UNL Virtual Lecture Series - Dr. Julie Ernst
Holly Hatton
Author
03/25/2024
Added
18
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Description
Next in our virtual lecture series: Supporting Optimal Development Through Healthy Environments! This series is brought to you by the UNL Grand Challenges Planning Grant: Advancing Cutting Edge Research and Practices to Increase Access and Use of Green Space and Outdoor Play in Early Childhood Settings and organized by a cross-disciplinary group of cognitive, developmental, architecture, and design researchers. The purpose of this series is to educate our research community about emerging ideas and findings for how different aspects of the physical environment may shape development. We will be hosting researchers throughout the semester, and you can find our current schedule below.
Lecture Title: Flourishing in Nature: An Unfolding Research Adventure
Julie Ernst is a professor at the University of Minnesota Duluth, in the Department of Applied Human
Sciences. She earned her Ph.D. at the University of Florida’s School of Forest Resources and
Conservation, with an emphasis in environmental education research and evaluation. She has
formerly served as an education specialist for the National Park Service and U.S. Fish and Wildlife
Service and as a public affairs specialist for the USDA Forest Service. She serves as the director of
the Master of Environmental Education program, as well as the program coordinator for the Childhood
Nature Studies undergraduate major. Ernst has been pursuing a “Flourishing in Nature” research line
over the last decade, studying the impact of nature play and nature preschool on young children
Searchable Transcript
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- [00:00:00.120]Have First Americans names
- [00:00:02.010]that originate that have reference to water.
- [00:00:05.888]And so for any of you who don't know,
- [00:00:07.980]Minnesota is a Dakota word
- [00:00:09.840]that refers to something like the reflection
- [00:00:12.300]of the sky in the water.
- [00:00:13.440]And so if you've ever heard the term
- [00:00:15.660]the land of the sky blue waters,
- [00:00:17.100]that is an approximate translation.
- [00:00:20.430]And, of course, Nebraska is an Oto word
- [00:00:24.330]that means flat water.
- [00:00:28.034]So yes, so we have the common roots of states
- [00:00:31.470]that have First Americans names
- [00:00:33.360]that make reference to water, so.
- [00:00:36.627]It's 11:05 and we are really excited
- [00:00:39.660]to learn from you today.
- [00:00:41.460]Dr. Julie Ernst is joining us.
- [00:00:43.710]And she's a professor at the University of Minnesota Duluth
- [00:00:47.060]in the Department of Applied Human Sciences.
- [00:00:50.100]She earned her doctorate at the University of Florida
- [00:00:52.560]School of Forest Resources and Conservation
- [00:00:55.200]with an emphasis in environmental education research
- [00:00:58.440]and evaluation.
- [00:01:00.000]And she formally served as an education specialist
- [00:01:02.520]for the National Park Service
- [00:01:04.020]and the U.S. Fish and Wildlife Service,
- [00:01:06.360]and as a public affairs specialist
- [00:01:07.980]for the USDA Forest Service.
- [00:01:10.290]She serves as director
- [00:01:11.850]of the Master of Environmental Education Program,
- [00:01:14.250]as well as the program coordinator
- [00:01:15.540]for the Childhood Nature Studies undergraduate major.
- [00:01:19.560]Dr. Ernst has been pursuing
- [00:01:21.090]a Flourishing in Nature research line over the last decade,
- [00:01:24.120]studying the impact of nature play
- [00:01:26.100]and nature preschool on young children.
- [00:01:27.960]And I should note,
- [00:01:29.250]with respect to those two academic programs
- [00:01:32.940]that also, in addition to this really vibrant research,
- [00:01:37.350]applying that in ways that are supporting the development
- [00:01:42.420]of adults who will support children in nature.
- [00:01:45.540]So thank you so much for joining us today.
- [00:01:47.190]You're welcome, you're welcome.
- [00:01:49.710]Thank you.
- [00:01:51.420]It looks like I might not be able to share my screen
- [00:01:54.000]or I've been disabled.
- [00:01:55.020]Is that possible?
- [00:01:57.390]Matt, I think somehow, Katie became co-host.
- [00:02:02.940]There, now you're a co-host again, Julie.
- [00:02:05.310]Okay, I'll try that again.
- [00:02:15.150]All right, is that sharing?
- [00:02:16.950]Can y'all see that?
- [00:02:18.360]Yes, well, good morning, and thank you.
- [00:02:21.420]Thank you for this invitation,
- [00:02:22.860]and I'm so excited to be a part of the learning
- [00:02:26.580]that may happen as this unfolds.
- [00:02:28.710]And I'm excited to go back
- [00:02:29.760]and look at some of the prior webinars too
- [00:02:31.950]and what a great partnership that you have underway.
- [00:02:34.377]And that was sharing a little bit about your work.
- [00:02:36.450]So that's very exciting.
- [00:02:38.550]And I also want to acknowledge the expertise among you,
- [00:02:43.350]just, I recognize names and faces
- [00:02:46.620]and so I just wanna acknowledge the work
- [00:02:48.780]that you're all doing and that the expertise
- [00:02:50.610]that you bring to this as well.
- [00:02:53.040]I recognize Firdevs in the virtual space.
- [00:02:56.670]She was a visiting doctoral student from Turkey.
- [00:03:00.300]So wonderful to see your name and picture, Firdevs.
- [00:03:05.850]And so with that, I also wanted to just mention appreciation
- [00:03:11.460]and acknowledge our wonderful research partners
- [00:03:13.890]that I've been so lucky to work with up
- [00:03:16.080]in our northern part of the state.
- [00:03:18.960]Not only have they provided the photos
- [00:03:20.850]that you'll see in the presentation today,
- [00:03:23.190]they've been just wonderful collaborators
- [00:03:25.140]over the last decade or so.
- [00:03:27.040]And I just feel really lucky to be in a part of the state
- [00:03:29.670]that is so active in supporting young children
- [00:03:33.330]and children in general through nature.
- [00:03:36.780]Some of our programs have been around now almost 10 years,
- [00:03:39.960]possibly longer.
- [00:03:40.920]I'm trying to think of the dates that they started.
- [00:03:43.410]And so they've been around long enough
- [00:03:45.300]to refine their practice
- [00:03:47.040]and to really be co-thinkers and co-partners.
- [00:03:51.870]They have helped generate research questions,
- [00:03:54.030]they've opened up their sites for data collection
- [00:03:56.220]and for student learning.
