“When children walk in nature, they grow roots into the Earth and wings for their spirit.”
Unknown
Today, we had our snack in the garden, allowing the children to experience a different environment. When we were eating, they noticed the fish in the pond, so we got closer to observe them. The children asked why the fish stayed near the waterfall. This curiosity also kept me wondering.
Aspen: ” Maybe they are afraid of us?”
Reese: “Maybe they are looking for their mommy!”
After that, Jaxon crouched at a table and suddenly exclaimed, “Look! There’s a spider!” The others quickly gathered around.
They spotted a small spider sleeping in the center of its carefully spun web.
“Why is the spider here?” Ava asked, tilting her head in wonder.
“How does it make its web?” Aspen added, wanting to examine the complicated web.
I encouraged them to share their observations, and they debated whether the spider’s family all lived on the same web.
Later, the children naturally began to play the statue game. Watching them engage with the space naturally left a deep impression on me, reminding me of what my mentor taught me, which is that creating opportunities for children to connect with the land in their own ways provides a chance for them to practice their ability to connect to the space.
This moment relates to the principles in the BCELF, particularly the emphasis on fostering children’s relationships with place and community. The framework highlights that children are not separate from their environment but are active participants in it. As they interact with their surroundings, they engage in holistic learning that encompasses mind, body, and spirit (Atkinson, 2019).
However, during the statue game, some children noticed others struggling to climb up on the poles. Instead of focusing on their play, they began offering help, showing where to place their hands and feet, and encouraging each other with kind words. This collaboration transfers the activity into a teaching of empathy and teamwork. As educators, we supported their efforts, highlighting the importance of caring for and learning from one another.
Reflecting on this moment with the BCELF’s emphasis on relationships and connection. By recognizing and responding to their friends’ needs, the children practiced empathy in their learning process (Atkinson, 2019). The activity also represents the framework’s principle that children can contribute to their communities, reinforcing the idea that learning is a relational and reciprocal process.
As we continued exploring, the children discovered the wet ground, which prevented them from rolling on the grass. After that, they found a puddle, where they exited to explore and stem on. They also observed falling leaves and eagerly collected the largest ones, amazing at their textures and shapes.
When we got back, we passed through a bridge where the thick reed grass was too lush to cover the path, and the branch was naturally bent down, transformed into a tunnel, creating a sense of adventure for us.
This is my first walk, and I aim to engage them with their environment and strengthen their bonds with each other, so I chose a slow walk and a nearby place as my first walk. I hope to focus on the small things on the road that we used to ignore. Enhance their curiosity and awareness about the world. Through this experience, the children demonstrated how empathy and exploration can coexist, fostering contribution and curiosity.
References
- Atkinson, K. (2019). British Columbia Early Learning Framework.