Page 21 - NatureStart Network

stories that reflect the diversity of children who live measured the stems of the plants and tracked growth. The
in our cities. Ask a children’s librarian for assistance. teachers from the Bunny Rabbits classroom brought out
All children need to see representations of themselves
in nature so they know they belong.
• Create nature yards for childcare centers.
• Create safe hiding places for children to find refuge
in nature.
• Acknowledge what may be unfamiliar or
uncomfortable and plan accordingly. Determine
what makes children and their families fearful in
nature and take small steps (e.g. allow a caterpillar
to crawl on a child’s hand, invite parents to wear old
clothing to play outside, encouraging them it’s ok
and fun to get clothes dirty!).
Best Practices from NatureStart Network Participants
Nature is all around us. Cityscapes are vibrant ecosystems
filled with plants, flowers, trees, leaves, insects, spiders, •
beetles, butterflies, birds, soil, worms, and a variety of
small animals, plus wind, rain, snow, sunshine, and
shadows. NatureStart Network participants look for
opportunities to bring nature into the classroom. They
may add stones, branches, and pinecones to their block
play area or make their own tree blocks or tree “cookies”
using thick tree branches for outdoor play spaces, and
in-home visits. These natural “toys” open new learning
opportunities for children and increase children’s
problem solving, creativity, thinking skills, and other
enrichments. NatureStart Network increase contact with
nature by planting small pocket gardens or container
gardens with their students, and use these as indoor and
outdoor play and learning centers. NatureStart Network
participants look for nature in their neighborhoods, even
if it is visiting a favorite tree year ‘round and observing
who lives there. Children can take care of their tree and
create stories or artwork inspired it. NatureStart Network
participants become familiar with resources such as
parks and forest preserves. Nature is not “out there
somewhere,” it is in our classrooms, our schoolyards, our
neighborhoods, and our cities.
“The children from different classrooms helped to turn the
dirt in two vegetable beds, located in playground. The
Grasshoppers classroom planted tomatoes, carrots, and
green beans. The Busy Bees classroom planted marigolds,
sunflowers, and zinnias. The children from both classrooms
— 19 —
writing materials for students to make observations about
nature and the Butterflies classroom was responsible for
watering the plants. The children are so excited, they can
barely wait to see the finished outcomes.”
–Mary Crane Head Start NatureStart participant
CHAPTER SUMMARY: AT-A-GLANCE
• Most Americans live in urban settings.
• Cityscapes are vibrant and complex ecosystems.
• Nature is good for us. It leads to improved
intellectual, psychological, and physical vitality.
• It doesn’t have to be expensive or difficult to infuse
nature into play and education.
Even without accessible green space, creative
educators can increase the opportunities that children
and families have to benefit from nature.
• We can create nature play opportunities in our
classrooms, schoolyards, neighborhoods, and homes.
• Nature is not “way out there somewhere,” it’s right
here around us all the time, no matter where we are.
FOR PRACTICE
Take yourself on a nature hike through a city street
or city neighborhood. Take pictures, make notes or
sketches. Create a map showing all of the opportunities
for nature contact and exploration. How would you
help make these nature contact experiences accessible
for children? What would you bring? What art supplies
or materials could extend this experience either “in the
field” or in the classroom? Science supplies or materials?
How about dramatic play? Other ideas?