- [00:03:57.210]And so just really fortunate to have their partnership
- [00:04:01.770]in the mix.
- [00:04:04.350]And my plan for today is just to step back briefly
- [00:04:06.589]to share a bit about the context,
- [00:04:08.670]and then from there, give an overview
- [00:04:10.440]of some of the work that I've done
- [00:04:12.360]in terms of studying the impact, but spend a bit more time
- [00:04:15.780]on just sort of sharing some of my lingering thoughts
- [00:04:18.897]and ponderings because you seem like a good thought group,
- [00:04:21.840]and so I'd welcome your discussion and thoughts
- [00:04:24.720]in the mix of that as well.
- [00:04:27.630]But in terms of that context and just stepping back briefly,
- [00:04:31.440]prior to this line of research,
- [00:04:33.540]I had been working to study impact
- [00:04:36.210]of school-based environmental education programs
- [00:04:38.940]in K-12 schools and looking at kind of programs
- [00:04:41.910]that had longer term repeated
- [00:04:45.660]and kinda systemic forms
- [00:04:48.090]of environmental education happening and what led teachers
- [00:04:51.060]to be able to use that approach in education.
- [00:04:55.200]And from there, I kind of transitioned into thinking
- [00:04:58.440]about and studying what influenced teachers' practices,
- [00:05:03.870]what their perceptions were of outdoor learning spaces,
- [00:05:06.450]and kinda migrated into looking at early childhood teachers
- [00:05:10.050]as well in that mix.
- [00:05:11.400]But really, the impetus for this shift
- [00:05:13.200]in my research line happened
- [00:05:14.850]as a part of an instructional shift.
- [00:05:17.250]I was teaching a new course
- [00:05:18.510]that was called "Young Children, Nature,
- [00:05:19.920]and Sustainability."
- [00:05:21.510]And as part of that course,
- [00:05:22.680]I was designing in field observations
- [00:05:25.740]where students would go out
- [00:05:27.030]and experience what was happening
- [00:05:29.490]in our, kind of new at the time, nature preschools.
- [00:05:32.790]And I remember going along on one of the visits
- [00:05:35.250]to a school that I hadn't been to yet,
- [00:05:37.020]it's Wind Ridge Schoolhouse in Duluth,
- [00:05:39.090]if any of you are familiar with the Duluth area.
- [00:05:42.270]And as I exited the schoolhouse,
- [00:05:45.088]and as we were heading out onto the trail,
- [00:05:47.880]I was really struck by the words
- [00:05:49.710]that were painted above the schoolhouse door
- [00:05:52.260]and was brave, kind, hardy, and free.
- [00:05:55.620]And at that time, I had two young daughters,
- [00:05:57.480]and it just really like caused me to pause
- [00:06:00.030]and think like, oh my gosh,
- [00:06:01.350]like that's what I would love for my daughters
- [00:06:03.870]as they grow up and head out into the world.
- [00:06:06.990]And I was thinking a lot about like,
- [00:06:08.550]what is it that I'm parenting toward,
- [00:06:10.680]or what are we teaching toward?
- [00:06:12.870]And even in the students that were a part of this course,
- [00:06:15.420]like what was I trying to kind of orient them
- [00:06:19.050]toward thinking about these bigger questions
- [00:06:21.060]about what kind of people does this world need
- [00:06:24.780]and what are we hoping our children grow
- [00:06:27.990]to, you know, be calm in their contributions and such?
- [00:06:31.710]And so that morning,
- [00:06:33.540]proceeded on out of the schoolhouse store and onto the trail
- [00:06:36.434]and I tagged along as these little ones
- [00:06:40.230]were out for about two hours on their morning adventure.
- [00:06:43.710]And the morning started off cool,
- [00:06:45.960]and one by one, they were warming up
- [00:06:48.210]and without, you know, asking like, "Can I take my coat off?
- [00:06:51.840]Can you hold my gloves?"
- [00:06:53.190]They just knew what to do.
- [00:06:54.180]They knew how to kinda keep track of their things.
- [00:06:58.230]They would get chilly,
- [00:06:59.220]and they would go find a rock outcropping
- [00:07:02.160]and sit to warm up for a little bit.
- [00:07:03.990]And like the whole hike,
- [00:07:05.520]I never heard any whining or complaining,
- [00:07:07.770]and I kept thinking like, "Oh my gosh,
- [00:07:09.090]if those are my kids on the hike,"
- [00:07:10.860]they'd be like, "Can you carry me?
- [00:07:12.150]I'm hungry."
- [00:07:13.170]And I was just like, "Oh my gosh,
- [00:07:14.730]these children are so capable."
- [00:07:17.310]And it just really like, "Yes, those words are brave,
- [00:07:20.220]and hardy, and free, and kind, kindness being shown."
- [00:07:23.760]And I was just so moved by that kind of programming,
- [00:07:27.300]and it got me thinking more about not just like the approach
- [00:07:31.200]and the like how to do that,
- [00:07:32.970]but like what's happening through these programs.
- [00:07:35.610]And so what I kind of, you know, walked away from that visit
- [00:07:39.690]and others in that sort of early period of time
- [00:07:41.970]was just this notion of like these children are flourishing.
- [00:07:45.360]They are joyful, they are thriving, they are capable,
- [00:07:48.870]they're hardy.
- [00:07:50.010]And it just really like resonated with me this concept
- [00:07:52.590]of like this aliveness.
- [00:07:55.410]One of the educators,
- [00:07:56.550]the same program that I was mentioning, Wind Ridge,
- [00:08:00.030]she wrote in a Facebook post that toward the end
- [00:08:02.790]really like highlights what I picture,
- [00:08:05.010]and I think of this flourishing concept.
- [00:08:07.014]She talks about this pulsing energy of being alive,
- [00:08:10.320]being capable and hardy, being full of hope and happiness.
- [00:08:13.950]And I thought, you know, "Oh my gosh,
- [00:08:15.678]you know, couldn't we have that for all children
- [00:08:18.510]in their early years as a part of their education
- [00:08:20.850]and their growing up?"
- [00:08:21.750]And she just writes so beautifully,
- [00:08:23.850]and it reflects like the beauty of her program
- [00:08:25.920]about, you know, giggling at the frozen eyelashes
- [00:08:29.040]and the Frigidaire and joyful sounds of play,
- [00:08:31.980]and warming up, and running in and out
- [00:08:34.140]for cups of tea, and such.
