Ueto ast leis |OlOEa ON aT 9 eee ters wld nature experiences Elements, 1 e 3 4 Program Geale, Program focusis | *Program focusie | * Goals aro *Goals for the Curriculum, Practices on academics child development | fecused on child | program are ual goals for ECE and ‘Teacher drocted | ¢Mixofteacher and | development, and | Integrated, both EE where nature isthe ‘+Féw nature topics, | child directed some nature child development central organizing concept, | but basic ones .e. | #Some nature Child conteress and EE Programi child centered, | teaves changing) | topics are Nature topics are | + Play bosed, play and inquiry based incorporated inquiry based and | chid-focused often ‘Nature is canta concept of curriculum Staffing ‘Director and ‘Teachers are ECE, | *Teachers with | « Director and ‘Teachers roles facitator | teachers have bathave visting | | backsrounce teachers have and stained in both only ECE ree | naturals in ECE or EE beckground in ECE and EE where FD ie oxpertae *PDisellomed, but | worktegatrerto | both ECE and EE supported and teachers | #PD isnot mini combine axzertse | ¢PD is supported cultivate own interest in Supported in classroom ‘Teacher a= ature ‘Teacher directed facilitator nature guise Environment ‘indoor arees do | + Indoor area ‘Indoor area * Classroom is Indoors is infused wth notinelude nature | sometimes includes natural | infused with nature and natural ight. | @ Outdoor area includes nature | materials nature, animale, Outdoors includes nature | traditional ‘*0uidoorarea_—_| ¢ Outdoor area plants, and natural Play and diverse habitats for | playground contains gardons | as notural play | light features butno wild areas * Outdoor natural play areas and vorse habitats Nature Center Programs not at +Program has ‘+ Progratm has a ‘Program is at @ Resources include access | nature centerand | accasstoacity | reletionshio with a | nature center and to naturalists, special hasno access to | park or other nature center that | has access 16 all programs, animals, nd those resources | natural toa that | provides weakly | resources evalable arifacts they visit monthly | programming at | ¢ Nature center Leadership supports ‘or searonally sither ste leadership the nature preschool : supports PD philosophy and PD ‘and preschool philosophy Parents & Community ++ Poor parent Fair parent *Good parent ‘Excellent parent Communication with ‘communication | communication | communication | communication paronts of Benafts of No family (tmg) mg) Gms) nature, Family programs, programs or Annual family | #2 family programs | # Seasonal femily sharing nature-based teacher workshos | program ‘Conference pres | pragrams ‘ppreach + Wiling to share ‘Educator workshops Best Practices in Nature-Based Early Childhood Education <=. 223,MIU tea al seg LOCC Nett tg Section I: Program Goals, Curriculum Practices Indicators: if 2 a 4 Program Goals ‘Program focusas | #Program focus | *Goale are *Goals of the Dual goals for both ‘en arly literacy | ison child fecused on child | program ae child development and ‘end math development development integrated, both conservation values, based | +Teacher directed | eMix of teaches | with sorne nature | chil development on high-quality practices of || # Topics aro and child-diected | engagement and conservation ECE and EF, goundedin | leaned by direct | taming ‘+Prmariy chid valor whale sustainable practices insteucton and | #Mixofplayand | directec chil focus memoration| directinstrucion | ¢Some topics are | #Place-based No sustainable — | #1 sustainable learned tough | orientation practices orin practice evident*™ | play Play based, child planning stage +2 sustainable directed practices evident* | «integrated leaming guided by interest 1634 sustainable practices evident! Curriculum ‘Nature included as | #Mix of local ‘+ Focus on nearby | # Authentic Central organizing concept | partofascience | and nonlocal ature play and | experiences isnature, based on local, | corererother | ratureincluded | engagement ‘ate locally and seasonal, authentic limited area not | in cassroom ‘Authentic seasonally based experiences, academically | available at all activities experiences ‘sWeekdy themes? integrated, leaming inthe | times) Units of study a evident — units of study ‘context of weality No "choice time" | are mixoflocal” | some projacts projects aro nature- provided for seasonal and other | in response 19 based fnsicde and children to choose | *"Choice time” children’s interests | outside) activtios inwhich | forchiérenis | #"Choice time" | ¢*Choice time" is topanicipate provided for25% | is provided for largo part (51% of indoor class 26-50% of indoor | armors) of the time or less class time indoor time ‘+ Experientaly ‘based activities Program Practices ‘Dey stansinside | Start dayinside | ¢Startdayinside | #Begin the dey Start ouside, child inated, | *Daly outdoor time | Daily outdoor time | ¢ Daly, unstuctured | outside unstructured nature play, isupto 15% of | 15-30% ofelase | outdoor time ‘Daly, unstructured ‘exploration in wild areas, class time time in matual