Two worlds collide’,… but are now finding their place together

Its been a few years since I published a paper on introducing digital technology into my outdoor learning (OL) sessions with Early Years (EY) undergraduate students as part of their EY degree. A key module of the course, ‘ Children Learning through Landscapes’ helps students to become confident in using the outdoors as part of their pedagogical approach in their practice. This is an area that I relish teaching the students. Mud, worms , NATURE , I am happy here …. inspired by so many authors like Louv (2008) and his theory of Nature Deficit Disorder , Fjortoft’s empirical work (2001) on the the effects of the natural environment as a playground for learning in children.

But, as part of my own pedagogy I was caught in a tension between traditional OL and Play and my own beliefs and passions for nature and struggled with where digital technology fitted in . Did it fit in ? Would it spoil the purpose of OL and Play ? I took a risk and stepped into the unknown, I explored the use of some digital platforms with my students as well as getting them to use the simplest thing ever – the camera on their phone or the iPad when we were outside doing ‘mud’ and in nature. One afternoon with a group of year 2 students I had a Damascus experience – all because of how a student used her camera on her iphone to take a photo of a peacock butterfly that landed on her hand – what she then did with the photo made me see the power of technology and nature. The paper (Boulton , 2021) explains an approach I went on to trial with the students, but since then it has taken me on a journey of sharing my practice , my trials and errors and my changed views and pedagogies with many colleagues and practitioners at conferences and workshops with #naturalresourceswales #earlyyearswales #cardiffuniversity .

I am still on that journey of discovery and learning, and digging deeper into the fundamentals of digital technology and where it fits with learning, play and the natural environment. Observations in many local primary schools and piles of reading hours have been, and continue to be, part of my own learning and development, and there are so many excellent texts and research papers on this topic, I have been encouraged to teach a new module we are offering this year to our students @USW . An immersive short module, where students will explore the tensions between traditional EY Play , including in the outdoors, and the use of digital technology in that play as well as develop their own digital competency skills. A collaborative approach will be taken and use of ipads, various apps and digital tools will be used to create a digital output that students can use in their practice… I am excited to be sharing this with my students and taking this step and looking at this important area of Early years learning .

There have been many authors who’s work has influenced my thinking and struck a chord. The work of Mona Sakr , Lorna Arnott, both of whom provide a fantastic knowledge of digital play and play as a pedagogy in itself – the tensions are explored with sensitivity and debate is very clearly substantiated with concrete research and some insightful case studies. Through Sakr’s work I have learned about the ‘We- Paradigm’ ( Galveanu, 2017, cited in Sakr, 2020), within the context of collaborative creative play mediated by digital technology and Arnott’s (2017) examples of digital storytelling through play through case studies stimulated my thinking about how I want my students develop this knowledge and skill , in the outdoors, so they develop the confidence to use the right digital tools to help reconnect children to nature. It’s not so much about whether we use digital technology in outdoor play , but how and which tool we might use . … I cannot tell you what a significant paradigm shift that has been for me .

It has been so reassuring to read several research papers that have consolidated the thoughts that I have battled with for so long about the use of digital technology outdoors , van Kraalingen (2023) reviews recent studies that highlight that dichotomy and makes me feel like it is not jut me and this is a real and significant part of Early Years discourse. Likewise Hills and Thomas (2020) who present a conceptual framework that can help practitioners to carefully consider their use or indeed non-use of digital technology in outdoor ‘experiential’ learning .