- [00:08:36.210]And so this notion of flourishing
- [00:08:37.560]kind of caused my research line
- [00:08:39.990]to take a bit of a pivot toward really honing in
- [00:08:43.260]on what was happening in some of these beautiful programs
- [00:08:46.680]that are surrounding us up here in Duluth.
- [00:08:49.710]And so the Flourishing in Nature line began,
- [00:08:52.620]I would say roughly maybe eight-ish, eight to 10 years ago.
- [00:08:57.270]And over the course of a period of years,
- [00:08:59.640]I would pick out constructs that either would emerge
- [00:09:03.330]from the early childhood educators
- [00:09:05.280]that were in these programs
- [00:09:07.440]or would be concepts that kind of made sense
- [00:09:10.170]in the context of sustainability,
- [00:09:12.510]and also I hoped would resonate
- [00:09:14.550]with the early childhood kind of school-based audience
- [00:09:17.580]that, you know, wanted to see children
- [00:09:19.920]being ready for school.
- [00:09:20.850]And so trying to find sort of like a overlap of outcomes
- [00:09:24.180]that would be of interest to a variety
- [00:09:26.640]of those that had, you know, an interest
- [00:09:30.240]in outcomes and such.
- [00:09:32.910]And so in this set of studies,
- [00:09:35.550]there are a variety of constructs, a variety of measures.
- [00:09:38.190]Some of them were direct measures, direct assessments
- [00:09:40.920]that would be administered individually to children.
- [00:09:43.800]So Firdevs helped me with the curiosity study
- [00:09:47.730]where we used a curiosity drawer box
- [00:09:49.850]and assessed curiosity using this kind of box
- [00:09:53.940]that had all sorts of different drawers with little toys.
- [00:09:56.370]And we'd record what children did with the toys,
- [00:09:59.190]and how quickly they opened boxes,
- [00:10:00.810]and how quickly they moved on to explore new toys and such.
- [00:10:05.130]Other assessments were things
- [00:10:07.590]that either the teacher completed
- [00:10:09.300]through observations of children.
- [00:10:11.880]The executive function is a app-based instrument
- [00:10:15.570]that's developed out of one of the labs at the U of M.
- [00:10:19.110]So it was like a computerized
- [00:10:20.400]or an iPad-based direct assessment.
- [00:10:22.890]So a variety of assessments.
- [00:10:24.780]And in each of these studies,
- [00:10:26.430]we were looking at comparisons between nature preschools,
- [00:10:30.150]all of which at the time were private nature preschools.
- [00:10:33.120]And then the control group
- [00:10:34.920]was really more of a baseline comparison
- [00:10:37.230]of what we might expect
- [00:10:38.790]through high quality, non-nature-based
- [00:10:41.760]early learning programs with, you know, qualified teachers
- [00:10:45.000]that were established,
- [00:10:46.350]you know, that represented quality early learning,
- [00:10:49.410]again, as more of a baseline than a true control group.
- [00:10:53.460]And by and large, certainly, there was some nuances,
- [00:10:56.112]but in general, this set of studies as a whole
- [00:11:00.120]seemed to suggest that students or children preschoolers
- [00:11:03.930]in these nature-based programs were exceeding peers
- [00:11:08.340]that were in a non-nature-based high-quality programs.
- [00:11:12.939]And there's a variety of ways that we can frame
- [00:11:15.690]and think about why this may be the case.
- [00:11:18.390]And some of you probably could much better explain some
- [00:11:21.720]of these than I and probably have studied these yourself.
- [00:11:25.050]But you know, we oftentimes think
- [00:11:26.610]about the affordance theory, and this little clip here,
- [00:11:28.920]this video clip shows children huddled around a girl
- [00:11:34.830]who happened to have a skirt that got hung up on a stick
- [00:11:37.920]as she was crawling down through this play fort.
- [00:11:41.250]And so just this opportunity
- [00:11:42.840]to have a piece of clothing get stuck on something
- [00:11:45.120]like a stick brought in peers to help solve.
- [00:11:48.180]And while I don't have the sound on,
- [00:11:50.250]just like the conversation is so rich
- [00:11:52.200]and the language being used to try and come up with ideas
- [00:11:55.770]and the opportunity to work together
- [00:11:57.609]and help, you know, all sorts of things that nature affords
- [00:12:01.560]through the different things
- [00:12:02.940]that children encounter in nature.
- [00:12:06.360]We have sort of related theories
- [00:12:08.730]or hypotheses, I should say, the biophilia kind of related
- [00:12:12.090]to the psycho-evolutionary work
- [00:12:14.760]where we think about this innate
- [00:12:17.280]and maybe even hardwiring tendency
- [00:12:19.650]to have an affinity toward nature
- [00:12:21.270]or to have that resonate with us
- [00:12:23.130]and bring out joyful experiences,
- [00:12:25.470]and we certainly know the connections
- [00:12:27.180]that positive emotions and joyfulness can bring
- [00:12:30.480]to learning or minimal stress and so on.
- [00:12:33.750]This broaden-and-build theory
- [00:12:35.520]of just a quick little clip of that to illustrate,
- [00:12:38.610]and the idea is that positive emotions
- [00:12:41.640]can broaden the kind of thought repertoire,
- [00:12:45.690]and that children can kind of bring this forward
- [00:12:48.600]into other scenarios.
- [00:12:50.340]And so I just love this little clip
- [00:12:51.630]of how excited they are to experiment.
- [00:12:54.930]I'm not exactly sure what the game entails,
- [00:12:56.790]but the rolling of pumpkins
- [00:12:58.530]and some kind of race that they have going on,
- [00:13:02.850]just even broadly, the neuroscience literature
- [00:13:05.940]as it continues to emerge,
- [00:13:07.560]speaks to the importance
- [00:13:08.670]of the joyful, active, and meaningful experiences.
- [00:13:13.260]If you kind of keep an eye on the little girl
- [00:13:15.120]with the purple hat and just watch the joyful expressions
- [00:13:18.960]that she has, she can hardly contain herself.
- [00:13:21.001]They're trying to see if they can balance a pail of water,
- [00:13:24.120]a pan of water while keeping the water in it down this ramp
- [00:13:27.810]that they've made,
- [00:13:28.643]and they've been experiencing kinda over and over to see
- [00:13:31.440]if they can get it to go down the ramp.
- [00:13:33.000]And again, you can just see this joyfulness coming out
- [00:13:35.659]and the little girl that can hardly stand still
- [00:13:38.460]with her excitement.