area ‘outdoor te in| inquiry based ‘No hikes in semi | *Visit natura 30-45% ofclass | natural areais at wild areas habitat once a time least 453 of the ‘Nature is present | month Viet natural lass tiene Wiabooksand | Science invohws | habitats atleast | Daily hikes to videos direct teaching | _oncea week explore ina variety Use of worksheots | primary ‘inquiry-based cof natural habitats science, (wild areas) ‘*Chldren reflact on their experiences! documentation ‘inquiry based activites sPojectbased leaming present *cramples of sustainable practices incide csing real plates, utensil cloth napkins, ecycing, cemposing, ao baci ete 224 > Patti Ensel BailieYUU els Ul aa 191g LOR ol cue eu ured Section Il: Staffing Indicators 1 2 3 4 | Teachers Role ‘sigachere direst | Teacher ‘Teachers ‘Teachers provide Zathente engogemant teaming and providemonthly | provide weekly | "daly opporuntios of teacher facltatr, provdesmat | Spporuniies fr | Gpporunites for | for criecontred provides‘nature time" for | mount ofrature | payinnatur | ployinnaturl | lerring trough Ghidren and playinnatual | time etherindoors | environments | environments | ployin natural environments oroutdoors +Stafshowe some | #Stof chow ‘nwonmerts s‘Stafdoesnot | "camfora/natuwe | moderato Sta shows show comfor wt | immersion comfort wranure | "confor w tatu immersion | by wearing immersion by | nature immersion (eg, ecko! mostvsussble | weoing utable | byskessng fuibe outdoor | oundcorcothng, | Sutdooreting, | speropratly Costing, door | intoracing wth” | interacing forthe weather, hot neract tho natal wath nara intecing sith natura envronmentin | enviermentsin | with natural envionment) Tay" Paya ‘vironments in sTeachors complain | +Toachor do nat | ¢Teachor ate St ways aboutthe weather | "complain bout or | “rnosty postive | eToochers express praise the weather | about the weather | positive aspects of te weather ‘and communicate these to the chien Professional Development | # eachershave litle | + Teachers are ‘Teschershave | ¢ Teachers have Cultivation of awn Interest in nature | intrested in caltivated on cultivated own interest in nature, visit and do notattend | nature but do interests ia nature | interests in nature, ‘model programs, attend workshops or noteultivate own | “and attend Visit medel workshops and taining trainings lated to | intorestsandrarely | workshopsand | programs and to develop ECE andor nature topies attend worishops | trainings elated | Sttend workshops EE kl frtrainings related | tonature atleast | and trainings at tonature topics | once ayear least twice a year Formal Education Teachers not sTeachershave | +Teacharshave | # Directrs and Directors and teachers are | trainedin either | either ECE or either ECE orEE | teachers have trained in both ECE and ECE or FE EE background — | background and | formal taining EE with an integration of | e Teachers appear | with the oth both dscipines | in ECE and EE methods disinterested in| discipline not fare reprosented in| and are able work envionment | represented in the | the cdassroom to integrate classroom the methods ‘associates with each *Branyoles ng ith natal envrermentsnclude Wing onthe gourd, alan leaves catching msec, picking up wotms, ‘etching: "rogs, suming over logs, planting and/or harvectna gardens tapping maple Voss, et Best Practices in Nature-Based Early Childhood Education <8. 225VU Rest aa (el OLSEN Ta Tet Section Ill: Environment Paes indicators 1 2 3 4 Indoors sNopeturliight | sLittenaturalight | *Some netural ight | #Plenty of windows Nature is infused into all | Difieulttransition | +No door to Easy ransiton to | and natural ight areas ofthe classroom, two outdoors outside from utdooes, burnet | Dor fom case plenty of natural light, +Few natural classroom from dastroom | room to outdoors ‘wood and natural motericls, | materiale “Photos ofratural | #Natual materials | Natural materials animals and plarts sPlasvefumishings | materia in two areas ofthe | presentin all areas and toys ‘Smal, dedicated | classroom of the classroom #No plants or space includes | « Primarily wood and reflects ‘animals inthe natural materials | furnishings, but | variety of nature classroom Mix f plasticand | some plastic (rot stereotypes) +Nonaturetbssed | wood furnishings | * One plantand | ¢Animal puppets, books ‘sEthorplonts or | animslimthe ‘manipulatives, ‘animals in the elassroom dramatic play assroom, butnot | #Somebooks ae | baad on nature bot nature based ‘Diverse textures! + Few books are eant-based colors nature bated *Organied pay areasicolletions ‘Wood and natural furnishings wo or more plants and animals in the classroom Most books are nature based/field ‘guides present Atleast? of tha 2bove ae evident) Outdoors ‘Traditional ‘Traditional #Notraized ‘*ardervquiet eae Netural pay ares with playground with | playground with | outdoor area wth | ¢Sensony ch loose part, climbing areas, | simpleclimbing | sometreesand | some traditional | environment digging sand and sol, structures, buthos, sand area, | playground ‘All natural objects ‘gardening, water sandbox, few