In conjunction with these areas of research is that of Prince and Diggory (2023) who look at the extent of recognition given by Ofsted to non-mandatory curricular OL in England , they found it was aligned with PE in a majority of cases reviewed, but not so much recognized as pedagogical approach across all subject areas, because Senior leaders need to know that OL provision in this way, will contribute positively to an inspection grading . This has further stimulated a lot of thinking about the barriers practitioners face in developing their pedagogies in these two areas , which still sits in silos for some and ‘never the twain shall meet’. For others there is great progress and there is a synergy that is being observed with digital technology being used as part of outdoor learning and play through good practice . But this takes courage, and for some it is the ‘paradgim shift’ that requires a leap of faith . A lot of curriculum reform has taken place in Wales which is exciting and brings a new way of thinking and doing , particularly in the non maintained curriculum for nursery settings (WG, 2023), where we see ‘OL and pedagogy’ in the same sentence ! I was thrilled and it is a very clear and robust curriculum for our nursery settings in Wales which really embraces authentic learning. But elsewhere in the progressive curriculum, OL still needs to be more overtly identified as a pedagogy, with some clear guidance and examples for practitioners to access . Not everyone has access to the latest research , not all practitioners can locate journal papers , so providing the right format in the right context with a tone that encourages opportunities for trying new things is needed, without fear of pressure from inspection ratings; Practitioners should be praised for exploring new ideas. Several useful resources are available on the Hwb (WG) and are very helpful for EY practitioners in supporting curriculum provision in the outdoors, play as a pedagogy as well as several other ‘playlist’ resources, but there is still a need for more support , training and resources to be accessible so that EY practitioners are willing to try a different way, so that OL becomes part of teaching and learning everyday and where using digital technology is not always seen as something that has to be separate.

It turns out that my excitement in developing my own understanding of digital technology and its place in OL and Play has opened a can of worms. A spiral of questions have emerged, what else do we need to
ensure is part of ITE and EYP degrees ? why is it so hard to combine these two approaches in real life ? why can’t practitioners be praised for trying new ideas by inspectorate? what can help support / change views and inform practice ? how do we make cutting edge research more accessible to the classroom
practitioner so that it is owned by the people that can make it happen? …… this can of worms is one that I hope will contribute to my PhD, but there’s a lot of worms to get through before we get to that .

How grateful I am to the work of all those researching these important topics, and how they inspired my passion for teaching outdoors, to rethink my pedagogy , to be brave and try it out and to open that can of worms … to be continued….

References

Arnott. L. (2017) Digital Technologies and Learning in the Early Years. London : Sage

Boulton, P. (2021), “Digitally proficient but disconnected from the outdoor world? A reflection on pedagogies used in an Early Years degree in higher education”, Journal of Applied Research in Higher Education, Vol. 13 No. 1, pp. 195-210. https://doi.org/10.1108/JARHE-03-2019-0066

Fjortoft, I. (2001) The Natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Environmental Education. 29 (2) pp.111-117

Hills, D. & Thomas ,G. (2020) Digital Technology and outdoor experiential learning . Journal of adventure education and outdoor learning . https://doi.org/10.1080/14729679.2019.1604244

Louv, R. (2008) The Last child in the Woods : saving our children from nature deficit disorder. London : Atlantic books

Prince, H. E. and Diggory, O. (2023) Recognition and reporting of outdoor learning in primary schools in England. Journal of adventure education and outdoor learning . https://doi.org/10.1080/14729679.2023.2166544

Sakr, M. (2020) Digital Play in Early Childhood : What’s the problem? London ; Sage

van Kraalingen, I. (2021) A systematized review of the use of mobile technology in outdoor learning. Journal of adventure education and outdoor learning . https://doi.org/10.1080/14729679.2021.1984963

WG ( 2022) Professional Learning : Outdoor Learning . Available at : https://hwb.gov.wales/repository/resource/b8781f79-5eb7-4548-a20e-a17b0da88df2/en/overview (Accessed August 2023)

WG ( 2023) The curriculum for Non Maintained Nursery settings. Cardiff : Crown Copyright.

 

 

How outdoor learning supports schematic development …

It’s been a busy 6 months as the end of the academic year was upon us and students were coming to the end of their year. Piles of marking ensued, but my colleague, Dr.Amanda Thomas and I were working on a project driven by Welsh Government to develop support materials for Early Years practitioners working in non maintained nursery settings. With a new curriculum published earlier this year for this EY sector it was great to see how WG we’re thinking of ways of supporting these practitioners, so critical in the early stages of a child’s development, to implement the new curriculum.
We have been very privileged to work with other colleagues in HEI’s across Wales in developing these online resources as playlists , which appear as modules which can be accessed on the HWB and followed in sections. Each provides explanations around the curriculum and the pathways , underpinned by theory , as well as examples of practice, tasks to carry out with colleagues and opportunities to evaluate and reflect on current practice , through observation which helps to inform planning.
The modules are available on the HWB :
https://hwb.gov.wales/repository/resource/d34b921e-3b07-4524-87b5-e461540c5ff7
The area of Schematic development is one that myself and Dr. Thomas developed, much of it predicated on her PhD research and my practice, experience and research in teaching outdoors. How children learn through outdoor play is in itself pedagogy that can really help children to connect with different areas of learning and it can certainly help to underpin the 5 pathways in the non maintained curriculum. However the real gem is learning to understand and observe children’s schematic development as they play outdoors, which affords them more space, more freedom and greater opportunities to use loose parts in ways that can really extend their learning and development as they make meaning and make sense of the world around them.

