A photographic inquiry into Reggio inspired natural outdoor environments in Ontario early learning settings

This qualitative study explores the translation of Reggio principles in 20 Ontario natural outdoor early learning settings. Through visual research methods, digital images revealed the translation of the following principles: the image of the child, the environment as a third teacher and the hundred languages of children in the outdoor environments. Moreover, nature was a predominant element in two ways. First, nature was incorporated in the curriculum and natural spaces. Second, half the sites committed to connecting children to nature through frequent excursions in local green areas. This research positions the potential for practice in creating outdoor early learning spaces by merging both the principles of nature-based education and Reggio inspired pedagogy, in considering compatibility with the Ontario Early Years Framework. This research addresses the current gaps in the literature pertaining to quality outdoor environments, and provides recommendations for a proposed Outdoor Pedagogy for the Early Years.

A photographic inquiry into Reggio inspired natural outdoor environments in Ontario early learning settings

This qualitative study explores the translation of Reggio principles in 20 Ontario natural outdoor early learning settings. Through visual research methods, digital images revealed the translation of the following principles: the image of the child, the environment as a third teacher and the hundred languages of children in the outdoor environments. Moreover, nature was a predominant element in two ways. First, nature was incorporated in the curriculum and natural spaces. Second, half the sites committed to connecting children to nature through frequent excursions in local green areas. This research positions the potential for practice in creating outdoor early learning spaces by merging both the principles of nature-based education and Reggio inspired pedagogy, in considering compatibility with the Ontario Early Years Framework. This research addresses the current gaps in the literature pertaining to quality outdoor environments, and provides recommendations for a proposed Outdoor Pedagogy for the Early Years.

Using Mobile Technology to Engage Children With Nature

The efficacy of a mobile application to increase connectedness to nature and impart flora/fauna/ecological knowledge was assessed in 747 children in three separate and distinctive parks: a wetland, a prairie grassland, and an indoor tropical garden. The mobile application was developed with place-based education in mind. At each park, children were randomly assigned to one of three groups. One group of children toured the park using an application on a mobile device with their chaperones, another group toured the park with an environmental educator and their chaperones, and a third group toured the parks with a paper map and their chaperones. Results showed that the mobile application was just as effective at connecting children to nature as more traditional ways of non-formal environmental education, but the mobile application offered additional benefits such as higher ratings of fun.