Promoting nature connectedness

Finding the Little House. During children’s exploration of the forest, the teacher promotes a sense of spatial autonomy environmental competency by pointing out a “Little House,” an animal’s burrow in a birch tree. This informal interaction with the teacher, promotes children’s curiosity, respect, and appreciation of animal homes in the forest.

Tasting Puffball Mushrooms. The children’s teacher points out the puffball mushrooms growing on the grass at Creamer’s Field. She explains that the fungus is not poisonous and allows the children to taste them. Taking the time to teach children about certain types of flora helps to promote children’s environmental competency

Picking Rosehips. A child picked a rosehip and shows it to his teacher. Promoting inquiry, the teachers opened up the rosehip and pointed out the rose seeds inside. This informal interaction encourages development of children’s environmental competency.

Picking Berries on the Tundra. The children's bicultural teacher accompanied them on their field trip to the tundra. The teacher showed the children the different berries, where to find them, and how to pick them. Finding one's food in the natural world is a highly personal and meaningful interaction. Through the development of these environmental competencies, the children will deepen their connection to nature.

Fishing at the Creek. On a field trip to Pebble Creek, teachers and parents brought child-size fishing rods and bait. Some children with prior fishing experience demonstrated great skill in casting and reeling their lines, while others benefited from more assistance and support. Adults provided children with basic knowledge of casting and then allowed them space to develop these competencies through trial and error. Children experienced the challenge of casting the line and then the joy of a successful cast.