To support the playlist on Schematic development Available on the WG HWB , a teaching toolkit is also available for practitioners to use to help them identify different types of schemas , what language and resources can help to facilitate certain schemas and how to plan for moving forward. This resource is a downloadable pdf and can be used To support curriculum planning:
https://hwb.gov.wales/repository/resource/39397e24-d5e9-4b57-ad15-09f64f4ad0ec

Do take a look at the resources available on the WG HWB website. There are lots of helpful ideas and suggestions which can enrich practice & which offer encouragement to try out new approaches. …. ! 🌈👍🏻

Trying to keep connected as life speeds up again…..🍃🦋

It’s been a while since I have posted here. Things have moved forward somewhat and this last year has required significant adjustments yet again as we move forward from Covid 19. I have been back to much more face to face teaching and there is no question that being in person enhances learning and teaching , enriches our experiences of being human and enables us to make better connections to what we learn and how we learn it. However as this has progressed the speed of life has also increased again and it would seem that from research done during Covid people liked the fact that life had slowed down and we were spending much more time in nature and noticing much more about how nature fitted into our existence (Jones, 2020; Glover, 2020).

Inevitably, as normality has begun to return, so life has been filled with all the ‘stuff’ that somehow was sidelined during Covid and allowed us to let in nature in ways that affected our day , helped us to feel calm, switch off and keep a balance between home and work (De Bell et al, 2020; Lovell, 2018; Louv, 2007). These connections to nature have helped some of us to consider what is important to us and its benefitted both physical and mental health but also it has connected to a spiritual space too.

I am fortunate to live rurally, walk my dog in nature every day and notice the beauty of a bluebell, or a songthrush.
Nonetheless, the speed of life has overtaken these important connections for me and life’s demands have squashed out conscious decisions of spending time to just be in places in nature, for no other purpose than to feed my soul and keep me in check.

Taking some time out recently, a visit to Lindisfarne was simply the greatest hug for my soul, a physical, emotional and spiritual slice of time, just connecting with the elements and reminding me of my sense of place .

What refreshment for the body, mind and spirit… and how the mind has found some space to review daily priorities, reengage with getting that balance between work and home, friends and family. making time for yoga, breathing properly, eating more ’gratefully’ to nourish myself holistically. …

thank-you Lindisfarne….. may you refresh the many souls that come to you ❤️

Making changes to enabling environments

At USW we have returned to on campus teaching this term and its been so good to see our students again and get back to face to façe teaching. We have been investing in developing a safer more secure outdoor space for us to use with the students , where they can build their confidence practicing their outdoor pedagogies. Our outdoor space became untenable due to vandalism and so we moved all our kit and have begun to develop an outdoor play area with sand and water play areas, logs, plants and plenty of loose parts .

Nicholson’s loose parts theory (1979) underpins the importance of providing children with objects, moveable parts, and different types of Diverse materials, that can be used by children in ways that nurture their creativity, motor skills, cognitive skills and social skills . Children perceive different loose parts in their own unique ways and they will interpret the objects and use them in ways that help them to make sense of the world. This is supported Gibson’s theory of affordances (1974). Different loose parts afford unique learning opportunities for children; buckets, drainpipes, pallets, blankets, baskets of pebbles, shells and sticks can all be different things to each child. As practitioners we need to think of providing these opportunities and affordances for our children to aid their development, which can embrace risky play Too.

Observing children in these enabling environments is really fascinating, watching the ways that they use the different objects can tell us a lot about how children think and process their understanding of what they see and do, this is where children develop their schemas , making sense of the world around them. This informs our planning and helps practitioners to support children’s cognitive develop.