- [00:13:39.540]And again, we know that when children feel minimal stress,
- [00:13:42.990]and they're engaged, and find joy and meaning
- [00:13:46.200]in their learning experiences,
- [00:13:48.000]that the learning follows or learning is a part of that.
- [00:13:51.990]And then the attention restoration theory
- [00:13:53.850]and sort of related research
- [00:13:55.740]around the ability of nature to restore fatigued attention
- [00:14:00.330]and kind of bring back
- [00:14:05.010]or kind of refuel students in flight
- [00:14:08.310]is a phrasing that sometimes is seen in the literature.
- [00:14:12.390]I've also been following some of the work
- [00:14:14.340]of research coming out of other disciplines,
- [00:14:17.460]and, for example, Moreau and Conway,
- [00:14:20.310]researchers in executive function literature,
- [00:14:23.430]and they talk about executive function being enhanced
- [00:14:26.820]in scenarios where there's complexity, novelty,
- [00:14:29.250]and diversity.
- [00:14:30.083]And I was like, "Well, that sounds like natural settings."
- [00:14:33.570]And so whether it's those elements
- [00:14:35.250]or the social opportunities that emerge
- [00:14:38.070]when children are out in natural settings
- [00:14:41.910]and playing among each other,
- [00:14:43.440]the communication that unfolds,
- [00:14:45.300]and even things like you know, physical activity
- [00:14:47.700]and fresh air contributing to health and wellbeing,
- [00:14:50.970]and those contributing to the learning
- [00:14:53.910]that may pursue from that or follow from that.
- [00:14:58.826]But I also think that while we often think
- [00:15:00.450]about the theories
- [00:15:01.530]that underline the nature-based early learning,
- [00:15:04.590]I think those theories might also apply to our teachers,
- [00:15:07.320]to the educators.
- [00:15:08.310]And I love this post by another wonderful site
- [00:15:10.590]that we have up in Duluth, Secret Forest Playschool,
- [00:15:14.190]and this teacher Meghan described on a Facebook post
- [00:15:17.310]about she has a job that feels like a fairytale.
- [00:15:20.280]And I'm thinking like, "Oh my goodness,
- [00:15:21.750]I bet there's not a lot of early childhood educators
- [00:15:24.463]and probably not a lot of educators
- [00:15:26.640]who would describe their job as feeling like a fairytale."
- [00:15:29.580]And she views her job as keeping imaginations alive.
- [00:15:33.090]And then she goes on to say
- [00:15:34.230]about, you know, reflecting on her day in the forest
- [00:15:36.840]and reflecting on how fortunate
- [00:15:38.400]to be able to share the forest with these beings,
- [00:15:41.490]their life, their love, their laughter,
- [00:15:43.590]keeps her rooted in the present.
- [00:15:45.420]You know, and I think
- [00:15:46.253]about nature affording children opportunities,
- [00:15:48.720]and then I think yes, nature is also affording the adults
- [00:15:51.800]in these settings who work with children.
- [00:15:54.611]So whether it's the attention restoration,
- [00:15:57.870]or the stress reduction,
- [00:15:59.010]or the joyful meaningful act of learning kinds of things,
- [00:16:02.940]you know, I've been noticing that these are practitioners
- [00:16:04.985]who are deeply rooted in their reflection on their practice,
- [00:16:09.450]who find joy in their work,
- [00:16:11.040]find meaning in their work feel valued.
- [00:16:13.560]And I think that matters very much.
- [00:16:16.290]I think that's a really important key piece
- [00:16:18.213]when we think about why are these outcomes happening.
- [00:16:22.260]And so I kind of framed this sharing this talk with you
- [00:16:26.760]as sort of this unfolding research adventure,
- [00:16:29.220]and it very much has been an adventure
- [00:16:31.170]and it's had an unfolding nature to it
- [00:16:33.600]where I've kind of followed twists and opportunities
- [00:16:36.720]as they have arisen.
- [00:16:37.912]And in part of my work with the private nature preschools,
- [00:16:41.790]it's sort of, you know, been almost a weight in some ways
- [00:16:46.500]of this idea that perhaps, this outpouring of outcomes
- [00:16:51.630]that are unfolding in these programs
- [00:16:54.330]are perhaps unintentionally widening gaps
- [00:16:57.660]that we know exist in our early learning environments.
- [00:17:00.210]And so like not intentionally,
- [00:17:02.100]and we don't wanna necessarily hold children back,
- [00:17:04.350]but at the same time, it's like what about the kids
- [00:17:06.630]who don't get to go to the private nature preschools
- [00:17:08.940]and have that kind of immersive setting?
- [00:17:12.477]And so from kind of this focus
- [00:17:15.420]on looking at our local nature preschools,
- [00:17:17.519]had the opportunity to dive
- [00:17:21.570]into how these approaches,
- [00:17:24.960]and practices, and exposure to nature
- [00:17:27.462]can be happening in public settings
- [00:17:29.730]and are they yielding similar outcomes?
- [00:17:33.420]And so one of those studies happened
- [00:17:35.392]in the Prior Lake School District in Minnesota,
- [00:17:37.920]which is sort of in this Twin Cities area.
- [00:17:40.770]And I was working with David Sobel
- [00:17:43.140]on this particular study.
- [00:17:45.150]And what was so nice about this particular district
- [00:17:47.790]is they had a variety elementary schools,
- [00:17:50.700]and within the elementary schools,
- [00:17:52.470]there were nature-based
- [00:17:53.520]and non-nature based preschool offerings.
- [00:17:55.720]And the children were coming, for the most part,
- [00:17:57.900]from a sort of a similar socioeconomic background,
- [00:18:01.260]a similar geographic background.
- [00:18:02.850]And so some of the varying characteristics
- [00:18:05.850]of my prior work had a little bit more of a control
- [00:18:10.890]or a little bit more of a comparison group
- [00:18:13.740]that perhaps was more reflective
- [00:18:15.570]of the representative population.
- [00:18:18.300]And so in this particular study, the resilience study,
- [00:18:21.667]it was exciting to see that these nature-based practices
- [00:18:25.260]within a public school setting
- [00:18:27.210]were yielding the total protective factors
- [00:18:31.380]or growth in those protective factors
- [00:18:33.300]that children can draw upon in adversity.
- [00:18:36.210]And so we had looked at resilience in a prior study here
- [00:18:39.210]in the Duluth private preschools and found the same thing.
