Once we got back from Bush School and the children were settled back into their preschool activities before going home, Rebecca sat with me to share what she learned along the way since establishing the pilot. We had a long conversation. Lisa, one of the staff, and Sylvana my colleague were a part of it and I'd like to share here some of the issues we discussed.
I asked about parent support for the project. "I first broached it as a short ten or fifteen minute blurb at a parent information night. I began by asking parents to remember their own childhoods and how play in nature would have likely been a big part of their daily lives. I then explained about the many benefits of connecting children to nature, that in giving them a love for it there is a hope of sustaining wild places into the future, but also the many educational benefits. Resilience is an obvious one that comes to mind. Parents are often telling me that their kids cry at every little thing. Bush School can help with that. It toughens them up".
"Were there any challenges that you faced with parents attitudes?" I asked
"At the onset I had eighteen parents express an interest and I had to choose twelve from that group for the pilot. I wanted it to be a diverse group. Some parents put great value on academic achievement, see children in stereotypical fashion, or are quite anxious about things like keeping children warm and protected."
I believe that Rebecca wanted to find ways to show the parent community that the benefits of outdoor learning can outweigh fears, anxieties and long held perceptions about children and education, but in a way that is non threatening and open to listening. I heard Rebecca at the end of the day approach parents as they entered the preschool to share with them what their child had most enjoyed, or achieved, or shown a particular interest in. Her availability and openness would go a long way to supporting parents in their parenting decisions and in relieving any concerns they have about this approach to learning that has been introduced. Rebecca was excited to share how some families now go to the bush school site with their children on weekends, taking picnics, building tepees and climbing the trees. This is an exciting development considering that previously they made a beeline for the climbing equipment at the other end of the park, not considering the wild spaces to be of any interest or benefit.
Rebecca explained to me that over time, more and more parents became interested and she felt the need to extend the opportunity to more children. She saw substantial benefits for children, parents and staff in a very short space of time. Resilience was again mentioned, and an increase in children using their imaginations and resourcefulness, a change in parent attitudes towards the concept and a difference in how the staff teach. "We used to take activities, we just didn't have the confidence that the patch of bush would be enough to hold their interest, but it didn't take long before we realized that there was more than enough, and we had to teach by the seat of our pants. We learnt to be more spontaneous in our teaching." Sometimes they take items to provoke an interest or encourage exploration, such as binoculars, bug catchers, magnifiers or a weather thermometer, but generally they find that the natural world offers itself up for children with very little need for extra 'stuff'.
As we were chatting a parent came by the office to ask about her child's day, being that this was his first day at Bush School. She was worried that he pushes the boundaries and takes risks. Rebecca was able to share with this mum stories and an honest account of his day, including how they worked with him in his tendency to push boundaries. His tree climbing was an obvious skill and interest and his ability to measure risk gave some reassurance.
I asked about ratios and staffing and Rebecca aims for a one to five ratio, which includes three staff and the inclusion of interested parents for a group of nineteen children. It's a tiring day for staff because of the need to be constantly vigilant, scanning and checking. Their radar is always on. The children learn through what Lisa termed 'executive function' which she explained as being that state of affairs where you learn that your actions or decisions have a consequence, so you learn it well. Like the kids that chose to slosh in puddles without gum boots. They had wet feet for the day and that is a learning opportunity. The same thing can be said for the staff. They learn as they go, but it's exhausting.
The conversation then moved on to the boisterous boys. Rebecca said that if you take the walls away, there's nothing to bounce off. The body physical opportunities for active boys is fantastic in a natural space. "The children have learnt through experience that if they get too rough, someone gets hurt. Accidents were more common in the beginning but now there is real control in their play." Lisa also commented on the empathy that has developed as children see first hand what can cause an injury or hurt to a friend.
Rebecca talked about their philosophy of the environment being the third teacher, and the teachers job is to provide it. There is a real balance demanded in the teaching of when to step back and when to be involved. It is the children who come up with the ideas, and it is the children who are finding happiness in nature and cin connecting to it "how do we save our planet if we've never had anything to do with it?" Rebecca asks. I agree wholeheartedly.
Lisa, who trained with 'Bush Connections' at Randwick TAFE had an interesting story to tell, which I would like to leave you with. She remembered a little boy at the preschool who was very knowledgeable about creepy crawlies such as insects and spiders. He always had information to share with the group, was able to explore answers to questions and showed a great interest in the natural world. One day she found a spider in the garden. She captured it, secured it in a jar and brought it to the child, assuming he would be excited and interested. She was amazed at his response. He put his hand up, shook his head and loudly stated "No, no. I don't need to see it. I have read about it in a book!"
Yes book learning and the availability of electronic information is fantastic! But let's give children the gift of finding joy and excitement in the three dimensional world of nature. This YouTube clip explains that it is our love of nature, not information of its loss that moves us. Please have a look and share: https://m.youtube.com/watch?v=BvIdwOEzreM
I wish to thank Rebecca and the staff at John Brotchi for welcoming me and my colleague Sylvana to Bush School. It was a great way to put many of my uncertainties aside, to put in place one of the last pieces of the puzzle. The puzzle won't be completed until I see it happen in Western Sydney, so keep tuned in. I hope to see it happen one day soon.
If you'd like to know more about John Brotchie Nursery School here is a link to their website
http://johnbrotchie.nsw.edu.au
No comments:
Post a Comment