We are really excited to develop our space further , creating a sensory garden area, vegetable area and a larger loose parts area too. So far students have collected a range of leaves from our green area and created a range of activities to support mathematical development , classifying, sorting and looking at patterns; language development using descriptive words and creative activities making leaf crowns, and beautiful leaf mobiles … Its an exciting time to move forward …. after a year of teaching through a screen its a joy to be hands on and helping our students to engage in experiential learning through loose parts and outdoor play.

Bring it on ! 👏🏼🌈🍁

It’s been a while …. but nature keeps on giving …

Who would have thought almost a year on we would still be living with Covid-19. The last few blogs shared the experiences, reflections and emotions stirred by the restrictions of the pandemic and the changes it has brought to the ways we live. Working in new ways have been so very challenging and supporting my students in ever changing environments and regulations has needed ultimate patience. Never before has work been so all consuming, working from home has needed big adjustments, but I have learned to think differently and I have learned to listen more carefully to the voice of nature, including my own small voice.

The early winter morning walks have been a staple start to the working day and they have shared amazing dawn choruses, frosted patterns on leaves and hedgerows, crystallised heads of hogweed and teezle and heavenly light that can’t be described only experienced. This physical engagement with nature has been crucial in preparing my mind set for the day, refreshing thoughts and preparing mentally for the day ahead. The greenery brings calm (Nedovic & Morrisey, 2013) and the Natural space seems to allow room for thinking. Studies have shown that nature has the capacity to restore attention and improve stress-recovery (Keniger et al, 2013; Kaplan, 1995; Zelenski & Nisbet, 2014). The spaces where I am lucky enough to walk regularly, have become special places, where I feel connected, rooted and safe. Gifford (2013) suggests that it is in natural spaces that we are able to relax, let go of worries and reflect. I really think that this is true, so many people have talked about how they have spent more time outside during lock down, taking walks and noticing more in nature. But what have they been noticing ? And how does it make them feel? I have been really interested in this so,….

I have started a small scale research project about noticing nature in Covid -19, and so far the data is suggesting that Most people who participated in the research have been noticing and engaging with nature more than they did before. They list things like hearing bird song, noticing flowers in hedgerows and trees, as things that bring a sense of calm and it seems that the majority of people think being able to name living things in nature is important, because knowing it’s name means we might be more likely to care for it . There is so much available to help us identify the names of things in our environment, from old fashioned books to a range of different apps as well as short educational videos like those made by ‘Mr.C’ for pupils at his primary school , encouraging them to get outside and become nature detectives ….. check out his ‘signs of spring’ video .. Great job Mr. C! https://youtu.be/1d3Y-dQ_DJY

snowdrops a sure sign that spring is on the way ………………………..

Gaining just that little bit more knowledge about nature can affect the sustainability of the planet as well as our own well being and if we better understand what lives in our natural environments, starting on a local basis, then perhaps we will begin to develop our re-connection to nature that has nurtured us since time began. Perhaps lock down has showed us that we need to give something back in return. Hopefully, my research will get written up by the end of spring and it can be shared with you to encourage us to keep going with what are perhaps the ironic benefits of covid-19. But for now, we need to keep safe, find calm and give thanks that nature really can bring healing to the soul.

Keniger, L., Gaston, K., Irvine, K. & Fuller, R. (2013) What are the benefits of interacting with nature? Int. J. Env. Res. Pub. He. 10, pp. 913–935
Kaplan, S. (1995) The restorative benefits of nature: Toward an integrative framework. J. Environ. Psychol. 15, pp. 169–182 .
Gifford, R. Environmental psychology matters. Annu. Rev. Psychol. 65, 541–579 (2014).
Nedovic, S. & Morrisey, A. (2013) Calm active and focused: Children’s responses to an organic outdoor learning environment. Learning Environment research . 16 pp.281-295

Zelenski, J. M. & Nisbet, E. K. (2014) Happiness and feeling connected: The distinct role of nature relatedness. Environ. Behav. 46, pp. 3–23

Challenges of learning during covid 🌈.

