respect. During daily sit time students observe themselves as a part of nature.
“As birds sing and wildlife appears, children see the rewards of quiet and stillness, so self-regulation becomes natural,” agrees Bailie. Bailie sees how children in forest
kindergartens express better motor skills, physical development and cognitive abilities than those restricted to traditional playgrounds. Natural playscapes change with the season, are sensory-rich and provide extra
oxygen to the brain—all factors that correlate to brain development. Such benefits are reported in Brain-Based Learning by Eric Jensen, Brain Rules by John J. Medina and the Early Child- hood Education Journal. Outdoor preschools also foster
microbial exposure, essential for healthy immune system development.
“Without this exposure, children are at increased risk for developing allergies, asthma, irritable bowel disease, obesity and diabetes later in life,” says B. Brett
Finlay, Ph.D., author of Let Them Eat Dirt, which cites supporting science. Kindergarten readiness is a goal
of all preschools, but Pearce doesn’t believe a traditional academic focus is required. “By putting nature first, children are socially and emotionally ready for kindergarten,” she says.
“They know how to conquer challenges and are ready to take on academics.”
Meredith Montgomery publishes Natural Awakenings of Gulf Coast Alabama/Missis- sippi (
HealthyLivingHealthyPlanet.com).
NATURE JOURNALING TIPS by Meredith Montgomery
N
ature journal content is highly personal, ranging from scientific species accounts to wildlife-inspired stories. With just a notebook, pencil and fully engaged senses, nature
enthusiasts of all ages can foster observation skills, creativity and outdoor exploration.
Prompt open-ended questions. “Nature journals encourage children to ask questions and search for answers,” says Tiny Trees Preschool CEO Andrew Jay, of Seattle. Ask why flowers are blooming, how slugs suddenly appeared and what type of tree a leaf came from. Build upon findings with drawings and notes.
Make a sound map. Project Learning Tree, a nationwide envi- ronmental education program funded by the American Forest Association, suggests drawing an “X” in the middle of the page to represent where the child is sitting. Then use pictures, shapes
or words to show the relative locations of surrounding sounds.
Consider the macro perspective. Vermont’s Outdoor Edu- cation Coordinator Melissa Purdy shows students close-up shots of moss or sticks without revealing what the abstract image is. Students note what they observe and wonder as they try to solve the mystery. Alternatively, challenge children to draw their own macro images by looking at an object with a magnifying glass.
Find a sit spot. Give children the time and space to write and draw freely in their journal as they sit quietly in nature. “Return to the same spot regularly and see how things have changed,” advises Patti Bailie, a professor of early childhood education at the University of Maine, in Farmington. If kids are too busy exploring and learning while outside, reflections can be captured once they’re back inside, too.
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