Continue learning about nature based early learning, specifically the relationship between outdoor education and mental health, and incorporate nature-based early learning experiences as a student educator in teaching practicums.

Description of Professional Learning Activity

In December of 2020, I came across a research article titled Children’s Mental Health and Well-being and Hands-on Contact with Nature by Cecily Maller and Mardie Townsend (2006).

Documentation of Participation

Application of Professional Learning in My Practice

After reading this article, I recognize that many resources and funded programs are not necessary to begin nature-based learning programs and quality learning opportunities can be implemented with intentional thought and access to the outdoors. With my knowledge of outdoor learning, I will find opportunities to support learning outdoors and connect learning to sustainability to support children's biophilia and developing ecological identity in the early years. Using opportunities to bring the indoors out may be one way I can encourage outdoor learning in my placement experience with my supervisor.

I connected with the idea that 1 or 2 motivated individuals can drive outdoor learning practices in schools and early learning programs. By bringing the indoors out and talking with my supervisor about the benefits of nature-based learning, I may be able to drive change, begin professional conversations, and encourage learning in outdoor environments.

Documentation of Participation

Application of Professional Learning in My Practice

Tracking, recording, and reflecting on my experiences of trying to incorporate nature-based learning opportunities was insightful for me because I learned about the limitations to implementing nature-based learning in schools. For example, school policy requires children to remain inside during most rainy periods and "extreme" cold which prevents school-age children from being able to engage with nature during each season while learning at school. My supervisors attitude and lack of knowledge around the benefits of nature-based learning also acted as a barrier because she did not recognize the value and quality of learning that takes place in outdoor environments. However, I did see that when given the opportunity to take part in a community meeting outdoors, children were more engaged when sharing their ideas and concerns. After seeing how engaging in natural environments can reduce children's anxiety during sensitive conversations, I understand that quality outdoor environments are crucial to support children's social/emotional development and holistic growth. As I move forward in my practice, I will continue seeking out opportunities to act as a leader of conversations about Nature-based learning to provide children with quality outdoor experiences. I know by having open conversations with the professionals I was working with, I was able to encourage outdoor learning and I hope to continue having these conversations to advocate for the benefits of nature-based learning. By reflecting on the experiences and behaviours of students while outdoors, I also recognized how engaging with the natural world encouraged engagement and autonomy. In the future, I will look for many opportunities to bring learning outdoors to support children's engagement, autonomy, and ecological identity. After experiencing the many barriers to nature-based learning, I will also look for ways to eliminate these barriers to bring outdoor learning opportunities to children of all ages.

Reflection of Learning

During this year I hoped to learn more about nature-based learning and apply it in my placement. Unfortunately I experienced barriers attempting to incorporate outdoor learning experiences, particularly the attitudes of my supervisor towards nature-based learning vs. traditional learning. Alternatively, in the conversations that I have had with my supervisor, I have learned first hand about the barriers and limitations towards implementing nature-based learning experiences. As I continue my practice as an RECE I believe it is necessary to continue having conversations with professionals about the benefits of nature-based learning and quality outdoor environments to change the stigma/expectations around recess and outdoor play. I was able to engage with some readings about the relationship between nature-based learning and mental health, however I quickly learned that more research is necessary and I became discouraged after hearing the attitudes of my supervisor towards outdoor learning. I believe I received more from my goal than I anticipated because I now have hands-on experience working with people whose attitudes and perceptions prevent nature-based learning opportunities from taking place. I also learned that very little research exists on the benefits of nature-based early learning and having more research and conversations on the benefits of nature-based learning and forest schools can contribute to changing practices in school environments, similarly to how we have seen a movement towards outdoor learning in early learning programs.