These last few weeks it’s been hard to feel motivated , covid continues to capture us and we try hard to keep going. Teaching is challenged and learning probably more so. This biased pedagogy now so reliant on technology can be exhausting even though it’s so very sedentary. For someone who moves a lot when they teach and is motivated by the students responses to their teaching, covid has presented many virtual walks in unknown territory, which have darkened days because the joy of teaching seems to be being sucked out of my soul.

However, it’s certainly clear that some of my digital skills have increased almost at the speed of light … through a ‘needs must’ rather than choice, but it has been somewhat ironic that as a relatively new convert to using digital technology purposefully outdoors, I am now glued to it every day indoors … perhaps there will be a silver lining in all of this and I am rooting for nature to be the saviour of my soul.

Just thinking through some ideas for a time when perhaps we can resume some real sensory, experimental teaching experiences I reviewed some Activities with Students from pre-lockdown and what a joy that has brought me, and reminded me of why I teach, what it means to own that privilege and how sharing our passions about learning with our students is what fuels the next generations of learners . Thankyou students of USW , keep learning ,… you have come far . 🐛❤️ We will get through it because we’ve made memories of learning that last . 🌈

‘Nature journaling’ ; a channel to reconnecting with Vitamin N ..

We had a wonderful walk this morning, Stan, Gwen and I. Through the lanes and across the fields, walking from our doorstep into a haven of nature. Cow parsley lined the hedgerows and Birdsong filled the air , it was the loudest noise we could hear and quite an orchestra. Surely it was ‘song’ that I have heard many times before but not quite so clearly and not as loud as I am hearing it now, in this time of lockdown. .

Stan and Gwen

Definitely blackbird tunes, and maybe blue-tit? I wasn’t sure and it’s made me want to learn the different birdsong so I can recognise them. Just like I recognise a voice that I hear coming up the street, or in someone’s garden , I hear it and I know who it is and that makes me feel connected to that person. I need to feel the same about knowing my birds and their unique song as they communicate their breakfast news to one another . This is a great example of ‘Vitamin N’ (Louv, 2011).

What is causing this effect? Why is my thinking stimulated so intensely on this subject? I’ve always needed nature around me so why now? I’m researching the effects of Covid-19 on people’s relationship to nature and now I feel the need to ‘nature journal’ and work through these transitions for myself.

These experiences it seems are part of being connected to nature – listening, but really hearing ,…it’s different. Russell et al (2013) determined ‘4 channels of human interactions with ecosystems’ to be ‘knowing, perceiving, interacting and living within’. My recent experiences fall within ‘perceiving’ , that is having a visual perspective of nature , seeing it and noticing it ; as well as ‘interacting’, that is to be having a direct experience with nature  , often multi sensory ,e.g. hearing the birdsong. These are ‘somethings’ that I do daily in and around nature, so these repetitive, pervasive experiences are  part of ‘living within’ a natural ecosystem and together the inter-relatedness of these ‘channels’ fine tunes me to my surroundings, connecting me to nature, giving me a sense of place ,…. as a part of it and not different to it. This ‘interaction’ is more noticeable at this current time of Covid-19 than I have noticed before. As a lover of nature, I always thought I noticed and interacted with it , but now there is a different feeling , a sense of reverence and ‘equality’. We are the same. We are important. We need to be cared for. We are no different, nature and I.

Human needs are perhaps no better known and defined than by Maslow (1943) and they have been foundational in exploring many aspects of human well being.  These taxonomies have been expanded by many and Russell et al (2013) offer 10 constituents of well being that attempt to synthesise  human well being and nature. These are:

1. Physical health
2. Mental health
3. Spirituality
4. Certainty and sense of control and security
5. Learning/capability
6. Inspiration/fulfillment of imagination

7. Sense of place
8. Identity/autonomy
9. Connectedness/belonging
10. Subjective (overall) well-being

So how do my experiences fit with this framework ?

In my noticing and interacting with nature on a daily basis I certainly experience positive effects on physical, mental and spiritual health. My stress level is reduced, my heart rate slows, my mindset is ‘grateful’ and I accept the fragility of the planet and human well being as  concepts that are inter-dependent. One needs the other, being as one (Kumar, 2017). Humans are nature.

