and a study of the properties and benefits of trees. Fine’ s example demonstrates how connecting with an organization that works to mitigate emissions can be transformative for both teachers and children.
With regard to reducing the nature gap in early childhood programs, Carr and Luken( 2014) assert that transforming playgrounds into playscapes is an equity issue, particularly for children whose families may not have resources to access local green spaces. Designs for these spaces should
› Elicit hands-on, multisensory, unique, and personal experiences for children where nature is the focus
› Be open-ended with multiple and divergent uses
› Include plants and materials that can be found in nature, preferably indigenous to the local landscape
› Provide materials that can be touched, manipulated, climbed, and built by children
› Encourage risk taking, investigation, language use, sensory experiences, child-directed play, and collaboration
Sometimes greening-up playgrounds begins by setting out potted plants or creating a garden bed. As interest grows, a playground( and possibly the inside space) becomes more verdant.( For more information, see the resources compiled by Moore and colleagues at naturalearning. org / infosheetsleaflets.)
Care: E-STEM and Inquiry Projects
As mentioned earlier, educators must be attuned to children and to the climate. Nature play can segue into guided E-STEM inquiry or projects when teachers ask open-ended questions or make comments that emerge from children’ s wonderings and invite them to reflect, form theories, ask questions, and explore further( Educational Development Center 2013). The quality of these teacher-child interactions is important, likely more so than the quantity( Early et al. 2017). As teachers employ dialogic discourse to expand and extend children’ s curiosities about the environment, children will gain a greater understanding of nature and the climate. This can set the stage for sustained
E-STEM projects( Helm et al. 2023), which involve children in real-life problem-solving experiences( Spaepen 2017; Almeida & Fleer 2021).
This is seen in the following vignette in which children’ s environmental observations compelled Sheila and her coteachers to debate approaches to teaching about climate impacts.
On an unseasonably warm January day, the snow has melted, crocuses are budding in the sun, and Sheila and her students do not need their heavy coats to go outdoors. Although this phenomenon would be normal in some parts of the world, it is not normal in Minnesota, where these types of days are occurring more frequently.
After seeing the budding flowers, children confidently share,“ It’ s spring! Right?” Sheila responds,“ I see you are noticing some changes outside. Let’ s take a walk and look for more.”
They notice small puddles where snow has recently melted and count several robins pecking on the exposed ground. They observe changes outdoors for several days while other plants start to peek up from the ground.
Sheila shares her observations of the children’ s interests with her coteachers, sparking collective reflections. Together, the teachers talk about how to approach this work. They discuss children’ s levels of development, concluding“ While young children don’ t see this surprising weather as part of a larger pattern, we do.” The teachers discuss how to further children’ s learning while also continuing to foster their curiosity and wonder. They want to use this concerning moment to help children form a foundation of understanding related to this phenomenon. They continue to discuss ways to invite dialogue from children and families.
Charting the weather and phenology( cyclical patterns related to plants and animals) is their first step toward engaging children in dialogue and learning about the unseasonably warm weather. Teachers also share previous years’ photos, stating,“ The children on this day last
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