Reimagining the Role of Teachers in Nature-based Learning Helping Children be Curious, Confident, and Caring

Learn how to integrate nature-based pedagogy in this practical and inviting book. Nature-based teaching is getting more attention in early childhood education settings and can positively impact the development of young children’s curiosity, confidence, and care. You’ll learn to not only identify but also embody the many roles teachers play when implementing nature-based strategies. Chapters lay out the research and theory behind each role, specific language or behaviors of what that role looks like in practice, and reflexive questions to help educators reflect on their practice. This is perfect for in-service early childhood educators, including infant, toddler, preschool, and elementary providers, interested in more intentional use of nature in their teaching.

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Table of Contents

Acknowledgments
Meet the authors
About the book
Preface

Chapter 1: Introduction

Why confident, curious, and caring?

Confidence

Curiosity

Care

What is nature pedagogy?

Inside: Our individual & internal world

Outside: Our relationships with people and the planet

Beyond: Global community and the unobservable

Theory of social constructivism—The role of interactions in children’s learning

Organization of this book

A note about language

Self-reflection

Chapter 2: Provider of space

Space to be in large groups

Space to be with one or two peers

Space to be alone

Shelter from the elements

Movable spaces

Circular spaces

Self-reflection

Chapter 3: Provider of time

Providing time for different purposes

Time for play

Time to notice

Time to fail and try again

Time to experience and sit with emotion

Time to build relationships

Time to just be

Time to be in and learn with the natural world

Time for silence

Embracing the pace of children and nature

Self-reflection

Chapter 4: Provider of materials

Types of materials and their play opportunities

Selecting materials for the classroom

Authentic materials

Developmentally appropriate materials

Materials that value diversity

Nature-related materials

Sustainable materials

Creating versus purchasing materials

Introducing materials to the classroom

Self-reflection

Chapter 5: Facilitator of experiences—Planning for children’s learning

Stage 1. Noticed something and made a change to resources

Stage 2. Noticed something; took action; changed resources over a number of days

Stage 3. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area

Stage 4. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area; analysis of the learning

Self-reflection

Chapter 6: Holder of memories—Documenting children’s learning

Outdoor documentation

Documenting curiosity, confidence, and care

Quality documentation

Floorbooks as an approach to documentation

Self-reflection

Chapter 7: Relationship builder—With self and others

Relationships inside, outside, and beyond

Inside: Relationships with self

Outside: Relationships with others and the natural world

Beyond: Relationships with something bigger than themselves

Caring for children is foundational to relationship building

Self-reflection

Chapter 8: Conversationalist

Questions and statements within a conversation

Affect during conversation

Emotion and tone of voice

Physicality

Deep listening

Self-reflection

Chapter 9: Manager and modeler of risk-taking

Modeling risk-taking

Intellectual risk

Social-emotional risk

Physical risk

Providing opportunities for risky experiences

Opportunities for intellectual risk

Opportunities for social-emotional risk

Opportunities for physical risk

Managing risky experiences

Managing intellectual and social-emotional risk

Managing physical risk

Supporting children to assess risky experiences for themselves

Self-reflection

Chapter 10: Provocateur

What do we mean by “provocation”?

Always being aware of the potential and possibilities of play

The pedagogical dance of child-led and teacher-led

Supporting curiosity, confidence, and care

Provocation through resources (i.e., living and nonliving)

Provocation through experience (e.g., storytelling, farmer visit)

Provocation of interaction

Self-reflection

Chapter 11: Mentor, guide, and leader

Apprenticeship approach

The importance of concepts, skills, and knowledge

Helping children apply skills and core knowledge to practical situations

Mentoring as a bridge—from here to there and now to then

Self-reflection

Chapter 12: Advocate

Advocating inside, outside, and beyond

Defenders of childhood

Self-reflection

Chapter 13: An invitation for deeper exploration

Exploring the character aspects educator roles

Self-aware

Open to new ideas with a personal growth mindset

Humble

Willingness to step back

Genuine

Engaged

Intentional–A thinker

Consistent

Knowledgeable

Playful

Wonderment

Inclusive

Your work matters

References and resources

Glossary of terms