incorporating

Nature in kindergarten

The Context and Question:

During the first few weeks of the kindergarten school year, teachers
noticed children finding natural materials on the playground and holding them close as keepsakes. These pieces of nature were treasured
items to the children, and extremely special. This observation grew
teachers to develop the question of, How can the incorporation of
nature into the kindergarten curriculum and classroom enhance childrens learning experience? Focusing upon this question is what lead
this nature investigation in the kindergarten classroom, and dive deeper into understanding why nature is important to young learners.

The Provocation:
The children were first introduced to the natural materials in the block
area. When children were not in the classroom baskets of leaves,
rocks, sea shells, and sea glass were placed in the block area space.
As children walked over to the block area they began building with
the blocks on the shelves, not noticing the baskets of natural materials. After about five minutes, one child accidentally stepped into one
of the baskets looked down and asked, Hey what are these? This is
when I explained these were pieces of nature brought into our classroom to use in our play. Children took a closer look and asked,Are
these real leaves? Hey I see some rocks and sea shells, those are
from nature! This was the beginning moment of incorporating nature
into the kindergarten classroom.

Finding Natural Materials:

The very next day children were curious if they could go outside and
search for more natural materials for the collection. At recess I brought
a bucket outside and the children and I searched for natural materials
such as, recently fallen leaves, sticks, and acorn caps. The children
began noticing the differences between the leaves they found, shape,
size, and color. We then brought the collection into the classroom and
these were all placed in the baskets in block area. During math centers children were encouraged to build at blocks with the use of the
natural materials they discovered.

Observation Station:
A space in the classroom was created to encourage children to look
more closely at the natural materials discovered on the nature walk
outside. When children chose this space during center time, teachers
documented what the children did and said while there. Many children
noticed how the leaves have roots and stems. At the observation
station there are images of leaves with the names, to assist children in
identifying the leaves of different trees. Children used these images as
resource tools in discovering the names of the leaves and stating, I
know I have a oak tree at my house because the leaves look just like
that (while pointing to the oak leaf picture). and I know its a maple
tree this leaf if from (holding up a maple leaf and matching it to the
maple leaf picture).

Incorporating Nature into Mathematics:

Math In Focus is the curriculum used in the kindergarten classroom to
provide teachers with a map of learning encounters and goals in regard to mathematic instruction. After reviewing the upcoming weeks
various lessons, my cooperating teacher and I wanted to create a
math center choice that discussed the Math In Focus objectives
through the use of natural materials. The week really focused upon
using the language of same," different," and identical to further
childrens comparison of objects and numbers. After discussing with
children what these vocabulary words meant, we then began to look
more closely at our natural materials to distinguish what was the
same, different, or identical. Children used magnifying glasses to
take closer looks and would say, These rocks are different! One is
big and one is small, so they are different. Then after looking more
closely at the same two rocks children talked together about what
also makes them the same, These rocks both have cracks in them
so they are the same. The conversation amongst children only grew
once they began identifying similarities and differences, and noticing
how two things can both be similar but also different. Children were
then identifying leaves that were the same because of the tree in
which they originated from, while looking at the Observation Station
leaf images. These are two maple leaves and they are the same!
The mathematical exploration evolved even more when children were
working in math centers. Children would be offered acorn caps, rocks,
or sticks to use for counting, writing numbers, and representing numbers. The children began to see that the natural materials could be
used as tools to help them with their mathematical thinking.

Incorporating Nature into Creative Expression and Art:

Once children had the opportunities to explore and play with the natural materials in the classroom, it seemed fitting to extend childrens
learning with these materials. As a teacher, I want the children to see
natural materials as another tool to assist in the learning process. To
help children expand upon the ways that they can use objects to extend their learning, I wanted to provide provocations that would guide
them into further explorations. I read the book Leaf Man by Lois Elhert
to the children just after recess, and children began noticing how the
illustrations had the leaves create turkeys, fish, turtles, orchards, and
people. Later that afternoon teachers noticed one child working quietly
in the Observation Station. She had created Leaf Mans Cousin who
had a strong body built from leaves, acorn caps, rocks, and sticks.
This creation inspired more children to come to the station and create
characters out of natural materials.