- [00:18:42.120]And so it was reaffirming
- [00:18:43.620]to see this also unfolding in a public setting
- [00:18:47.190]with, again, a little bit of a sturdier comparison group.
- [00:18:51.540]And so what was also interesting to us
- [00:18:54.390]was that we looked at programs and categorized them
- [00:18:58.320]based on non-nature or maybe less nature
- [00:19:01.530]and then blended where there was some incorporation
- [00:19:04.050]of nature-based practices
- [00:19:05.910]and some programs had a more full incorporation,
- [00:19:10.323]excuse me, of nature-based practices.
- [00:19:12.930]So we had three groupings.
- [00:19:14.850]And what we learned in this study was that the blended
- [00:19:18.540]were better than or had more growth
- [00:19:21.657]and these protective factors than the non-nature,
- [00:19:24.663]but that the more full incorporation
- [00:19:27.450]were not necessarily better,
- [00:19:29.250]which is kind of surprising to us.
- [00:19:31.170]We were kind of expecting this more linear relationship
- [00:19:33.840]that the more nature, the better.
- [00:19:35.400]And in this particular study,
- [00:19:37.980]it was kind of exciting to see that blended programs
- [00:19:41.310]were yielding some of these good results.
- [00:19:44.790]The one construct or subconstruct I should say,
- [00:19:47.550]where the fully nature-based programs showed greater growth
- [00:19:53.100]than the blended, as well as the non-nature was initiative.
- [00:19:58.470]So self-regulation
- [00:19:59.490]and the attachment, relationship protective factors,
- [00:20:02.307]the blended were as good as the nature programs.
- [00:20:05.640]But initiative, the more full nature programs
- [00:20:08.202]have a little bit better.
- [00:20:09.450]So that is something I'll come back to toward the end,
- [00:20:11.640]but this idea that blended has possibilities
- [00:20:16.980]and blended programs might be in more reach
- [00:20:20.850]of a maybe a traditional public school setting.
- [00:20:23.820]Not all schools necessarily want to move
- [00:20:26.100]in the full nature immersion direction.
- [00:20:28.470]And so to have outcomes happening within blended programs
- [00:20:31.827]was kind of exciting to us.
- [00:20:35.400]We then proceeded in looking at Duluth Public Preschool,
- [00:20:39.900]which is integrated with Head Start.
- [00:20:42.600]And so there's the Head Start public preschool program
- [00:20:45.810]combined up in our district,
- [00:20:48.000]and we looked at executive function.
- [00:20:49.740]And here was, again, a construct
- [00:20:51.150]that we had looked at earlier
- [00:20:52.260]within the private preschool practice,
- [00:20:54.736]but then to see what happens in public preschools.
- [00:20:58.590]And the instrument in this study
- [00:20:59.880]was the Minnesota Executive Function Scale,
- [00:21:03.750]which, again, is that iPad direct assessment.
- [00:21:07.530]And in this particular study,
- [00:21:09.600]we found, at first I was a little bit disappointed
- [00:21:12.000]'cause I was hoping the nature programs
- [00:21:13.470]would, you know, show like the strongest outcomes.
- [00:21:17.058]But maybe thankfully, they didn't
- [00:21:19.319]because again here, just like we saw
- [00:21:21.240]in the Prior Lake study, the blended programs were working,
- [00:21:24.510]which, you know, I think was a surprise to me.
- [00:21:27.450]I kept thinking that the more nature, the better.
- [00:21:30.030]And in this study, like the last one,
- [00:21:32.640]it might be that, you know, for some outcomes,
- [00:21:35.700]blended is sufficient.
- [00:21:38.010]The other exciting thing that we saw
- [00:21:39.690]is with executive function, we know that there's a gap,
- [00:21:44.700]a socioeconomic gap
- [00:21:46.530]that typically, children from lower socioeconomic families
- [00:21:51.600]are entering school
- [00:21:52.950]with lower executive function capacities.
- [00:21:55.980]And in this study, what we found was that children
- [00:21:59.648]that were from the lower SES backgrounds
- [00:22:03.030]were at the end of their preschool year performing similar
- [00:22:08.850]to their higher socioeconomic peers.
- [00:22:11.130]And so the graph is showing post-test scores
- [00:22:14.190]that have been adjusted for pre-test,
- [00:22:16.800]as well as gender and age, if I remember that correctly.
- [00:22:21.270]I think gender and age were covariates in this.
- [00:22:23.760]So again, kind of signaling the potential
- [00:22:26.580]to not only elevate something like executive function,
- [00:22:31.140]but also to kind of equalize,
- [00:22:33.525]elevate and equalize was the phrasing that we use
- [00:22:37.770]to help kind of close gaps
- [00:22:39.720]that we know, oftentimes,
- [00:22:42.780]are a part of our early learning programs.
- [00:22:47.016]And then from there, we moved on to a vocabulary study,
- [00:22:50.520]again, kind of swayed by the state and regional emphasis
- [00:22:55.770]on literacy and children entering kindergarten
- [00:22:59.070]with early literacy skills that will help them
- [00:23:01.500]as they move throughout school.
- [00:23:03.060]And so we looked at receptive vocabulary,
- [00:23:05.520]and this was the, I'm blanking on the name,
- [00:23:08.910]I think it was the Peabody receptive.
- [00:23:11.910]There's two that are similar and I might be mixing them up.
- [00:23:14.820]At any rate, it was a direct assessment.
- [00:23:16.920]And in this particular study, we found that children
- [00:23:22.242]that were from lower socioeconomic backgrounds
- [00:23:25.470]in the public preschools were performing,
- [00:23:30.570]as you can see in this graph in the blended programs
- [00:23:32.703]were really outperforming their peers
- [00:23:35.640]who were in programs that used less nature.
- [00:23:39.720]And so we saw not only the growth
- [00:23:42.840]that was beyond what would be expected
- [00:23:44.880]from developmental maturation in the blended programs,
- [00:23:49.620]but that they were even exceeding what would be expected
- [00:23:52.350]and again when controlling for age and gender.
- [00:23:54.210]What's shown here is the post-test scores.
- [00:23:57.000]No, excuse me, this one is the pre to post.
- [00:24:00.291]I'm getting a few of the data things mixed up in my mind,
- [00:24:03.390]just trying to recall them all.
- [00:24:06.180]So again, we saw this kind of interesting possibility
- [00:24:09.240]of blended programs to work
- [00:24:10.860]within the public preschool setting,
- [00:24:13.590]and then the potential, again, for them
- [00:24:17.460]to work particularly well
- [00:24:18.780]for children in lower SES backgrounds.
