Nurturing Children’s Appreciation of Nature
I can nurture children appreciation of nature by advocating for approaches and measures that focus on empowering children by enhancing knowledge development, engaging them emotionally reflection and critical thinking that help them develop a sense of civic and personal responsibility toward the environment. The main reason for using this approach is to enable children to learn to be actively involved in taking part in environment management and involvement. By doing so, it would help children to connect more directly with the environment (Early Childhood Forum, 2003).
I would also encourage children to free choice learning, for example, engage them on walking in game reserves and national parks and camping, visiting gardens and zoos that can help them appreciate the nature. Through impacting these experiences to children, they can be able to exercise extensive degrees of control and choice over the why, when and what of learning (Reimer, 2014). Also, I would promote and enhance direct experiences to the children. Fleer and Pramling (2015) state that it is essential for children to be engaged in outside exploration that can help them in making sense of their surrounding and establish an independent sense towards the environment.
I would include communities, role models, and families to help in impacting knowledge concerning the environment to the children. Having teachers, community members, parents and other role models that have the interest in managing the environment can help children to take natural interest and later apply for the environment protection (Dekker, 2010). Also, I can nurture children by focusing or targeting on actual issues in the society that can act as evidence to the children.
Dekker, J. J. 2010. Educational ambitions in history: Childhood and education in an expanding educational space from the seventeenth to the twentieth century. Frankfurt am Main: Lang.
Early Childhood Forum. 2003. Quality in diversity in early learning: A framework for early childhood practitioners. London: National Children”s Bureau.
Fleer, M., & Pramling, N. 2015. A cultural-historical study of children learning science: Foregrounding affective imagination in play-based settings.
Reimer, E. C. 2014. The Service Environment in Relationship-based Practice: “It’s Like a Community”. Children Australia, 39(01), 25-33. doi:10.1017/cha.2013.37