Sense of control could be negative in these times, sense of safety is jeopardised by Covid- 19 and so uncertainty pervades being part of a safe place, yet ironically when ‘in’ nature, a calmness can override the current climate.

Following time spent within nature, perceiving and interacting with it , creativity is certainly ignited. My thoughts are stimulated to developing areas of research on this topic to enhance my own learning, even to journal the thoughts about it – meta-cognition, and I am inspired by the ways nature changes my views, even to the ways I accessorize my home and my shed! 🌾🐝🌈

Journaling in my Shed; my quiet place

My ‘sense of place’ is heightened if I interact with nature;  it seems we become ‘attached’  and this emotional connection  lures us into caring for that ‘ place’, what lives there and why we need to protect it. This may not be as strong, if ‘nature’ is just thought about (knowing ) or just seen from a distance  (perceived), but once  there is direct engagement it is felt strongly and can link to our identity and purpose , who we are and what underpins our values. Being in my local natural environment gives me a sense of place and belonging and a responsibility to care for it . Sense of place and identity can be attuned sometimes to working for organisations or being part of voluntary groups that care for the environment and steward the planet,  or perhaps simply nurturing your garden or plants on a balcony. Your sense of place, calm and purpose. How we connect can be different for everyone, I just think its important that we do.

Many researchers (Louv, 2008; Kudryavtsev et al, 2011)  believe that engaging children in various outdoor experiences will facilitate relationships and develop a sense of place, in turn developing attachment to local environments and their communities. So this would seem a fairly critical point in time to be endorsing this approach and encouraging children to get outdoors and interacting with nature so that their well being is sustainable.

So, subjectively, my overall well being is enhanced by my daily interaction with nature, I’m inspired to think bigger and more positively, with ‘can do’ attitudes. I am gently guided by an inner calm to be more patient and tolerant of the foibles of life and I notice more, …. and I humbly respect that I am a small part of nature itself.

What a blessing to live where I do and to have access to the outdoors, I have a deep gratefulness to the depths of my being for that, because I know my relationship with Nature affects my well being and in turn my relationships with people and with God.

 

References :

Kudryavtsev, A., Stedman, R.C. and Krasny M.E. (2011). Sense of place in environmental education. Environmental Education Research,  18 pp. 229–50

Louv R. (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill, NC: Algonquin

Maslow, A.H. (1943). A theory of human motivation. Psychology Review, 50, pp. 370–96

Russell, R., Guerry, A., Balvanera, P., Gould, R., Basurto, X ., Chan, K.M.A., Klain, S., Levine, J. And Tam, J. (2013). The Annual Review of Environment and Resources . 38, pp473- 502. Available online at : http://environ.annualreviews.org. Doi: 10.1146/annurev-environ-012312-110838 (accessed 30th May 2020).

Time to notice Each other & what nature has to offer us in these strange times ….

What a strange time it’s been these last few weeks. The essence of daily life feels like it will be forever changed. A great sadness is felt by the loss of so many precious human lives to Covid -19. How we appreciate our amazing NHS as they fight this for the human race. 

It’s made me think about what it is to be human and what I need to prioritise and focus on during these times.  I have been lucky in many ways and have continued to work from home, teaching and supporting many of my students @USW and crumbs, they have been amazing. Whilst challenged to change they ways they learn and access information as well as communicate with their tutors, they have ploughed on and transitioned very well. I am very proud of how they have done that in order to complete pieces of work, submit assessments on time and indeed support each other. This adaptability  and perseverance is such a significant marker for some students and perhaps has shone a light for some who just thought ‘they couldn’t do it’. 

The human spirit is quite an incredible thing and so very closely connected to nature and the natural cycles of how things ‘roll’ on this planet earth. It’s just that over many years we seem to have become disconnected, and  lost reverential, respectful and spiritual relationships with ‘nature’, a lack of humility even? Have we come to believe that we are separate from  nature ? Perhaps even above it ?

