Synthesizing
Part 1
Creativity is the key to educational interconnectedness. As Robert and Michèle Root-Bernstein state in Sparks of Genius, “Education must focus on the trunk of the tree of knowledge, revealing the ways in which the branches, twigs, and leaves all emerge from a common core (M. & R. Root-Berstein, 2001). Knowledge, as suggested in this quote, acts as the trunk to learning—the rest of the tree’s beauty and expansion comes from creativity in both educational inquiries and results. This metaphor not only struck a chord with me personally, but also lends itself beautifully to my semester-long topic of choice: the importance of nature in early childhood education.
At the start of the semester, I wrote the following as my topic proposal, having faith in its results but not yet knowing the path:
In kindergarten, exploration is everything. The mentor teacher that I worked with last year had Waldorf training, and utilized bits and pieces of it to integrate the wonder of nature in our classroom. Connecting children with nature (while raising awareness of themselves in relation to their surroundings) resulted in beautiful connections we saw bloom throughout the year. That sort of free exploration, from creating a nature table inside the classroom, to taking long walks to tracking animal prints, gave each student a way to experience our campus and the ecosystem that surrounds it. I'm fascinated by the power that nature has over children (wild behavior on windy days, restlessness in the wintertime), and equally intrigued by the connection students find with nature.
Now being on the other side, I have confidence that I fulfilled the duty of exploring how to make this topic creative in every way, in every interaction. I began with the trunk: basing my lessons and ideas off of knowledge and experiences. Then I added the branches, twigs, and leaves through multifaceted creativity explored over the course of the semester. Let’s begin.
Perceiving
In terms of perception, I understand it as one's grasp on a situation. To be more precise--perception is how we experience our reality. The following is an exercise to illuminate this cognitive tool.
The rain starts to fall as the students and I sit quietly, absorbing the imagined feeling of drops while remaining in our cozy classroom. We perceive the storm to be real, aurally looming but physically absent. Then, the video is shown, and our perception shifts. Watching this time, I admire the fluid movements and sounds created by this chorus. We now perceive the reality, which was not what we had imagined.
This adventure in perception of a natural event sparks wonder and curiosity—can we make a storm ourselves? Can our feet, too, sound like thunder when we jump on the rug? This experience in perception sparks inquiries and makes some of the students ponder what other natural noises humans can make. It continues.
Perception, inside and outside this activity, can be a creative tool used to harness attention and curiosity. Its implementation is boundless, applying to many aspects of early childhood education curricula.
Patterning
The cognitive tool of patterning allows us to recognize repeating similarities and coordinating occurrences in a way that can be grouped. Patterning facilitates the development of creativity through making connections. As stated in Sparks of Genius, “The striking thing about pattern forming is not the complexity of the elements that are combined, but the cleverness and unexpectedness with which the combinations are made” (M. & R. Root-Berstein, 2001). This statement is particularly apropos when working with small children, as they are unexpected in nature and have imaginations that can run wild; harnessing that energy way may lead to new patterns and connections that I, as an educator, may not have seen otherwise.
In a lesson, nature-infused patterning could make for an organic and engaging math lesson. By using sea glass, pinecones, and twigs as counting tools, math suddenly becomes pertinent to the outdoors! Creating patterns with bits of nature not only lends itself to a beautiful lesson, but also might help children facilitate the understanding that patterns are everywhere, even out on the walk to recess.
Abstracting
The cognitive tool of abstraction is the process of breaking something down into metaphorical or literal comparisons. Nature walks are the perfect activity for abstracting. Not only are they developmentally appropriate for early childhood education, but nature walks can also spark wonder in an organic way.
