Description
Book SynopsisLearning in nature is certainly not a new concept. It is as old as time and human existence. But in recent years, a renewed interest to unplug and get back to basics has brought this movement to the forefront of early childhood education. Until now, nature-based approaches have been loosely lumped into a bucket of environmental education, outdoor education, or recreation unless a school or program explicitly refers to itself as a forest or nature preschool, forest kindergarten, or something similarly named. This book defines nature-based early childhood education (NBECE) as its own educational philosophy. And while it is already being applied in forest and nature preschools, it is spreading into every imaginable early learning environment.
This book will show how the benefits of NBECE for young children are supported by research. It includes guidance for directors and educators to implement seasonal, nature-based curricula including emergent curriculum with practical strategies for indoor and outdoor settings. And it discusses how educators can embrace their own natural wonder to bring joyful learning to children.
Each chapter contains topics that form the backbone of a nature pedagogy framework. Readers will discover how emergent curriculum and NBECE pedagogy underpins developmentally appropriate practice.
Readers will find in each chapter:
- Guiding Questions at the beginning of each chapter provide a starting point for engaging with the content.
- Reflection Questions at the conclusion of each chapter encourage more thought on key concepts.
- The feature Teacher''s Call to Action is a related challenge that extends educators'' understanding and learning.
- Vignettes written by experienced nature educators that provide examples of successful nature programs.
An appendix includes workbook-style templates that teachers can pull out for outdoor/classroom use, to advocate with families/communities, communicate with parents, assess/reflect on their program and staff, document authentic learning.
The foreword will be written by David Sobel who has spent the last twenty-five years working in the field of child development, place-based education, and parenting with nature. He currently serves as Senior Faculty in the Education Department at Antioch University New England in Keene, NH. His expertise and passion has led to authoring seven previous books and being identified as one of the gurus and rock stars of environmental education by Teacher magazine.
