Module 9 Discussion

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University of British Columbia *

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Communications

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Jun 24, 2024

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docx

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Section 1: Children and the natural world Amidst the inflation affecting all products in Canada, there is one cost-free entertainment tool for children – nature. Herrington et al. shed light on the fact that "in Canada and the U.S., the amount of outdoor space allocated for each child enrolled in full-time care has remained unchanged since 1980." However, the evolution of safety regulations regarding play equipment has had a detrimental impact, reducing the space available for skill development and play. As an ECE, I aspire to be part of a school that prioritizes play with nature over conventional play structures. I hope the curriculum will enable me to foster this play and exploration, leading to heightened curiosity and a stronger connection with nature among the children. A relevant study by Herrington et al. (n.d., p.9) revealed that play structures remained unoccupied a staggering 87% of the time and were only used for their intended purpose a mere 3% of the time. This research should be at the forefront, highlighting the significance of allowing children to engage with nature rather than relying solely on plastic play equipment. In an Early Childhood Education and Care (ECEC) setting, I envision and value the flexibility to conduct classes outdoors in various weather conditions, exemplifying that one can still appreciate nature even on cloudy or rainy days, particularly here in the lower mainland. Moreover, it is crucial to ensure that all children, regardless of any barriers they may encounter, can participate in these outdoor experiences. Although the approach might vary for children with disabilities compared to their peers without disabilities, offering equal opportunities and experiences for all remains essential. While this might involve a bit more planning and time, you must consider the accessibility of the space and the means of reaching it. It is advisable to visit the location to assess its suitability and plan accordingly, ensuring a smooth experience without interruptions (Child & Nature Alliance, n.d.). It is essential to understand that the objectives may vary in this context. For children with disabilities, the focus could be on pure enjoyment, providing a sensory experience, or offering a different learning environment outside of the traditional classroom setting. Section 4: Children and the Learning Environment A conducive learning environment is vital in fostering a child's focus and interest in learning, which is paramount. An essential aspect to consider is the learning setting itself. Within the UBC Faculty of Education, a remarkable project is known as The Intergenerational Landed Learning Project (ILLP). This initiative allows children to learn from Indigenous people about their practices and ways of knowing, including sustainable living and survival skills, on the beautiful UBC Farm property. I firmly believe that this program enables children to develop a profound connection with our land and nature, leading to a heightened appreciation for the earth's invaluable gifts. This program offers much more than just knowledge about the land's capacity to provide for us; it also imparts essential skills to children. Children can develop a deeper appreciation for our
environment and a more profound connection with nature by learning practical and sustainable skills. The program's hands-on approach further enriches their understanding and allows them to experience firsthand the wonders and intricacies of the natural world. As a result, they grow into individuals who value and respect the land and actively preserve and cherish it for future generations. McCue (2015) speaks wonderfully regarding Kristin Webster's work to implement the teaching of the mistreatment that went on in the First Nations' history. Upon reading the article, it has provided me with an outlook that I did not see previously. While I think it is essential to teach children the history, I think it needs to be done at an appropriate age where children can understand the severity of the mistreatment and not scare them. While the article discusses using "language to talk about it in a way that we don't frighten them," I think toddlers and young children can fully understand what has transpired. I could see the harmful effects of hearing about residential schools, thinking this could happen at elementary school and not understanding the difference between the two. References Child & Nature Alliance. (n.d.).  KNOW YOUR "WHY."  https://childnature.ca/wp-content/uploads/2020/09/T.O_13_EN_Key-points_- Supporting-Children-with-Disabilities_Exceptionalities-Outside.pdf Herrington, S., Lesmeister, C., Nicholls, J., & Stefiuk, K. (n.d.).  C an informational guide to young children's outdoor play spaces . https://www.childcareoptions.ca/wp-content/uploads/2016/07/7-Cs-Document.pdf Intergenerational Landed Learning Project. (n.d.).  About | Home | Intergenerational Landed Learning on the Farm . Landedlearning.educ.ubc.ca. Retrieved July 18, 2023, from https://landedlearning.educ.ubc.ca/about/ McCue, D. (2015, September 27).  Vancouver daycare teaches toddlers about Indian residential schools . CBC. https://www.cbc.ca/news/indigenous/vancouver-daycare-teaches- residential-schools-1.3243358
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