this kind of “This is what happens if you do this.” They were just
natural lesson. naturally discovering things for themselves. And in the
Children who spend daily time in nature often develop described the effort it took to “climb” the trunk, and brain of each child, they were questioning, “Why doesn’t
deep bonds with the living things they care for and the sensations of brushing against the branches and The Cycle of Life
it move? Is it hurt?” They were also personifying the
nurture. A landscape architect wrote about children’s the stickiness of the sap. The roots and the size of the Preschool children
insects: “The Mommy’s crying. The Mommy’s sad, and
reaction to the death of an “old friend." hole that was created by the upended tree fascinated During the summer we had a whole program at our she’s looking for her baby.” All these things are very, very
others. One child made a song. school based on nature, specifically insects. They were
Old Prickly important and deep for a three-year-old to think about.
Preschool and elementary school children everywhere – spiders and beetles and earthworms –
Jim Wike, Landscape Architect, Nature Explore Bilma Krugman, Preschool Teacher
and the children were incredibly curious about them.
One day recently, the inevitable happened. Old Prickly, Excerpt from Wonder, Exchange Magazine Five Towns Early Learning Center, Inwood, NY
They were thinking about these creatures as more than
a favorite evergreen, sweetly named by the children January/February 2011
just “different from me.” They were also thinking about
years ago, succumbed to old age. A storm took its them as valuable, as important enough to be taken
toll and laid the tree on its side. The educators, ever Insights: Insights:
care of. You know, we would see children take an ant
so aware of the value the tree had for the children, Because teachers involved children in the tree’s from the classroom and gently take it outside. Respect Because this teacher was paying close attention, she was
observed their thoughts and feelings. At first, the removal and allowed parts of Old Prickly to remain for life, in any size that it comes in, is particularly for able to see the deep learning taking place for children as
children who had befriended the tree expressed in the outdoor classroom, they provided a respectful me a very important thing. Children also discovered they experienced nature’s lessons. Now she will have the
sadness. It was not long though, before the children way to help children mourn their loss and learn about very deep issues like death. That’s something that we opportunity to help children discuss their thoughts and
started making their way along the trunk from the base the cycles of life. Learning to come to terms with don’t usually talk about. But outside it’s there when emotions. She can also help them articulate the lessons
toward what was once the top. What had only been beginnings and endings in the life cycle is a lesson that somebody steps on an earthworm or a beetle. You they are learning, such as the importance of handling
imagined from the ground was now observable from nature gently teaches children who are allowed to form know, they were discovering that their actions are living creatures with care and respect.
a very close viewpoint. Some collected cones. Others close bonds with the natural world. deeply important. And, no teacher was telling them,

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Following, is a story of how a wise teacher helped Insights:

children develop a greater appreciation and feeling of Imagine how different this experience would have been
responsibility for the wonders of nature. for children if the teacher had simply removed the
nest from the climbing structure. By allowing children
to problem-solve and think carefully about their role
The Nest Protectors as “protectors,” she helped them take the first step on
Owen, age 3, Sofia, Daniell, and Mareyi, age 4 their journey toward environmental stewardship. Real,
Meg, Andrew, and Grant, age 5 at-hand experiences like this are how young children
learn to care for the Earth.
A discovery was made up on our play structure in
the outdoor classroom. A bird’s nest was built in the
crook of a beam on our structure within easy reach of
children on the platform. This discovery sparked a big
dilemma that the children had to problem-solve. The
children were very worried about the placement that
the momma bird chose. They wondered how to keep
the nest safe. The group of children created a plan to
protect the nest. “The nest is really not in a good place.
I wonder what that silly momma bird was thinking?”
said Meg. “We need to have nest protectors,” said
Grant. “And the protector needs a badge so everyone
knows we are protecting the nest. It should be a star,”
said Andrew. The group decided to write a sign for the
nest area to protect it. They included the words “no
touching” and “only looking.” The children took turns
protecting the nest by standing watch and helping
other friends to observe and not touch. They worried
that the momma bird would not come back if they
touched the nest. At first, the nest did not have an egg
in it. We returned after a long weekend and there was
a NEW discovery. The momma bird had laid an egg.
“Now we really have to protect the nest,” said Meg. “Our lives are like streams. The
The children started to talk about where the best place
was for a bird to build a nest. They looked at books and currents of our experiences flow
closely checked for potential nesting sites all around
the outdoor classroom. The children continued for two through time with periodic cycles
weeks to investigate birds and their habitats. The nest
police guarded the nest the best they could, but one of tranquility, disturbance, and
day the egg was taken out and ruined by a friend. We
were able to have conversations about respect of nature integration. Our bodies are the
and what happens when people don’t protect animals,
plants, and our Earth. The children wrote a note to the
banks of the stream, containing
momma bird and shared what happened to the egg.
The note also included a pledge from the children that
our life-energy..."
they would try their best to protect all things in nature.
(Levine and Frederick, 1997)
Jenny Leeper Miller, Master Teacher
Ruth Staples Child Development Laboratory
University of Nebraska-Lincoln