Abstracting a nature walk allows for a certain amount of rhythm, the movement of feet shuffling through leaves or little legs hopping over logs. There is also a feeling of nature being the ultimate source of discovery, which I find to be very grounding for children (and adults, for that matter). For children who are over-stimulated at home and school with activities, responsibilities, and technology, free play in the outdoors seems the ultimate anecdote. By tuning to nature and tapping into the unknown, magical abstractions can take place. On page 155 of Sparks of Genius, the following is stated: “There was poetry in the way she saw the world... By the time I was 5, our small yard encompassed a parallel universe." Abstracting a nature walk has that same power, the innate ability to create a parallel universe--one where nature communicates lessons, sights, and sounds to us through ways we can only be attune to if we really take the time to notice.
Embodied Thinking
Embodied thinking is akin to "feeling it in your bones." Embodied thinking is a way of intuitively experiencing something that registers anatomically with heightened alertness. Embodied thinking transcends the boundaries of our senses; instead, it encompasses them.
When sedentary in a classroom, it is hard to imagine much success with nature-related embodied thinking. Yet—it can be done. For my Module 5 activity, I elected to write a poem about a red fox in the wintertime. I thought about the facts I know, the sensations I would experience, and went with my gut instinct. Through this poem, I was able to map movement in descriptive terms. I had to do more than just imagine what a fox would do; I really tried to be the fox in my mind's eye.
An activity that could work with embodied thinking and winter animals is to have each child think of their own animal in winter. The child could act it out for the class, provide visual and verbal cues, and the rest of the students could guess what the embodied creature was. That way, each child is tapping into their empathy and understanding of bodily cues. Having a multi-sensory activity such as this would undoubtedly connect with otherwise unharnessed creativity.
Modeling
Modeling is the creation of a form that embodies an idea or concept in a way that it is physically articulated and accessible.
At the start of the semester, I wrote the following as my topic proposal, having faith in its results but not yet knowing the path:
In kindergarten, exploration is everything. The mentor teacher that I worked with last year had Waldorf training, and utilized bits and pieces of it to integrate the wonder of nature in our classroom. Connecting children with nature (while raising awareness of themselves in relation to their surroundings) resulted in beautiful connections we saw bloom throughout the year. That sort of free exploration, from creating a nature table inside the classroom, to taking long walks to tracking animal prints, gave each student a way to experience our campus and the ecosystem that surrounds it. I'm fascinated by the power that nature has over children (wild behavior on windy days, restlessness in the wintertime), and equally intrigued by the connection students find with nature.
Now being on the other side, I have confidence that I fulfilled the duty of exploring how to make this topic creative in every way, in every interaction. I began with the trunk: basing my lessons and ideas off of knowledge and experiences. Then I added the branches, twigs, and leaves through multifaceted creativity explored over the course of the semester. Let’s begin.
Perceiving
In terms of perception, I understand it as one's grasp on a situation. To be more precise--perception is how we experience our reality. The following is an exercise to illuminate this cognitive tool.
The rain starts to fall as the students and I sit quietly, absorbing the imagined feeling of drops while remaining in our cozy classroom. We perceive the storm to be real, aurally looming but physically absent. Then, the video is shown, and our perception shifts. Watching this time, I admire the fluid movements and sounds created by this chorus. We now perceive the reality, which was not what we had imagined.
This adventure in perception of a natural event sparks wonder and curiosity—can we make a storm ourselves? Can our feet, too, sound like thunder when we jump on the rug? This experience in perception sparks inquiries and makes some of the students ponder what other natural noises humans can make. It continues.
Perception, inside and outside this activity, can be a creative tool used to harness attention and curiosity. Its implementation is boundless, applying to many aspects of early childhood education curricula.
Patterning
The cognitive tool of patterning allows us to recognize repeating similarities and coordinating occurrences in a way that can be grouped. Patterning facilitates the development of creativity through making connections. As stated in Sparks of Genius, “The striking thing about pattern forming is not the complexity of the elements that are combined, but the cleverness and unexpectedness with which the combinations are made” (M. & R. Root-Berstein, 2001). This statement is particularly apropos when working with small children, as they are unexpected in nature and have imaginations that can run wild; harnessing that energy way may lead to new patterns and connections that I, as an educator, may not have seen otherwise.
