Outdoor Pedagogy Community of Practice – A New Way of “Thinking, Being and Doing”
What we know at this moment; what we think we know; and what we desire to learn more about? Intellectual conversations about outdoor pedagogy through a community of practice has deepened my thinking and reflection as a teacher and professional. It has allowed me to evolve even further outside of the classroom walls and construct new ways of thinking, being and doing. It has been a wonderful ongoing experience to discover a vast array of new ideas and practice a growth mindset to sharing and in quality practice of outdoor pedagogy.
Listening not only to the voices of children and families in practice, but it is also imperative that post-secondary faculty, early learning professionals and students entering the field of early learning, recognize the importance of investing time and engagement in a community of practice approach specific to child development and the wonders of learning that naturally takes place in the great outdoors.
The Wonders of the Natural World … What do Children learn?
Children are curious and are natural explorers in the outdoors. They are intrinsically motivated; entering a world of wonder and filled with new and endless discoveries of natural play spaces. It is a “relationship with the land” that sparks curiosity and an eagerness for children to naturally engage with living creatures and loose parts provided by nature. Through weekly discussions in a community of practice, I recognize even more the importance of the place and space as a key component in our enriched conversations of outdoor pedagogy.
Creating a safe environment or children to explore in nature is key. Natural loose parts and tiny living creatures are everywhere. Experiencing the daily and seasonal fluctuations of the weather, exploring the play affordances of natural environments, practicing self-management skills and simply being in nature are essential. The fundamental elements of earth, air, fire, and water are core to the experience (Knight, 2011b; Williams-Siegfredsen, 2012). These experiences are promoted by a pedagogy that values children and incorporates a child-led ethos (Knight, 2009).
We aspire to do what is in the best interest of children. We aspire to listen to their voices, observe their natural curiosity, make their learning visible through documentation and scaffold that learning even further. However, Waller (2007) asserts that there is limited guidance for teachers about their pedagogical role in such settings and how natural spaces function as learning environments. The children’s narratives were central to the evolving curriculum process and he described ‘a sustainable participatory culture with children, leading to the construction of knowledge through shared reflection and collaborative enquiry’ (Waller, 2007, p. 404).
To have quality outdoor pedagogy, we need highly qualified educators that lead outdoor play through mentorship and partnerships with the children, the materials available and the outdoor space. In practice a teacher is ‘a co-constructor, coach and facilitator, and they need to be sensitive as to when they should step into an activity or game, and when to step back from it and allow the children time on their own’ (Williams-Siegfredsen, 2012, p. 37).
A highly qualified early childhood workforce is critical to the healthy development and education of young children. This workforce has not only knowledge and skills related to child development and early learning, but also linguistic and cultural competencies that meet the needs of an increasingly diverse population (Rhodes & Huston, 2012). My journey thus far, clarifies even further that there are essential conversations that need to occur in relationship to acknowledging the context of place and space. Our communities are diverse and represent many cultures and practices. How does outdoor pedagogy need to be reconsidered in these environments? Do we need to research deeper, strengthen our relationships and have a clearer understanding of these communities that children explore?
It is even more evident that invested time and critical conversations deepen our thinking and challenge our practices with children and with each other - collegially. A “one approach only mindset” is not effective to facilitating outdoor pedagogy and will hinder and limit everything that is possible in outdoor learning and for the developing child. There is greater learning to be shared and an immense need to continue the deep enriching conversations.
Cyndi Frizelle, BASC, RECE, YMCA of Southwestern Ontario, Faculty: Fanshawe College
References:
Knight, S. (2009). Forest schools and outdoor learning in the early years. London: Sage Publications
Knight, S. (2011b). Risk and adventure in early years outdoor play: Learning from forest schools. London: Sage Publications
Rhodes, H., & Huston, A. (2012). Building the Workforce Our Youngest Children Deserve. Social Policy Report. Volume 26,
Number 1. Society for Research in Child Development.
Waller, T. (2007). The trampoline tree and the swamp monster with 18 heads: Outdoor play in Foundation Stage and Foundation
Phase. Education 3–13, 35(4), 365–377.
Williams-Siegfredsen, J. (2012). Understanding the Danish forest school approach. Oxon, UK: Routledge.