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Insights:
Well-designed outdoor classrooms offer endless,
open-ended possibilities for exploration and discovery.
Children who are engaged and active are far more
likely to exhibit positive behaviors and build stronger
social skills. As children share ideas, negotiate, make
decisions, decide on tasks and roles, and problem-
solve together, they develop a wide range of social and
emotional skills. It is important for outdoor spaces
to support a complete mix of activities and range of
emotional needs throughout the day. Children will
need both stimulation and solace outdoors depending
on their learning style and mood. Having the chance
to spend time in “hidey spots” or smaller spaces
designed for quiet contemplation under a weeping
willow tree or surrounded by tall prairie grasses can be
both restorative and therapeutic.
Opportunities for this contemplative time can help
address the well-documented pressures children
face, such as those David Elkind wrote about in his
book, The Hurried Child. A 2004 study published in
the American Journal of Public Health found that
symptoms of Attention Deficit Hyperactivity Disorder
(ADHD) were significantly reduced in children as
young as five when they engaged with nature. Jaak
Panksepp from Washington State University has
suggested that the increase in ADHD diagnoses in the
U.S. may reflect that children no longer have adequate
spaces in which to play each day. Adding nature-filled
outdoor classrooms where children spend their days
can ensure that every child has an “adequate” space to
The next story, sent in from an environmental educator, the moment they entered they would put on their explore regularly.
talks about the pure joy children experience when they costumes and then explore the area, pretending to
are able to spend unhurried time in nature. be such creatures. Watching these two older siblings These natural outdoor settings are especially important
engage in simple creative play was refreshing and in places like domestic violence shelters where children
awe-inspiring. Their play would range from a run from have a whole host of emotions that they need to
A Turtle and a Ladybug
one space to another, chasing one another, to quietly process. For this reason, the Mary Kay Foundation
Bridget, age 8 and Patrick, age 9 playing side-by-side making music with hardly a word funded a series of Nature Explore Classrooms at
Bridget and Patrick are frequent visitors to Heritage between them. Even after hours of exploration, the domestic violence shelters throughout the United
Museums and Gardens, and with no exception they two were never ready to leave, often asking mom for a States. As one Mary Kay executive said during a
start at the Hidden Hollow Outdoor Discovery Center few more moments. Both children explored and played dedication at one of the shelters, “Today is about
(a Certified Nature Explore Classroom). As campers in Hidden Hollow, as all visitors should, with pure good news…about the belief that trauma and tragedy
in our summer program, they were exposed to daily comfort, inquiry and passion. Simply put, we could do not replace play and purpose. It is about how our
adventures. But, the fun didn’t end there. Every day learn a lot by watching the way a turtle and ladybug connection to nature can keep us connected to the best
after camp both children would ask mom to bring enjoy their forest home. in ourselves and how this wonderful space is truly a
them back to Hidden Hollow for more exploration healing garden for children and their families.”
and play. The turtle and ladybug costumes became Tobey Eugenio, Environmental Education Specialist
quick favorites of our two friends and both took their Hidden Hollow at Heritage Museums and Gardens
roles of forest creatures very seriously. Basically, from Sandwich, MA