As Satish Kumar (2015) says, we think nature is out there , rivers, woodlands, forests, wildlife: and we humans are here, enclosed in homes, palaces, cars,..technology leading the way. But we are nature, the word nature means birth. Whatever is born will die , this is nature. This is being human, we are nature too. Being one with nature is where we need to be at. If we harm nature we harm ourselves.. if we care for it, respect it and know it’s intrinsic value it becomes a ‘deep ecology’ (Arne Naess, cited in Kumar,2015). The challenge then is to find the Humility to reconnect with it and understand it’s crucial place in our soul, so we can reap the power of ‘being’ part of something bigger, where we can make our contribution and capture the essence of life, precious and fragile, but in all its fullness. 

So, in lockdown I have noticed the beauty of some amazing things in nature, the Colors of buds which can be very different to the actual flower, colours that really do only appear in nature and the fragility of a seedling that will turn into a great harvest. People are kind, their hearts are big, …that determination, resilience and courage are around us in abundance and that people want good for others. In adversity it seems this is our default, when modern life does not overrun us. 

So let’s take a moment to notice, to connect with something that although small, is mighty in its design and be humble enough to think, ….’you and me … we are the same , living on the planet and needing each other ..❤️🌈 All will be well.’

 

Stay safe ,… feed your soul

Reference.

Kumar, S. (2015) Soil, Soul and Society: a new trinity for our time . East Sussex: Leaping hare press.

It’s good to share ideas …

Early Years Wales : ‘Smalltalk’ article in Spring Issue (March Publication, 2020)

It has been a real treat to see how our collaborative student project on The Lost Words has been so well received and the interest and support that has been shown by many organisations across Wales. Recently Early Years Wales (EYW) published an article in ‘Smalltalk’ on the students collaborative work, which is shared with EY practitioners across Wales. It explains how The Lost Words teaching toolkit came into being and the stimulus that prompted the students to create and develop it, in order to support holistic delivery of the curriculum. Seeing it in print in an national magazine made me feel so very proud of what the students have achieved.

See full article here spring 2020 smalltalk

The outdoors really does afford our children great opportunity for development in so many ways, thorugh physical as well as social and emotional aspects of development and not least of all to learn to care for nature – because if we don’t encourage our children to reconnect with nature and to understand its significance in our lives , then who will ?

In times like this where COVID19 seems to be in charge, and reducing us to something very small on our planet, its perhaps a good time to reflect on those other small things that we take for granted everyday , …birdsong in the garden, the spring flowers just opening up with their dazzling colours and amazing details and the appearance of our beautiful butterflies. These are the sorts of things that we have become disconnected from in our busy lives, but which can bring such pleasure to simply ‘look up’ and notice them.

We might even be inspired to look them up to find out their name so we can identify them . Knowing what things are called can reconnect us , help us to be more thoughtful of that living thing and to care for its place in the world, helping it to be sustainable.

The outdoors really does afford our children great opportunity for development, both physically and in social and emotional ways, but not least of all, to learn to care for nature – because if we don’t encourage our children to take notice and to care , then who will ?

If you are looking to glean some inspiration or simple ideas to do at home with your family at this very challenging time , then please feel free to download the toolkit and take from it any ideas you might like …… nothing like making ‘Dandelion Goop Cupcakes’ when the sun is out …. there is a lot of learning to be had in that fun activity – check it out here ……Toolkit of thematic plans and lesson ideas

The Lost Words teaching toolkit.. sharing thoughts

Still a new resource but already lots of encouraging feedback from practitioners. Interest has been high and comments have been positive. We are delighted that the resource is now available on the Outdoor learning wales website:  outdoorlearningwales.org/resources as well as on the resources pages of The Hwb.

I am looking forward to sharing the story of this collaborative student project and it’s  creation and the feedback received so far at the EYW network event , March 2020. There is a ‘twist in the tale’ , that involved the inclusion of digital technology as part of my own outdoor pedagogy to encourage collaborative learning, learners construction of knowledge and it’s contribution to wider knowledge and practice.

My  recent practices and reflective case studies have revealed  a paradigm shift in my approach and understanding of how digital tools can enhance my students, and children’s outdoor learning opportunities and interests in the environment around them. There is still work to do….. but it’s really interesting and supports a more holistic and blended approach to teaching these areas traditionally viewed as separate entities…. all experiences to consider as we enter a new era of curriculum in Wales , that appears to draw upon thematic and holistic pedagogies .. 🐛