- [00:24:24.930]The study that we have underway right now,
- [00:24:26.250]I'll just quickly add, we don't have the results yet.
- [00:24:27.930]We still are working on the data collection
- [00:24:30.540]but we are focusing on self-regulation
- [00:24:34.050]in the Duluth Preschool Head Start study.
- [00:24:36.840]So stay tuned for those results.
- [00:24:39.630]So just in transitioning from sort of that overview
- [00:24:42.510]of a set of studies that have looked into outcomes,
- [00:24:46.650]and you know, been pleased to see nature-based practices
- [00:24:50.640]recording valued outcomes.
- [00:24:53.670]It's just some things that I've been thinking about
- [00:24:55.380]that I thought maybe I would offer up for either discussion
- [00:24:59.160]or knowing that your group is sort of a learning group
- [00:25:02.190]or collaborating on planning
- [00:25:05.580]and thinking this idea of emergence.
- [00:25:08.370]And I'm not very well-read in systems thinking.
- [00:25:11.970]So from a novice perspective,
- [00:25:13.980]this concept of emergence
- [00:25:16.830]where in systems, new attributes arise
- [00:25:20.250]from the interaction and combination
- [00:25:21.514]of system components seems to resonate
- [00:25:24.330]with perhaps what we're seeing,
- [00:25:26.490]and the importance of not being able to look at one part
- [00:25:29.130]but looking at the parts together,
- [00:25:31.200]including the relationships among parts.
- [00:25:33.600]And so this is something that I've been thinking about
- [00:25:36.060]that I'll just throw out.
- [00:25:37.914]Actually, I'll show this clip
- [00:25:39.930]to kind of illustrate the next slide.
- [00:25:42.840]It takes a moment for it to get going
- [00:25:44.310]because I was a little technology slow
- [00:25:47.820]in getting the screen recording.
- [00:25:49.320]But the captions are what's showing up
- [00:25:53.160]in the little bubbles.
- [00:25:54.780]This is coming
- [00:25:55.613]from one of the site Secret Forest Playschool,
- [00:25:57.390]and this, you know, thinking about this idea
- [00:25:59.550]of what emerges from interactions
- [00:26:03.540]across parts and the relationships of the parts.
- [00:26:30.030]So just in that little clip.
- [00:26:32.940]It's making me think about something
- [00:26:34.860]that I wrote in the article for the vocabulary study,
- [00:26:38.400]and it's a lot of text to digest,
- [00:26:42.360]but I did it partly for my own clarity of my thinking.
- [00:26:45.570]But just this idea of the intertwining
- [00:26:47.970]of the physical and social aspects
- [00:26:49.410]of the natural environment not a new concept,
- [00:26:53.070]but it was something that I have to remind myself about
- [00:26:56.520]because sometimes I'm ready to focus in
- [00:26:58.260]on what about nature, what about these environments,
- [00:27:01.470]or what about, you know, what are the mechanisms at play?
- [00:27:06.270]And I think I need to be mindful of the way
- [00:27:09.990]that the social environment aspect
- [00:27:12.030]is mediating early learning,
- [00:27:13.620]which again, you probably know from your respective fields
- [00:27:17.448]and the possibilities that come
- [00:27:19.320]from the natural environments
- [00:27:21.300]as providing these flexible social spaces,
- [00:27:23.790]which I think was illustrated in that clip
- [00:27:25.980]that I just shared with you.
- [00:27:27.540]Opportunities for negotiating roles,
- [00:27:29.730]collaborating on projects, the teamwork that's needed,
- [00:27:33.270]the community that's fostered
- [00:27:34.770]when children are working together,
- [00:27:36.570]the social skills, the communication skills,
- [00:27:39.390]and these social interactions are embedded
- [00:27:41.400]in the physical setting
- [00:27:43.050]that, I think, you know, the natural setting
- [00:27:45.990]is providing and provoking curiosity
- [00:27:48.266]and pulling forward interests of children.
- [00:27:51.690]And so not to also be lost
- [00:27:54.540]is the adult who's kind of capitalizing,
- [00:27:57.600]maybe that's not the great word choice,
- [00:27:59.040]but on children's interests.
- [00:28:01.110]And as I thought more about this
- [00:28:04.050]and as I've been interacting
- [00:28:05.250]with a group of nature preschoolers
- [00:28:07.347]and a community of practice this year
- [00:28:09.090]that we have underway for this year,
- [00:28:11.400]and we started it last year,
- [00:28:13.680]this idea of the child being kind of entangled
- [00:28:18.030]with the physical environment,
- [00:28:19.440]the teacher and other children,
- [00:28:21.360]and that the relationships across these
- [00:28:24.210]are sort of underlying
- [00:28:29.940]these outcomes that we're seeing that it's not any one part,
- [00:28:33.330]but it's these interactions among parts.
- [00:28:35.400]And just in as an example in the vocabulary study,
- [00:28:39.330]I was reading in the literature
- [00:28:40.590]about when children come to settings with high vocabulary,
- [00:28:44.910]that influences the vocabulary that the teacher uses.
- [00:28:48.900]And when children are surrounded by high vocabulary peers,
- [00:28:52.710]just the level of language
- [00:28:54.300]is that much higher in these environments.
- [00:28:56.190]And then coupled with a natural environment
- [00:28:58.170]that's bringing out these opportunities
- [00:28:59.880]for social skills and communication skills.
- [00:29:02.132]It's no wonder that we're seeing what I saw
- [00:29:05.370]in the vocabulary study
- [00:29:07.020]where the private preschools we're also in the mix
- [00:29:10.980]of the programs studied.
- [00:29:13.500]And those programs had children coming in
- [00:29:15.330]with high vocabulary and growing even higher.
- [00:29:18.420]And so like way above what would be expected
- [00:29:20.460]of growth in a year, but starting way above.
- [00:29:22.350]And, you know, in thinking
- [00:29:23.430]about yes, the physical environment is important
- [00:29:26.130]but also what children bring to the settings
- [00:29:28.440]and the way that the teacher and the children interact.
- [00:29:31.770]It's not a, you know, by or one way direction,
- [00:29:34.710]it's sort of mediated by these interactions.
