Being With Nature

 

 

Being With Nature

 

During our summer session, the preschool and Pre-K classes have been taking field trips. The objective of these field trips is to observe how children engage in nature. 

 

What the teachers observed, though not unexpected was nevertheless phenomenal. We saw children slow down and notice the smallest details that were found all around them. The children did this in many different ways.  We observed children stopping to see how the bark of the Ponderosa felt; stopping to notice the tiniest little flower on the side of the path; taking time to listen to the birds; sharing their ideas and knowledge with others and stopping to smell the wild roses on the side of the path.  

 

The teachers observed increased collaboration and focus among children. Children seek out information about their surroundings not only from teachers but also from one another.  

 

We noticed that there was a different kind of play that exists in nature:  not one of imagination but one of reality that incorporated the glory all around them. Teachers observed children taking in the magic all around them and being open to nature and all of its unexpected brilliance. 

 

The teachers observed the children taking more risks in nature than they do in the school setting. Although they stayed safe, the children pushed themselves to limits that we had not seen in them before. 

 

Both teachers and children felt relaxed and calm in nature as we took time to be in the great outdoors and all of its beauty. It is truly important to teach children how to take a step back and relax and there's no better place to do this than in nature. 

 

Upon reflection of our first field trip, teachers wanted to incorporate the learning that was taking place on our field trips back into the classroom. Some of the ways that we have done this include creating a nature book with the children so they can discuss and share the things that they saw as well as learned, for example, the names of the plants and trees. We also brought back natural materials to display in the classrooms and to use to create art.  One of the ideas we have for our upcoming field trip into nature is to continue to learn the names of the plants and trees so that we will be able to share them with our younger toddlers in a later field trip this summer. 

 

This sand is sparkly because it is moon sand. It fell from the moon- Zaria 

If a bear comes out he is just going to climb back in- Quin

I want to climb that tree to be like a bird- Pearl 

We are in a different hike in a different forest-Gillian

Magic rocks when you stand on them you can do magic-Ellis

 This is the skin of tree (as he points to the bark)-Avran

Theses grow pine cones and these do not -Jayden

You can only eat mushrooms when you know what kind they are- Vincent

A friendly butterfly let me touch it- Rio

I just saw a blue butterfly, it was amazing- Sofia

I like this forest, because there are lots of trees- Ellis

 Butterfly's all around our feet -Michel and Lawrence

These flowers are beautiful-Angelica

I love being in the forest-Ali

These are elk tracks(as he points to the tracks on the ground) they are probably looking for food- Isaiah

 

 

New Mexico Early Learning Guidelines Meet During This Study:

1.1Exhibits body coordination and strength in activities

1.2 Exhibits balance and spatial awareness

4.1Identifies potentially harmful objects, substances, and behaviors

5.4 Demonstrates understanding of new vocabulary introduced in conversation 

6.1 Converses effectively in his or her home language

6.2 Asks and answers relevant questions

6.3 Engages in conversations that develop a thought or idea

8.2 Demonstrates knowledge that writing and drawing are different and uses early stages of writing in the form of shapes and letters like symbols to convey ideas

13.1 Communicates ideas and/or feelings through creative activities (for example, making up her own song, acting out a story, creating a piece of art work or a set of movements).

14.1 Uses senses to investigate characteristics and behaviors in the physical and natural worlds and begins to form explanations of observations and explorations

14.2 ask questions about the physical and natural world

14.3 makes predictions and forms hypothesis

15.1 explores, observes and describes a variety of living things and distinguishes from nonliving things

 

15.2 explores, observes, describes, and participates in a variety of activities related to preserving the environment

16.1 investigates compares and contrasts seasonal and weather changes in the immediate environment

17.2 makes choices and expresses likes and dislikes

23.2 shows interest in exploring the environment, learning new things, and trying new experiences

24.2 develops increasing independence during activities routines and play