water table ‘equipment (loose parts, natural features Trees, bushes, Including logs, sand are, sticks, roeks, ete ‘gardens, mater | ¢ Trees fr climbing table ‘*Sand and sil for Loose parts digging include loge end | «Water footure sticks “Logs for balancing ‘Hills and open spaces Diverse Habitats Will areas of natural habitats for exploration ‘outside ofthe play are=— woods, prairie, wetlands ponds, otc. “+No access to natural habitatst ‘outside play area ‘Access to 1 netural habitat® nearby to explore ‘Access to 2 natural habistet nearby 40 explore *Voriety of trees, planes and wife to intact with ‘shocess to 3+ natural habats® nearby 10 explore *Stovardenip to and introduce balance “Examples of natural habitats clude pon, ves wetlare, marsh, meso, fel prae,lake/ncech, woodands, etc 226 A> Patti Ensel BailieNATURE CENTER PRESCHOOL: Comprehensive Self-A: Seuss sis Section IV: Nature Center Resources Indicators 1 2 a 4 Naturalists Utle regular ‘Naturalist visits | eNotralst visits | «Naturalis visits Naturalists provide special | interaction with | seasonally and fonce a month and | atleast once a programs and regularly naturalists brings animals for | brings animals for | week and hikes Schaduled visits to classes | «Faw special special programs | special programs | withthe chtiren; progam Visitincludes an outdoor activity ‘*Special programs atleast mice a month Special programs! ‘Limited habitats | +Yearlyfield vip to | *Seasonalfield | Diverse habitats, Resources Few extra nature certerfor | tip to natwe greenhouses, Such as maple sugaring, resources special program | conterfarspecial | apiary rotors, ropio's, animals, gardening, | #Few special We maple program (.a.fall | sugathoure, callectons, greenhouses, | programs offered | sugering or animal | hike, winter animal | gardens, ete etc program end hike) | tacks, spring available as part maple sugaring) | ofthe program onaite Animale & Artifacts ‘tittle accessto | Yearly seceseto | +Collections of | #Collections of ‘Access to wild and ‘nimalsor anifts | natural arvfacts | nature arstacte nature artifacts dlomestc animals and through natwe availa though | aalisbla on an nature atlects for trunks that are nature runk on a | ongoing basis to education borrowed monthly basis support seasonal ‘Wild and domestic | *Wid and domestic | nature topics animals seen _anieals oon, such as bed parts, daring seaconal | “on field trips animals bones, naturalist vist or | seasonally or bird nests, 00 year field vip naturalist visits soeds, etc monthly + Wid and domestic animals avaiable fon 3 regular - basis to support programs Best Practices in Nature-Based Early Childhood Education ®. 227DVN Kets Misia (etn (LoVe orn ee UST EN Cees ale aT Section V: Parents and Community Indicators a 2 3 4 Parents ‘No parent manual | Parent manuat | #Parontmanval | #Parane manual Close communication and | ¢nireauent provided, but provided™ prowdad" education with porents newsletter or Incomplete Seasonal parent | +Monthy prent of bonetts of nature for recoureo ist sAorwal parent — | newsettor nowaloter young cilren, sources | #Nlo parentteacher | _newsetae +erthly pons | #Wooky epons for porents to erovide conferences ‘Seasonal epors | "of classtoom of clossoom nature experiencesfor | *No parent ol elassroom actives activites to their chien vworahops setiviien ‘Two porent! parents sLicle +One parent! seocher Seasonal (3 documentation | teachorconforence | conferences par |" parenvteachor per year your Eonferences + One parent Two parent + Seasonal parent worthop utnat | "workshops (ne on | "workshops of onnatue nature) Bonet ef mate Prove for cicren documentation | «Photo doaumone ‘ation of projects posted Family Programs ‘Ho family dey | #One fry ‘wo fomily Seasonal (3) Seasonal programe allow | waite program paryear | programs peryear | femily programe Chidren to share nature | #No family Burmightnotbe | wthone focured | (sl mature oaeoc) ‘sith the otes gatherings foamed on nature | on nature suchas ow hikes, camping, catching frogs or insets Sharing Knowledge *Noeducator | + One workshop por | *Two workshops’ | Seasonal 3} Program modes loses year foreduestors | per yearfor workshops appropriate nature-based | ¢No volunteer inthe community. | sdueatorsin the | provided for fly chidhood practices | calender cnvarioustopies | community where | educator in forother educators andisa_| *Nocommunity | (notnecessanly | one isfocused en | the community resource forthe community | calendar ature) providing nature | toloar about ‘Volunteer calendor | foryoung chidren | nature-based foropporuntes | Volunteer calendar | aporeach roveliteer foropportunives | +Volunteer calendar occasionally ro volunteer for opporunties ‘sie conection | monthly tovobinteer tothe community | +Connectiont | weekly is apparent the communityis_ | « Connection to through a alendar | the community is evident (clerder, notices, community eps vist, et) weather ae *Parynt manual pelle mission etatrsent and program philosopy lated to nature and appropriate clothing to wear for ha 228 > Patti Ensel Bailie