Patterning: The Seasons
The cognitive tool of patterning allows us to recognize repeating similarities and coordinating occurrences in a way that can be grouped.
The pattern I've chosen to re-approach is that of the four seasons: fall, winter, spring, and summer. More specifically, I am interested on the affects of the seasons on outdoor learning in early childhood education. Seasons are such a natural pattern (if you are in a climate that is conducive to four distinct seasons, that is). In the Waldkindergarten model, students actively engage with the outdoors no matter the season or weather. The pattern of seasons can be both helpful and a hinderance, it just depends on how one (and the educational model utilized) embraces them.
To break down the pattern of the seasons, I would have students take a close look at the natural events that happen in each season that are specific to said season. An optimal example is that of wintertime--it can be both a highly engaging winter wonderland and an icy, barren expanse. As a Minnesotan living in Connecticut, I am a huge supporter of all-weather outdoor education, especially in winter. Being able to think about an otherwise desolate, chilled season as full of natural change provides many educational opportunities. Thus, to re-imagine the season of winter, I would facilitate the study of hibernating animals, animal tracking, the observation of snowflakes (and perhaps studying the production of snow), and perhaps the study of how other cultures handle winters.
The understanding of these natural patterns, and the ability to re-imagine and break those patterns down, opens up more possibilities for engaging with nature--despite inclement weather (provided there are safe conditions). Being able to pull out aspects of each season that can truly engage and captivate a young audience is key. Thinking about the seasons also has me thinking about other overarching aspects of being a human in a natural world: the five senses, wondering what animals do in each season (does it mirror our behavior? Why or why not?), and how weather happens . Even an activity as simple as cloud watching could have eye-opening possibilities if repeated and studied during each season.
It also opens up the options of bringing outdoor education into a more global context--that of comparative learning against other climates, continents, and countries. How are seasons handled elsewhere, by different communities? What is the same, and what is different?
Seasons are an unavoidable pattern, and embracing each season has the capacity to be a cornerstone to outdoor learning in early childhood education.
The pattern I've chosen to re-approach is that of the four seasons: fall, winter, spring, and summer. More specifically, I am interested on the affects of the seasons on outdoor learning in early childhood education. Seasons are such a natural pattern (if you are in a climate that is conducive to four distinct seasons, that is). In the Waldkindergarten model, students actively engage with the outdoors no matter the season or weather. The pattern of seasons can be both helpful and a hinderance, it just depends on how one (and the educational model utilized) embraces them.
To break down the pattern of the seasons, I would have students take a close look at the natural events that happen in each season that are specific to said season. An optimal example is that of wintertime--it can be both a highly engaging winter wonderland and an icy, barren expanse. As a Minnesotan living in Connecticut, I am a huge supporter of all-weather outdoor education, especially in winter. Being able to think about an otherwise desolate, chilled season as full of natural change provides many educational opportunities. Thus, to re-imagine the season of winter, I would facilitate the study of hibernating animals, animal tracking, the observation of snowflakes (and perhaps studying the production of snow), and perhaps the study of how other cultures handle winters.
The understanding of these natural patterns, and the ability to re-imagine and break those patterns down, opens up more possibilities for engaging with nature--despite inclement weather (provided there are safe conditions). Being able to pull out aspects of each season that can truly engage and captivate a young audience is key. Thinking about the seasons also has me thinking about other overarching aspects of being a human in a natural world: the five senses, wondering what animals do in each season (does it mirror our behavior? Why or why not?), and how weather happens . Even an activity as simple as cloud watching could have eye-opening possibilities if repeated and studied during each season.
It also opens up the options of bringing outdoor education into a more global context--that of comparative learning against other climates, continents, and countries. How are seasons handled elsewhere, by different communities? What is the same, and what is different?
Seasons are an unavoidable pattern, and embracing each season has the capacity to be a cornerstone to outdoor learning in early childhood education.