In a lesson, nature-infused patterning could make for an organic and engaging math lesson. By using sea glass, pinecones, and twigs as counting tools, math suddenly becomes pertinent to the outdoors! Creating patterns with bits of nature not only lends itself to a beautiful lesson, but also might help children facilitate the understanding that patterns are everywhere, even out on the walk to recess.
Abstracting
The cognitive tool of abstraction is the process of breaking something down into metaphorical or literal comparisons. Nature walks are the perfect activity for abstracting. Not only are they developmentally appropriate for early childhood education, but nature walks can also spark wonder in an organic way.
Abstracting a nature walk allows for a certain amount of rhythm, the movement of feet shuffling through leaves or little legs hopping over logs. There is also a feeling of nature being the ultimate source of discovery, which I find to be very grounding for children (and adults, for that matter). For children who are over-stimulated at home and school with activities, responsibilities, and technology, free play in the outdoors seems the ultimate anecdote. By tuning to nature and tapping into the unknown, magical abstractions can take place. On page 155 of Sparks of Genius, the following is stated: “There was poetry in the way she saw the world... By the time I was 5, our small yard encompassed a parallel universe." Abstracting a nature walk has that same power, the innate ability to create a parallel universe--one where nature communicates lessons, sights, and sounds to us through ways we can only be attune to if we really take the time to notice.
Embodied Thinking
Embodied thinking is akin to "feeling it in your bones." Embodied thinking is a way of intuitively experiencing something that registers anatomically with heightened alertness. Embodied thinking transcends the boundaries of our senses; instead, it encompasses them.
When sedentary in a classroom, it is hard to imagine much success with nature-related embodied thinking. Yet—it can be done. For my Module 5 activity, I elected to write a poem about a red fox in the wintertime. I thought about the facts I know, the sensations I would experience, and went with my gut instinct. Through this poem, I was able to map movement in descriptive terms. I had to do more than just imagine what a fox would do; I really tried to be the fox in my mind's eye.
An activity that could work with embodied thinking and winter animals is to have each child think of their own animal in winter. The child could act it out for the class, provide visual and verbal cues, and the rest of the students could guess what the embodied creature was. That way, each child is tapping into their empathy and understanding of bodily cues. Having a multi-sensory activity such as this would undoubtedly connect with otherwise unharnessed creativity.
Modeling
Modeling is the creation of a form that embodies an idea or concept in a way that it is physically articulated and accessible.
Modeling provides students an accessible and tangible way to explore. By implementing a Nature and Wonder Table (shown above) in an early childhood classroom, it encourages students to experience free play on a small scale. It also inspires children to interact with whimsy and nature in a way they may not otherwise do. I believe Nature Tables are suitable for any and all classroom settings in early childhood education, but especially in ones where the student body could benefit from being reunited with Mother Nature in an organic and interactive way.
Why? Children need a creative space to explore their surroundings while using their imagination. When cooped up and over-scheduled, that sort of free play and organic exploration that is so key to a flourishing childhood (and love of education) is paramount.
Playing
Playing is where the magic truly happens. The cognitive tool of play allows for an intuitive, multidimensional learning experience. Play "returns us to the presymbolic drives of gut feelings, emotions, intuition, and fun from which creative insights stem, thereby making us inventors" (M. & R. Root-Berstein, 2001). In the case of kindergarten, play allows students a free-form way to experience unknowns on their own terms. Play is a tool best facilitated by imagination.
To make the students feel welcome, I would put on the following puppet show, starring the three gnomes shown above, and here.
Play: A Welcome-to-Waldkindergarten Puppet Show
Elder Gnome and the Starry Night Sky
Welcome to Waldkindergarten! I say, as the children come to join me on the rug. It's the first day for these 5 and 6-year olds. All are on their best behavior (due to nerves) and come prepared with their rain pants and jackets. After the puppet show and snack time, we will head outside--despite the forecast of showers. Nature is where we do our best learning.
