What is a Nature-based Preschool? | ¿Qué es un preescolar basado en la naturaleza?
/Nature-based preschools are proliferating across the country (Dennis, Wells, & Bishop, 2014). Preschools that adhere to a naturalistic approach to early childhood education offer rich experiences that help children make a connection with the natural world through an outdoor classroom. Nature-based outdoor classrooms provide a learning environment that fuses quality early childhood education and play in a naturalistic setting. These cutting-age classrooms can be found in urban, suburban and rural locations alike. The learning materials found in these classrooms are natural, open-ended, and renewable (Dennis, Wells, & Bishop, 2014). Examples of play materials found and used in a naturalistic environment are pine cones, acorns, sticks, leaves, pebbles, and stones, among others.
Outdoor classrooms provide developmentally appropriate, hands-on, inquiry-based programs where children feel connected with nature and with each other. Furthermore, these classrooms offered ample opportunities for discovery, learning, curiosity, investigation, and wonder. Children construct their knowledge through exploration and daily encounters with nature. Parents and educators know that children love to learn about animals, plants, water, dirt, seeds, shadows, rain, mud, and anything else they can find in their school playground or their very own backyard.
The North American Association for Environmental Education (NAAEE) suggests that nature-based preschools should possess the following: 1) Nature is the central organizing concept of the program, 2) nature-based programs are based on developmentally appropriate practices and environmental education, and 3) uses the natural world to support both the child as a whole and the natural environment.
In conclusion, nature-based preschools offer a naturalistic setting in which children are more relaxed, engaged, focus, and overall happy. These types of programs provide children opportunities to experience the changing seasons and the life cycles of the living things around them while providing ample opportunities for creativity and wonder.
Recommended resources:
Cultivating Outdoor Classrooms, Designing and Implementing Child-Centered Learning Environments by Eric Nelson
Learning Naturally, Collection 1, Nature Explore Program and Outdoor Classroom Project
North American Association for Environmental Education at naturalstart.org (guide on how to create an outdoor classroom)
Learning is in Bloom, Cultivating Outdoor Explorations by Ruth Wilson
Learning with Nature by Claire Warden
Lens on Outdoor Learning by Wendy Banning and Ginny Sullivan
References:
Dennis, Jr., Samuel F., Alexandra Wells, and Candace Bishop (2014). “A Post-Occupancy Study of Nature-Based Outdoor Classrooms in Early Childhood Education.” Children, Youth and Environments 24(2): 35-52. Retrieved [November, 2017] from: http://www.jstor.org/action/showPublication?journalCode=chilyoutenvi.
Los preescolares basados en la naturaleza están proliferando en todo el país (Dennis, Wells, & Bishop, 2014). Las centros preescolares que se adhieren a un enfoque naturalista de la educación ofrecen experiencias enriquecedoras que ayudan a los niños a conectarse con el mundo natural a través de un aula al aire libre. Las aulas al aire libre, o “outdoor classrooms” como se les conoce en inglés, proporcionan un entorno de aprendizaje que fusiona la calidad de la educación temprana y el juego en un entorno naturalista. Estas aulas al aire libre se pueden encontrar en las zonas urbanas, suburbanas y rurales por igual. Los materiales de aprendizaje que se encuentran en estos salones son naturales, abiertos y renovables (Dennis, Wells, & Bishop, 2014). Ejemplos de materiales de juego encontrados en un entorno naturalista son piñas, bellotas, palos, hojas, guijarros y piedras, entre otros.
Las aulas al aire libre ofrecen programas basados en la investigación, apropiados para el desarrollo, donde los niños se sienten conectados con la naturaleza y entre ellos. Además, estas aulas ofrecen amplias oportunidades para el descubrimiento, el aprendizaje, la curiosidad, la investigación y la maravilla. Los niños construyen sus conocimientos a través de la exploración y los encuentros diarios con la naturaleza. Los padres y educadores saben que a los niños les encanta aprender sobre animales, plantas, agua, tierra, semillas, sombras, lluvia, lodo, y cualquier cosa que puedan encontrar en el patio de su escuela o en el patio de su casa.
La Asociación Norteamericana para la Educación Ambiental (NAAEE por sus siglas en inglés) sugiere que los centros preescolares basados en la naturaleza deberían poseer lo siguiente: 1) la naturaleza es el concepto organizador central del programa, 2) los programas basados en la naturaleza se basan en prácticas apropiadas para el desarrollo y educación ambiental, y 3) utiliza el mundo natural para apoyar tanto al niño integral y al entorno natural.
En resumen, las escuelas preescolares basadas en la naturaleza ofrecen un entorno naturalista en el que los niños están más relajados, comprometidos, concentrados y en general felices. Estos tipos de programas brindan a los niños la oportunidad de experimentar las estaciones cambiantes y los ciclos de vida de los seres vivos a su alrededor, a la vez que brindan amplias oportunidades para la creatividad y la maravilla.
Recursos recomendados:
Cultivating Outdoor Classrooms, Designing and Implementing Child-Centered Learning Environments by Eric Nelson
Learning Naturally, Collection 1, Nature Explore Program and Outdoor Classroom Project
North American Association for Environmental Education at naturalstart.org (guide on how to create an outdoor classroom)
Learning is in Bloom, Cultivating Outdoor Explorations by Ruth Wilson
Learning with Nature by Claire Warden
Lens on Outdoor Learning by Wendy Banning and Ginny Sullivan
Referencias:
Dennis, Jr., Samuel F., Alexandra Wells, and Candace Bishop (2014). “A Post-Occupancy Study of Nature-Based Outdoor Classrooms in Early Childhood Education.” Children, Youth and Environments 24(2): 35-52. Retrieved [November, 2017] from: http://www.jstor.org/action/showPublication?journalCode=chilyoutenvi.