- [00:29:37.950]The other thing that we've been thinking about
- [00:29:39.390]in our community of practice is that the nuanced difference
- [00:29:44.520]between thinking about the child at the center
- [00:29:47.820]versus the child being nestled in community
- [00:29:50.940]is the phrasing that we've been using
- [00:29:52.410]in our community of practice.
- [00:29:53.850]That there are things that can go awry
- [00:29:57.390]when we think about children at the center
- [00:30:02.580]and also from an Indigenous perspective,
- [00:30:04.650]which is part of our community of practice.
- [00:30:09.720]That rather than thinking about children at the center,
- [00:30:12.990]thinking about children as nestled in community,
- [00:30:14.880]and children bringing forward agencies
- [00:30:18.240]and unfolding capabilities,
- [00:30:21.180]and that those are such important parts
- [00:30:23.640]of the interactions with the physical environment.
- [00:30:29.100]And so sort of related to that,
- [00:30:30.690]but also expanding my thinking a bit further
- [00:30:33.480]and thank you for letting me share my thoughts
- [00:30:35.040]because I'm not sure if they're coming out
- [00:30:36.960]in a very articulate way.
- [00:30:39.060]But another thing that I've been thinking about
- [00:30:40.500]that I think relates to this intertwining
- [00:30:44.040]is, you know, I was under the impression
- [00:30:47.130]that I was seeing like really unique things happening
- [00:30:49.290]in these natural environments.
- [00:30:50.580]And so, for example in that little clip
- [00:30:52.050]that was just playing, it might be hard to tell,
- [00:30:53.910]but this child is trying to crawl up in the tree,
- [00:30:57.090]and one of her peers is willing to, you know, crouch down
- [00:31:01.140]so she can stand on his back to get up into the tree.
- [00:31:03.600]And I was like, "Oh my gosh,
- [00:31:04.650]that's a wonderful expression of empathy afforded
- [00:31:07.320]by the natural environment."
- [00:31:09.240]And lo and behold, this year,
- [00:31:11.670]I was out at a different school,
- [00:31:13.200]and I happened to be on the playground environment,
- [00:31:17.010]and wouldn't you know, I see the exact same thing happen
- [00:31:20.970]on this playground equipment
- [00:31:22.410]that is in the lower left-hand corner.
- [00:31:25.380]It's one of those sliding contraptions
- [00:31:27.810]where there's a platform, and it's kind of like a zip line,
- [00:31:30.780]and the kindergarten kids cannot reach it.
- [00:31:33.030]and so unless the snow plaque is there,
- [00:31:35.550]they can't use that piece of equipment.
- [00:31:37.050]And so happened to be walking past,
- [00:31:39.000]and there was a child in that exact same crouched position,
- [00:31:42.471]absolutely exact same position,
- [00:31:45.000]and a child standing on the back
- [00:31:46.650]to get to that zip holds or you know, to get that piece.
- [00:31:49.770]And so I was like, "Oh my gosh,
- [00:31:51.090]that's happening in non-nature environments."
- [00:31:53.910]Same with this example here where I'm always struck
- [00:31:56.070]when I see like you know, children have climbed up,
- [00:31:58.350]and then their boot gets caught or it falls off,
- [00:32:00.720]and then there's one of their peers ready to grab it
- [00:32:03.390]and put it back on their feet.
- [00:32:05.250]I saw a very same thing this winter
- [00:32:07.590]on one of the spider web playground equipment
- [00:32:10.080]that many school playgrounds have
- [00:32:11.970]that are really quite tall.
- [00:32:12.840]This is kind of a squat looking version of it,
- [00:32:15.690]but a child had crawled quite far up, the boot fell off,
- [00:32:19.380]and then there was a peer ready to retrieve it
- [00:32:21.510]and climb it back up unasked.
- [00:32:23.670]And so I'm thinking to myself,
- [00:32:25.830]we see empathy happening in our natural spaces,
- [00:32:29.550]and then we were seeing them here
- [00:32:31.620]in a very maintained fixed equipment kind of setting.
- [00:32:37.890]But then you know, we're also seeing examples
- [00:32:40.200]that I wonder if we would see in more contrived
- [00:32:43.320]and less open-ended and more fixed outdoor environments.
- [00:32:46.744]You know, I think of these children huddled around
- [00:32:50.250]and checking in on one of their peers
- [00:32:52.620]who is not able to move about the forest on her own.
- [00:32:58.170]And it occurred to them that it was chilly,
- [00:33:00.930]and they were moving around to stay warm,
- [00:33:03.330]and then they realized like, "Oh our little friend here
- [00:33:06.210]is not moving in the stroller,"
- [00:33:07.860]and they went to retrieve a blanket to warm her up
- [00:33:11.370]and to check on her.
- [00:33:12.780]Or we see on the picture on the far right,
- [00:33:15.180]there was a child that was a little bit nervous
- [00:33:17.520]about holding a baby chick.
- [00:33:18.930]And she was concentrating so hard
- [00:33:21.360]to hold the chick so gently.
- [00:33:24.330]And these two little boys from her playgroup
- [00:33:27.660]or in her peer group, unasked, went up to her
- [00:33:31.320]and helped hold her hair back
- [00:33:32.820]'cause it was blowing in the wind
- [00:33:34.080]and just could like sense her concentration
- [00:33:36.810]and her, you know, care for this baby chick and lent a hand.
- [00:33:40.571]So I do think there's sometimes expressions
- [00:33:42.629]that maybe we wouldn't see in environments
- [00:33:45.498]that didn't have some of the possibilities
- [00:33:47.970]that unfold in our natural environments.
- [00:33:50.196]And so I think
- [00:33:51.180]about like is the physical environment influencing?
- [00:33:55.890]Yes, and might the natural environment be amplifying some
- [00:33:59.520]of these expressions that might unfold
- [00:34:02.010]in less natural environments?
- [00:34:04.350]And I think key to that comes back to that pyramid
- [00:34:06.600]that I showed with the interactions of the teacher
- [00:34:09.390]and the other children and such.
- [00:34:11.010]But what we're talking a lot about
- [00:34:13.170]in our community of practice group
- [00:34:14.520]is this role of stepping back
- [00:34:16.920]and the teacher intentionally stepping back
- [00:34:19.860]to let these encounters unfold
- [00:34:22.800]and to bring forward children's agency and capabilities.
- [00:34:26.220]And it's this role that seems particularly instrumental
- [00:34:30.780]to having the natural environment amplify,
- [00:34:34.590]you know, the different affordances that might unfold.
