Environmental Education for Early Childhood Centres
School educational programs promote a meaningful environmental awareness while interesting and practical gardens are created. It is well documented that feelings of well-being and relaxation are felt through working in the garden and children are enthusiastic about lesson plans, workshops and Enrichment classes based around nature.
There are many curriculum and pedagogical advantages for learning based on the latest and over 20 years of research and case studies of gardens in education facilities. In the past, gardens in schools were viewed for aesthetic value rather than sites for learning. The purpose of redesigning a school garden is for academic, behavioural, recreational, social, political, aesthetic, sustainability, ecological and remediation benefits. These gardens are often referred to as a ‘Teaching Garden’ or a ‘ Learning Landscape.’ “Awe and wonder should be the first goals of education. Emerson believed that all human beings have an inherent right to an original relationship to the universe. It is out of this original relationship that awe and wonder naturally manifest. Witnessing nature can give rise to this relationship…” (Miller, 2006) Educational research studies show that enhanced social and academic learning for students and teachers emerge from school garden programs in formal school curriculums. Educational values covering all areas of the curriculum may be integrated into a school garden; including science, art, mathematics and technology and offer tangible learning opportunities rather than abstract concepts.
Other potential beneficial impacts for students and families include the exposure to fresh produce, increased knowledge of nutrition and food life cycles which may lead to improved nutritional intake, lower obesity and chronic disease, higher academic performance and changes in family consumption and conservation practices. In Early Learning Centers, sensory stimulation is vital for ages 0-5 for brain development. These programs provide social interaction, sensory stimulus, motor skill development and unstructured play. The learned knowledge, tools and skills allow for an appreciation of nature, values and behaviours which support creative solutions regarding environmental concerns, sustainable living options and responsible future environmental decisions. "... to develop a world population that is aware of, and concerned about the environment and its associated problems, and which has has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively towards solutions of current problems and prevent new ones." Connecting children with nature is an example where change has occurred greatly over the past 20 years in Western Civilization. School gardens have shown positive results of students over the past 20 years, obesity and health concerns are addressed as well as attention deficit disorders, attendance and well-being. Richard Louv in his book titled; ‘Last Child in the Woods’ coined the term ‘Nature Deficit Disorder’ and discusses current childhoods of many western countries and the impacts on the wellness of children and society. Research by Virginia L.Lohr and Caroline H. Pearson-Mims suggest that children will care more for the environment and foster an appreciation of nature by connecting while young. “The childhood influences of being raised near woods, spending time in places with trees, planting plants, and caring for plants all had positive influences on the adult opinion of whether trees have spiritual meaning.” Social aspects with urban planting schemes are more successful utilizing children connected with nature while young and promotes a sense of community which impacts on behavioral attitudes regarding use of the Earths resources and sustainable ways of living. With evident climate change these children will be required to care about the environment and find creative solutions to the environmental problems in the coming decades.
"By relating to people through connections that remind us of childhood memories in nature, we reignite our child-like openness to the possibilities of life. If we feel a connection to the plants and trees and animals and birds and natural areas we are trying to protecting – if we feel responsible for these things, we are more likely to act in ways to protect them." Student quote 2012 |
"When children look and really observe nature, they are expressing gratitude. They are honoring what exists. They are present in the moment, experiencing an authentic connection. We don’t have to “teach” kids to take care of the environment. If you appreciate something, you want to take care of it." Mary Hardcastle "I attended two of Debbie's workshops, and they were such a personal awakening for me. I caressed seedlings and planted them carefully. I handled soil with my bare hands, pulled apart roots and re-planted a pot of Cuphea... yes, all without gloves nor a spade! The woody scent of soil and the grainy touch reconnected me with nature. Reminded me of the simple direct link we have with the flora and fauna around us. The experience may seemed ordinary, but as an urban dweller in Singapore, never was I such an intimate participant. It was a good start." Serena Ho. Preschool Teacher (Australian International School Singapore. Environmental Education Workshop and Professional Development. 2012) |