Reflection two: Children with nature:

Even thou it seems like technology is very important to implement in children’s learning as it will prepare them for the future. However nothing can compare to what they gain in connecting and learning through to what outdoor and nature can offer. Nature offer spaces for children to explore, create and make discoveries as they develop a sense of belonging to their environment. The Ministry of Education (1996, p. 90) claimed, “Children develop a relationship with the natural environment and a knowledge of their own place in the environment.”  

As I observe the outside area in the centre, I was very impressed at how much nature and open area there are for children to freely explore themselves. The centre provides an environment where natural, social physical and material worlds are involved; when children are outside they enjoy not just playing with what is already set up for them but also what nature offers them. As the centre encourages free play throughout the day to explore outside, they allow spaces for children to express their ideas and engage in learning and enjoy each other’s company. According to Frankel and Hobart (2009, p. 112), “A safe outdoor play area allows children freedom to investigate and explore their environment with little adult restriction.”

At my home centre, there is a tree outside that has been fallen cost by the unfortunate weather happening in the last few weeks. Once the weather cleared up, I approach the head teacher for permission to take the children outside for some fresh air and outdoor playing. The children went straight to have a look at this fallen tree. “Mama Mele...look what happen to the tree.” As I came close to the tree, some of the children were already climbing on the tree. “What happen to the tree mama Mele?”asked the children.  “I think the strong wind and heavy rain made the tree fall down,” I answer. The children were very surprise and curious as they started touching the leaves, barks and climbing through this tree. The centre allows the children to explore this tree as an opportunity to do something different to what they normally use outside with supervision to avoid any accidents or harm to the children. As I watched the children along side other teachers, I notice how the children were very interested playing around this tree rather than playing in the sandpit, climbing frames or other equipments outside. According to The Ministry of Education (1996, p. 82), “All aspects of the environment – the natural, social, physical, and material worlds – are part of the context of learning.”

Through this experience I learned the importance of nature to children’s learning and development. When children are given the opportunity to be outside, they feel free to challenge their physical ability as they are not restricted to what they can do when they are inside. Children explore their creativity as they make up their own pretend play with their friends imitating what they see and learn from home. They contribute ideas to each others pretend play not limited to one particular event or occasion. As children explore their natural environment they gained knowledge on how to care and respect for nature. Children are also made aware that this is natural for trees and other sources to be damage through natural disaster and weather. They are taught how to care for their environment and how important the environment it is to us. Much can be gained in providing activities that will enhance children’s learning on how trees start from seed before developing into a full grown tree.

Frankel, J., & Hobart, C. (2009). A practical guide to activities for young children (4^th Edition). Cheltenham, United Kingdom: Nelson Thornes Ltd.

Ministry of Education. (1996). Te whāriki early childhood curriculum: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media