Leaf Mans Cousin by Natalie

Following the childrens lead of creative expression through natural

materials, I read Look What I Can Do With A Leaf! by Morteza E. Sohi.
This only inspired the children to become more intrigued with the idea
of creating characters out of natural materials. During center choice
time children were invited to an area that had black paper, leaves,
and twigs. Children sat down and used the large black paper as mats
and began creating a character out of the natural materials. Once
children were feeling accomplished and proud of their creation, I then
provided children with glue containers and paint brushes. The children
then began gluing their creation to the black paper they once used as
a mat.

A Butterfly by Jacob

Mr. Swimmer the turtle by Mark

A Sea turtle by Owen and Ezra

Incorporating Nature into Literacy:

As the children were creating their leaf characters, teachers noticed
children telling the story of their creation. Children would explain why
they created the character, the characters name, and what the character liked to do. Teachers begun working with children one-on-one
and asking children to share the story of their leaf creations. As children dictated the story, teachers documented their words on the
computer. Each childs character and the story were hung in the hallway and displayed. Once taken from the walls, the children created a
big classroom book. Each childs creation was a page in the large
book and placed in the classroom library to read.

During journal writing, teachers noticed some children struggling with

the beginning stages of choosing an idea to write and draw about.
Children would sit down with their journal, have a pencil in hand, and
stare at the blank page. To assist children in brainstorming different
ideas to write about, teachers created story stones. The story stones
were created by painting images on rocks and then placed in a basket for children to access. When noticing a child staring at a blank
journal page, teachers bring out the story stones and welcome children to choose a stone and write a story about it. This has helped
children develop creative writing skills. As time went on, children decided that they wanted the story stone basket to remain near the journal chart, that way if they need help they could walk up and pick a
stone. This direction lead by children allowed for the class to take
ownership in their learning and brainstorm a way for all children to
access the stones. Every morning the story stones are on the journal
chart table ready to go and children use them as needed.

Incorporating Nature to Assist Children with Self Regulation Skills:

In the kindergarten classroom there are times where children need a
space to assist them in calming their bodies and preparing for the
next part of their day. This is what lead to the creation of the sensory
table and natural materials in the classroom. Children had been using
the natural materials in many areas of development for weeks, so the
addition of natural materials in the sensory table flowed easily with the
curriculum established. This sensory contained sand, sticks, and
rocks. The focus of this space in the classroom had changed to become a quiet area where children can independently come to when
they are needing additional support for self regulation. This was a
space where children respected the area for quiet play.

Teacher Reflection:
Learning Tools Matter
Reflecting upon the childrens experiences of utilizing natural materials
to guide learning, I have broadened my teaching resources and understanding of how to use different materials to support and facilitate
learning. Nature is an incredibly special and powerful concept to
young children, and incorporating nature into the kindergarten curriculum allowed for children to embark on a learning experience that was
meaningful to them. The children had an instant connection to the
natural materials and using these manipulatives to further their learning
allowed children to take pride and ownership in their work.
Utilizing the natural materials in math to develop the concept of same
and different, transformed this learning encounter from any ordinary
lesson to a preferred activity. This made me realize that the manipulatives and learning tools I choose make a difference in how children
perceive learning. Since the natural materials were objects children
were familiar with, this allowed for children to dive deeper into the
concept of what makes things similar or what makes them different,
while noticing that two things can both be similar and different.
Nature is a cultivating and important aspect of childhood, and incorporating these materials in learning and classroom instruction has
proven to be valuable. Children are engaged in the activity when natural materials are utilized and they relate to their prior experiences with
these materials, allowing for learning to occur in multiple settings.