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This final story speaks about one educator’s realization of what time in her outdoor classroom can mean to her From Dimensions Foundation Research
students on an emotional level.
Excerpts from Young children develop foundational skills through child-initiated experiences in a Nature Explore Classroom:
A Sacred Space A single case study in La Canada, California by Ellen Veselack, Lisa Cain-Chang and Dana L. Miller, 2011.
Elementary children
Identifying with nature and nurturing living things are • In another Nature Note, three-year-old Allen
Every time I take my students to our outdoor Insights: every day occurrences in Nature Explore Classrooms. In was collecting food for his worm when a peer
classroom it is a rich experience unlike any other As this educator readily admits, learning to “let the following examples, children have internalized the approached to help, and added rocks and sand
during the school day. We exit the school building and go” of a need for control can be a challenge when natural rhythms of life. to the container. Allen observed his friend’s
breathe in the fresh air. There is a sense of freedom that supporting children in an outdoor classroom. The contribution and shared that he was “not gonna
rushes through us. The moment we enter the O.C., • In a Nature Note, when children came outside on take the sand because worms don’t eat sand."
older the student, the more appropriate it becomes
as we endearingly call it, we all stop and gasp, taking a very windy day, Amanda observed the trees, drew
for teachers to provide “curriculum” ideas for using
in a deep breath, as if for the first time. It is always on previous knowledge, and cautioned the others:
the space. The younger the child, the more the ideas
breathtakingly beautiful to enter the nature space, as if “Some branches, if they’re not steady, they will break.
for how to use the space should flow from the child’s
we have entered a sacred space. It is! own intrinsic motivation. With younger students, the
I have always loved nature. When I was a child, I teacher’s challenge is to carefully observe, document
played outside every chance I got. As an adult, I hike, and scaffold children’s learning. With older students Excerpts from This never would have happened indoors: Supporting preschool-age children’s learning in a Nature Explore
swim, camp, and take walks in nature for physical, the challenge is to allow enough freedom for classroom in Minnesota by Vicki Bohling, Cindy Saarela, and Dana L. Miller, 2011.
emotional, and spiritual benefits. As an educator, children to explore curriculum topics in a way that
will meet individual interests and help foster social • The majority of play observed in the Nature materials that can be freely manipulated. Both
I feel that nature provides unique and even rare
and emotional development. Natural outdoor spaces Explore Classroom was initiated by the children. are in abundant supply in a Nature Explore
opportunities for learning. I am very structured in the
provide a chance for children to learn different lessons Only 18% of the Nature Notes represented Classroom.
indoor classroom and keep noise and movement to
that the indoor classroom cannot provide. Teachers adult-directed activities. Many observations
a minimum, unless directly needed for learning. As a • As we undertook this study the experience of
may need to learn to interact with students in new made no mention of the teacher or noted the
result, it has been a challenge for me in the O.C. to children with special needs was of particular
ways in the outdoor classroom and to pay attention to teacher’s presence in a very peripheral manner. It
let my students explore freely, moving throughout the interest since there is limited information
different kinds of skills to support – such as social and is evident that complex, adult-directed activities
space and interacting with nature at any sound level regarding this population in outdoor settings.
emotional skills. Exploring the wonders of nature can are not required to produce the type of rich
they feel necessary. I have struggled in “letting go” In focus group interviews teachers reported that
help all of us connect more fully with the grandness of skill development observed in our data. For
and am overcoming this resistance slowly. To feed my children with sensory integration issues or who
the world community we share and with the internal young children, the emphasis of experience over
need for more structured curriculum, I present an idea struggled to stay on task indoors were often calmer
world that is uniquely ours. information is important. Authentic learning
to my students upon entering the O.C. Sometimes the and more focused outside.
requires access to real objects and open-ended
idea is an invitation to record sensory experiences, to
build, make and draw, or to work in groups
on a theme-based idea.
Excerpts from The seeds of learning: Young children develop important skills through their gardening activities at
As I observe my students in the O.C., I a Midwestern Early Education Program by Dana L. Miller, Ph.D. in Applied Environmental Education and
remember how boundless I felt and still feel Communication, 6:49-66, 2007. (Note: This publication is not available on the Dimensions Web site.)
in nature. I want them to experience that
as purely and as unrestricted as possible. • Experiential learning gives them (children) • With teacher support the outdoors also becomes
After attending Nature Explore educator opportunities to “feel” more connected to nature a safe place to express positive emotions and
workshops, I am up for the challenge! and to process their emotions. Often, through learn to process and manage negative emotions.
experience and teacher support, children learn Children learn courage and confidence and how to
Stephanie Carlson-Pruch to take risks, develop self-confidence, and gain successfully interact with others as they explore the
Elementary Art Specialist mastery over their fears. (p. 59-60) wonders of nature together. (p. 64)
Gomez Heritage Elementary School
Omaha, NE

Access to three-dimensional materials provides opportunities for children to act out fearful situations and
helps children feel a sense of mastery over their fears. To read more about this, go to: Working Hypothesis at
www.natureexplore.org/research.

74 To read the complete papers go to dimensionsfoundation.org/research.

 End of book excerpt.

To purchase the Growing With Nature book visit

natureexplore.org/gwn