The story begins.
This is the tale of elder gnome and the starry night sky. Elder gnome (blue hat, red cape) was very wise; he had many stories of lessons past. He often shared them with the two younger gnomes. Since he was older, he had more experience finding his way out of the woods. You see, the three brother gnomes are just like our class: they go outside no matter the weather.
Elder gnome takes center stage against a backdrop of a starry night sky, the two younger gnomes (1: orange hat, brown cape; 2: purple hat, teal cape) sit at the wooden stools (see right) listening to elder gnome around a campfire.
Edler gnome: Look at the stars, brother gnomes. Do you ever wonder what's out there?
Brother gnome 1: I do. I wonder how far away those stars are.
Brother gnome 2: I do too. I wonder what it would feel like to touch a star.
Elder gnome: Well, I have neither measured the distance nor held a star for myself, but I can tell you of a time when the mystery of the sky led me away, and then home.
. . .
A little while ago, I was out collecting sticks and twigs in the forest to build us a splendid fire for the eve. I began to wonder what was deep within the forest, so my journey took me far away from both of you, brother gnomes. The sun began to set, but still I wanted to know more--the forest was showing its beauty and I felt like I had only just begun. Then, before I knew it, night had fallen. I was alone, with an armful of twigs, deep in the forest. The night was clear, and the moon was full. The darker the sky, the more the moon and the stars shone.This is what led me home. Armful of twigs, I thanked the moon for providing me with light. Although I could not see the path ahead, the twinkle in the sky and the glow above made me feel safe. Rain began to fall, and I was glad that the sky helped me come home. My curiosity had led me a bit too far that night, and I now know it was not safe to go that far out alone. The stars remain a mystery to me, but now you know--the night sky can always be counted on.
Following the closing of this puppet show, a brief discussion takes place. Ideas pulled from the puppet show are as follows: learning from nature, sticking with a buddy, being curious, using light as a guide, asking questions, staying safe (amongst others).
Later, when we go outside, two girls and a boy decide to act out this puppet show. This is an incredible part of Waldkindergarten--immersion in the classroom, and synthesis outside. All in the form of play.
In closing, these seven cognitive tools form the branches on our tree of education. With these tools and their infinite possibilities, the magic of nature in early childhood education can be reached. By creating a multi-dimensional classroom experience, the twigs and leaves come naturally. The many facets of a truly creative educational experience lead to wonderful, meaningful lessons that allow each child an opportunity for their imagination, and creativity, to grow.
Why? Children need a creative space to explore their surroundings while using their imagination. When cooped up and over-scheduled, that sort of free play and organic exploration that is so key to a flourishing childhood (and love of education) is paramount.
Playing
Playing is where the magic truly happens. The cognitive tool of play allows for an intuitive, multidimensional learning experience. Play "returns us to the presymbolic drives of gut feelings, emotions, intuition, and fun from which creative insights stem, thereby making us inventors" (M. & R. Root-Berstein, 2001). In the case of kindergarten, play allows students a free-form way to experience unknowns on their own terms. Play is a tool best facilitated by imagination.
To make the students feel welcome, I would put on the following puppet show, starring the three gnomes shown above, and here.
Play: A Welcome-to-Waldkindergarten Puppet Show
Elder Gnome and the Starry Night Sky
Welcome to Waldkindergarten! I say, as the children come to join me on the rug. It's the first day for these 5 and 6-year olds. All are on their best behavior (due to nerves) and come prepared with their rain pants and jackets. After the puppet show and snack time, we will head outside--despite the forecast of showers. Nature is where we do our best learning.
The story begins.
This is the tale of elder gnome and the starry night sky. Elder gnome (blue hat, red cape) was very wise; he had many stories of lessons past. He often shared them with the two younger gnomes. Since he was older, he had more experience finding his way out of the woods. You see, the three brother gnomes are just like our class: they go outside no matter the weather.
