College-age students today often lack strong personal connections with the natural world. In response to this concern, the author of this paper -- an early childhood education professor – introduced nature-rich experiences into her coursework at the community college where she taught. Her motivation for doing so was based, in part, on an appreciation of her own childhood nature-related experiences. She was also aware of research indicating that preservice teachers' own connection to nature played a significant role in whether or not they intended to use nature education in their future practice. Integrating nature education in early childhood curriculum is consistent with recommended pedagogy, in that it meshes well with a “community of practice” and the Reggio Emilia approach to early childhood education.
Three specific nature-education projects developed by the author are highlighted in this paper: the Goldsworthy project, the local habitat course, and the animal report and presentation. The Goldsworthy project is based on the work of nature artist Andy Goldsworthy, who uses only found objects and natural materials in creating his works of art. Preservice teachers are challenged to do the same. One goal of the project is to help the college students appreciate the difference between an inspiration versus a model for art. They also learn to appreciate the difference between creative art and craft activities for children.
The focus of the local habitat course is on animals and plants native to the local environment, which, in this case, is the coast of Cape Cod. The course includes three primary components: exploring local marine plants and animals, a field trip to the shore and a local museum, and a two- to three-week project with children involving an animal from the local marine environment. The preservice teachers and children use a variety of methods to co-investigate their selected animals. The children then represent their animal through some type of art form, such as drawing, painting, or sculpting.
For the third project – “animal report and presentation” – the students choose one animal species they would like to learn more about. They study the natural history of the animal and then create a display for the rest of the class. Their display includes at least two components, such as a collection of nonfiction children's books, a poster, a diorama, or some type of media clip.
These nature-education activities provide meaningful learning opportunities for community college early childhood students and young children alike. By including documentation, collaboration, and the project approach, they also reflect sound early childhood philosophy and practice. The nature-education activities are designed to help preservice teachers develop an understanding of nature and promote an emotional connectedness to nature. They are also designed to help preservice teachers develop strategies for fostering nature connectedness for the young children in their classrooms and to make nature education become a part of their identity as teachers.
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