Forward December 2017 Forward_2017Dec WEB - Page 35

Exploring and learning from nature :
PREPARATORY SCHOOL
Exploring and learning from nature :

Nature pedagogy in practise

In June this year I attended a study tour through Scotland led by Claire Warden , the world ’ s leader in nature pedagogy . Pedagogy can be referred to as the art of teaching , and to think about pedagogy in the context of nature places nature as a central part of curriculum decision-making and our teaching and learning practise .
Nature pedagogy goes beyond just the provision of nature ; is a teaching and learning approach where the child ’ s voice is central to programs . The documented benefits of nature pedagogy are extensive and address every single developmental domain . Children who engage with the natural environment more often enjoy higher cognitive functioning in the areas of critical and creative thinking ; they are more creative and better able to problem solve ; they manage stress more effectively and ; they are better able to concentrate and perform better in the classroom .
Claire Warden founded Scotland ’ s first nature kindergarten in order to challenge the status quo in education . Her innovation has earned her international recognition as a pioneer in educational thinking and consultative approaches to education . She has recently been awarded Exceptional Master Leader in Nature Pedagogy in relation to the United Nations ’ Convention on the Rights of the Child ( 1989 ) for her approach in educating children and it was an absolute honour to visit her kindergarten and learn from her first-hand .
Here at Guildford Grammar School we are privileged to be situated within easy access to rich , natural environments that were the envy of many educators I met on the tour . In the Preparatory School our creative and dedicated teachers have considered our sense of place and employed our natural context to support teaching and learning . Some examples are :
Year 3 Art Mrs Leith Elliot and the Year 3 students investigated ephemeral art and architecture and applied their knowledge by constructing sand castles . They were tasked with architecturally decorating their sandcastle structures to create art that was visually appealing with the understanding that ephemeral art is temporary art created in the environment and designed to erode naturally .
Year 5 Humanities and Social Science
The Year 5 students enjoyed a Living History Excursion which was their culminating event for a unit on early settlement . Students dressed up as early settlers and ventured around the local community reliving what the early settlers would have experienced . They met with a Guildford historian who taught them about significant landmarks in the area , they met Aboriginal elders and were part of a smoking ceremony , they ate damper and stew , they rowed up the river in canoes and were tasked with setting up their own shelters .
We look forward to expanding our use of nature pedagogy across the Preparatory School for the benefit of all of our students .
Ms Bethany Tracey Preparatory School Teacher
36
PR E PA R ATORY S C HO OL Exploring and learning from nature: Nature pedagogy in practise In June this year I attended a study tour through Scotland led by Claire Warden, the world’s leader in nature pedagogy. Pedagogy can be referred to as the art of teaching, and to think about pedagogy in the context of nature places nature as a central part of curriculum decision-making and our teaching and learning practise. Nature pedagogy goes beyond just the provision of nature; is a teaching and learning approach where the child’s voice is central to programs. The documented benefits of nature pedagogy are extensive and address every single developmental domain. Children who engage with the natural environment more often enjoy higher cognitive functioning in the areas of critical and creative thinking; they are more creative and better able to problem solve; they manage stress more effectively and; they are better able to concentrate and perform better in the classroom. Claire Warden founded Scotland’s first nature kindergarten in order to challenge the status quo in education. Her innovation has earned her international recognition as a pioneer in educational thinking and consultative approaches to education. She has recently been awarded Exceptional Master Leader in Nature Pedagogy in relation to the United Nations’ Convention on the Rights of the Child (1989) for her approach in educating children and it was an absolute h ȁѼ)٥ͥЁȁɝѕɸɽ)е)!ɔЁեɐɅȁMݔɔ)ɥ٥ѼͥՅѕݥѡ䁅)ѼɥɅ٥ɽ́ѡЁݕɔѡ)䁽䁕Սѽ́$Ёѡѽȸ)%ѡAɕɅѽMȁɕѥٔ)ѕѕ́ٔͥɕ)͕͔啐ȁɅ)ѕЁѼЁѕɹ)Mᅵ́ɔ)eȀ́)5́1ѠЁѡeȀ́Ց)ٕѥѕɅЁɍѕɔ)ѡȁݱ䁍Սѥ)ͅѱ̸QݕɔхͭݥѠ)ɍѕɅ䁑Ʌѥѡȁͅѱ)Սɕ́ѼɕєЁѡЁ݅́٥Յ)ݥѠѡչхѡ)ɅЁ́ѕɅ䁅Ёɕѕѡ)٥ɽЁͥѼɽɅ()eȀԁ!յѥ́M)M)QeȀԁՑ́啐1٥!ѽ)ͥݡ݅́ѡȁձѥٕ)ȁչЁɱ͕ѱиMՑ)ɕ͕́ɱ͕ѱٕ́ɕ)ɽչѡչɕ٥ݡЁѡ)ɱ͕ѱ́ݽձٔɥQ)ЁݥѠեɐѽɥݡх՝)ѡЁͥЁɭ́ѡɕ)ѡ䁵Ёɥ́ݕɔ)͵ɕ䰁ѡ䁅є)ѕܰѡɽݕѡɥٕȁ)ݕɔхͭݥѠ͕ѥѡȁݸ)͡ѕ̸)]݅ɐѼȁ͔)ɔ䁅ɽ́ѡAɕɅѽ)MȁѡЁȁՑ̸)5́ ѡQɅ)AɕɅѽMQ