Elder gnome takes center stage against a backdrop of a starry night sky, the two younger gnomes (1: orange hat, brown cape; 2: purple hat, teal cape) sit at the wooden stools (see right) listening to elder gnome around a campfire.
Edler gnome: Look at the stars, brother gnomes. Do you ever wonder what's out there?
Brother gnome 1: I do. I wonder how far away those stars are.
Brother gnome 2: I do too. I wonder what it would feel like to touch a star.
Elder gnome: Well, I have neither measured the distance nor held a star for myself, but I can tell you of a time when the mystery of the sky led me away, and then home.
. . .
A little while ago, I was out collecting sticks and twigs in the forest to build us a splendid fire for the eve. I began to wonder what was deep within the forest, so my journey took me far away from both of you, brother gnomes. The sun began to set, but still I wanted to know more--the forest was showing its beauty and I felt like I had only just begun. Then, before I knew it, night had fallen. I was alone, with an armful of twigs, deep in the forest. The night was clear, and the moon was full. The darker the sky, the more the moon and the stars shone.This is what led me home. Armful of twigs, I thanked the moon for providing me with light. Although I could not see the path ahead, the twinkle in the sky and the glow above made me feel safe. Rain began to fall, and I was glad that the sky helped me come home. My curiosity had led me a bit too far that night, and I now know it was not safe to go that far out alone. The stars remain a mystery to me, but now you know--the night sky can always be counted on.
Following the closing of this puppet show, a brief discussion takes place. Ideas pulled from the puppet show are as follows: learning from nature, sticking with a buddy, being curious, using light as a guide, asking questions, staying safe (amongst others).
Later, when we go outside, two girls and a boy decide to act out this puppet show. This is an incredible part of Waldkindergarten--immersion in the classroom, and synthesis outside. All in the form of play.
In closing, these seven cognitive tools form the branches on our tree of education. With these tools and their infinite possibilities, the magic of nature in early childhood education can be reached. By creating a multi-dimensional classroom experience, the twigs and leaves come naturally. The many facets of a truly creative educational experience lead to wonderful, meaningful lessons that allow each child an opportunity for their imagination, and creativity, to grow.
Part 2
Creativity makes education into a tree of sorts. Imagine this: the base knowledge you gain through learning is the trunk. Creativity then lets your branches, twigs, and leaves all come to educational fruition.
Now, imagine that in an early childhood classroom. Nature infused, this metaphor makes all the more sense! In an early childhood classroom filled with organic exploration and creative endeavors, unique learning experiences will be around every bend. Through using the cognitive tools of perception, patterning, abstraction, embodied thinking, modeling, playing, and synthesizing--these children will truly bloom.
From nature walks, to rain in the classroom, to being a snow hare, to learning about the stars through the eyes of three brother gnomes… this educational experience will undoubtedly be eye-opening and awe-inspiring for both you and your young explorer.
Part 3
"Nature-infused early childhood edu has its roots in creativity. Help your child grow their edu trunk strong, and allow them to truly bloom!"
Creativity makes education into a tree of sorts. Imagine this: the base knowledge you gain through learning is the trunk. Creativity then lets your branches, twigs, and leaves all come to educational fruition.
Now, imagine that in an early childhood classroom. Nature infused, this metaphor makes all the more sense! In an early childhood classroom filled with organic exploration and creative endeavors, unique learning experiences will be around every bend. Through using the cognitive tools of perception, patterning, abstraction, embodied thinking, modeling, playing, and synthesizing--these children will truly bloom.
From nature walks, to rain in the classroom, to being a snow hare, to learning about the stars through the eyes of three brother gnomes… this educational experience will undoubtedly be eye-opening and awe-inspiring for both you and your young explorer.
Part 3
"Nature-infused early childhood edu has its roots in creativity. Help your child grow their edu trunk strong, and allow them to truly bloom!"