The Value of Nature Pedagogy

The Value of Nature Pedagogy in Primary Education

Hi Bloggers, I’m Back again with a whole new range of topics to discuss. Today’s chosen topic Is ‘The Value of Nature Pedagogy’, This particular topic relates strongly with me; having just completed my Forest School Level 2 qualification. I have gained the understanding and knowledge of the importance of children’s relationship with nature and the outdoors and the way in which we allow them to experience it. 

With Technology dominating our classrooms; Nature has never had such an important role within pedagogy and education. Children nowadays spend endless amounts of time looking at computer screens, Indoors. The natural world for children is not just a scene or backdrop - it’s something to be interacted with. Young children want to do more than look. They want to touch, dig, poke, shake, pound, pour, smell, taste and “muck around”. They want to explore and experiment.’ (Wilson, R. 2012).

With a restraint from the outdoors and nature, children fail to learn the importance of their natural environment and with a lack of understanding comes with a lack of mistreatment. Louv (2005) Argues that children today are suffering from ‘Nature Deficit Disorder’. He argues that “As a Society, we need to give nature back to our children and ourselves. To not do so is immoral. It is unethical.” (Louv, 2011, p.268). This suggesting that as a society we have become blind to our natural environment and instead surround ourselves by everything technological and materialistic. 

So how can we put a stop to this? How can we enrich children’s outdoor play with our pedagogy? One topic I would like to focus on is Forest Schools. Forest school is 'an inspirational process that offers children, young people and adults’ regular opportunities to achieve and develop confidence and self-esteem through hands on learning experiences in a woodland environment.' (O'Brien and Weldon, 2007). Outdoor learning can provide children with a greater understanding of their environment and themselves and expose them to things like ‘scary-funny’ and ‘risky play’; it is almost inevitable that ‘Accidents will happen in the outdoors, despite all efforts to the contrary. It’s important to remember that these incidents help to shape children’s understanding of their surroundings and enable them to form judgements about what is safe and what is not. As a learning tool, therefore, accidents are invaluable - provided that children and practitioners learn from them.’  (Learning.gov.wales, 2009).The fact that children can learn from their own actions and freedom of play in the outdoors becomes exciting, they teach themselves and gain personal experience which can enrich their education so much more. 

Niehues et al (2013)study investigated the idea that parents and teachers often 'prevent children from experiencing 'scary-funny' and 'risky play'. A big issue in regard to outdoor play is often the practitioners or parents’ concerns of the dangers that may impose of the child’s play. However, with the correct guidance and intervention, and for practitioners ‘risk assessments’ There should be no concerns of the things that they may encounter outdoors. In Niehues et al(2013)study the data collection was only from Catholic primary schools and only one community agency. This could show a narrow area of data collection as catholic schools could show a different ethos to play than a general primary school in the area studied. The geographical area was chosen for convenience, that could show a possible lack of consideration of other areas of the country, or world and make their findings less valid and make the results less transferable. 

I personally believe that the value of Nature pedagogy and outdoor learning is of considerable importance. I understand and see the challenges and worries of outdoor play, however with the correct intervention the possibility of incidents is low. From personal experience the heightened levels of learning and play that children experience in the outdoors is second to none and no child should have to miss out on that. Children can experience areas such as: how the weather changes and how plants and animals react to the different seasons. They can discuss problem through examples of how to move logs from one area to another, also aspects such as conservation and sustainability at first hand and develop a love of nature. (learning.gov.wales, 2009).  

And with a love of nature, comes with love for their world and environment. Which helps practitioners create well rounded citizens who are educated on their earth. 

Reference List 

•      Louv, R. (2011). The nature principle: Human restoration and the end of nature-deficit disorder. Algonquin Books

•       Niehues, et al. (2013). Everyday Uncertainties, Reframing Perceptions of Risk in Outdoor Free Play. Taylor&Francis: Online.

•       O'Brien. Weldon. (2007). Cited in: Elliot, H. (2015). Forest School in an Inner City? Making the Impossible Possible. Taylor and Francis: Online

•      Welsh Government (2009). Foundation Phase: Outdoor Learning Handbook. [online] Available at: http://learning.gov.wales/docs/learningwales/publications/140828-foundation-phase-outdoor-learning-handbook-en.pdf [Accessed Friday 30th November 2018].

•       Wilson. R (2012) Nature and Young Children. 2nd ed. London; New York: Routledge