- [00:34:38.370]And so again, illustrating
- [00:34:39.570]that, intertwining the physical environment
- [00:34:42.420]with the social environment
- [00:34:44.280]as being I think really critical to be thinking about.
- [00:34:48.990]And then this picture, perhaps,
- [00:34:51.201]well, I couldn't really come up with what to put on
- [00:34:54.240]for the caption, but I think there's so many questions
- [00:34:56.430]that come up with looking at pictures like this side by side
- [00:35:00.330]about the capabilities of children,
- [00:35:02.790]children's innate interests
- [00:35:04.560]that, you know, a world apart,
- [00:35:07.140]pristine or degraded environments, excuse me,
- [00:35:13.140]that children are doing sort of similar kinds of things.
- [00:35:16.350]And are outcomes going to be different?
- [00:35:18.540]Might they be, you know, what children sort of are drawn to?
- [00:35:22.890]I just think that the side by side image imagery here
- [00:35:25.640]is so powerful, but I also think it reminds us think
- [00:35:29.420]that children see potential where we, as adults, don't.
- [00:35:35.100]And one of the earlier studies that I did
- [00:35:37.350]before this Flourishing in Nature
- [00:35:39.450]was looking at comparing parent preferences,
- [00:35:43.440]educator preferences, and child preferences
- [00:35:45.990]regarding play environments.
- [00:35:48.360]And there would be pictures that I would show
- [00:35:49.980]that teachers and parents
- [00:35:51.060]would be like, "I would never take my kids,"
- [00:35:52.650]or "There's nothing for them to do,"
- [00:35:53.910]or "They'd be so bored," no potential.
- [00:35:57.990]And then children would come up with all sorts of things
- [00:36:00.150]that they could do in that space.
- [00:36:01.620]You know, I think about like there was a grassy area
- [00:36:03.420]with just like one lone bench,
- [00:36:05.370]you know, and the adults were saying,
- [00:36:07.034]"We would not go there."
- [00:36:09.360]And children were listing off all sorts
- [00:36:11.550]of very specific things,
- [00:36:12.690]like, "Oh I could sit there with my friends,"
- [00:36:15.420]and name of a friend, "And we would drink punch,"
- [00:36:18.090]or you know, "That could be our base for,"
- [00:36:20.130]and then they'd launch with these like elaborate plans
- [00:36:22.770]of that being the base for some kind of a game
- [00:36:25.290]that they were making up
- [00:36:26.130]as they would share their plans.
- [00:36:29.010]And so that's another thing that I'm thinking about
- [00:36:31.170]is the possibilities children see in the world around them
- [00:36:35.550]that we might overlook or dismiss
- [00:36:40.020]in some of these interests and localized knowledge
- [00:36:43.560]that children bring into the environment
- [00:36:46.209]that aren't maybe our doing
- [00:36:48.390]that they, you know carry forward with them.
- [00:36:52.200]A few other things that I've been thinking about
- [00:36:54.343]that are a little bit more on the research
- [00:36:56.430]and maybe less conceptual and idea-based,
- [00:37:01.290]but more like kind of in the ins and outs of research.
- [00:37:04.416]One that's striking me is really the importance
- [00:37:07.050]of the nuances in this kind of latter set of studies
- [00:37:10.890]where we've been looking at in the public preschool settings
- [00:37:13.830]and in the studies where we've included public and private
- [00:37:17.310]and looked at nature blended and non-nature.
- [00:37:20.610]The results change based on the incorporation of variables.
- [00:37:25.350]And so findings are such,
- [00:37:27.682]like, for example, it was really showing
- [00:37:29.520]like, "Oh my goodness, these nature programs
- [00:37:31.050]are really working."
- [00:37:32.130]But then once you add in what kind of setting
- [00:37:34.920]and SES as variables or other covariates,
- [00:37:39.390]the results start to shift,
- [00:37:41.010]and there's nuances in, you know,
- [00:37:43.530]are these working across the board or no more specifically,
- [00:37:46.740]it's this kind of setting that seems to be working
- [00:37:49.500]and for these kind of demographics and such.
- [00:37:53.700]And so just the importance of the nuances in our work,
- [00:37:57.810]and then the complexity in our work.
- [00:37:59.460]As I mentioned, this idea that some nature
- [00:38:03.300]seems to be better than none,
- [00:38:05.130]and for some constructs, maybe more isn't better.
- [00:38:08.430]And so it's making me wonder,
- [00:38:10.680]while I had always assumed
- [00:38:12.570]this like linear positive relationship,
- [00:38:15.750]I wonder if there's a curvilinear relationship
- [00:38:20.130]for some constructs and also this temporal context
- [00:38:24.000]of, you know, post-testing at the end of the school year,
- [00:38:28.530]being a context, to what extent
- [00:38:31.050]would we see a similar relationship,
- [00:38:33.690]you know, extending outward,
- [00:38:35.790]which relates to that durability
- [00:38:37.350]and transferability of gains.
- [00:38:39.840]And then also I so often get asked about like the dose.
- [00:38:44.700]Like what would be the best dose?
- [00:38:46.650]And I always tease David Sobel about this
- [00:38:48.300]'cause he's like, "It'd be nice if you could find out
- [00:38:50.520]like what amount of time proportional
- [00:38:52.470]to other kinds of time matters.
- [00:38:54.390]That would really be something if we could figure that out."
- [00:38:57.270]And I don't know that we can
- [00:38:58.560]because from what I've seen across the studies
- [00:39:01.260]and across the different programs,
- [00:39:03.735]it seems to vary by the outcome at hand.
- [00:39:07.380]And so some programs might be more effective than others
- [00:39:11.070]if the aim is curiosity.
- [00:39:13.740]And when I said programs,
- [00:39:15.090]that could be like in terms of time,
- [00:39:16.650]or practices, or settings.
- [00:39:19.076]And so depending on the outcome being studied,
- [00:39:22.380]I think the dosage and I think the relationship is varying.
- [00:39:27.120]And so that again speaks to sort of the complexity
- [00:39:29.550]of the work at hand.
- [00:39:32.370]And then kind of stepping out
- [00:39:34.200]from thinking about research thoughts.
- [00:39:36.090]Just thinking about message framing.
- [00:39:38.490]And I think across the set of studies as a whole,
- [00:39:42.000]you know, this idea of a constellation
- [00:39:44.220]of school readiness skills, I think, could be something
- [00:39:46.920]that might be appealing to our formal education audience
- [00:39:51.990]that this constellation, like it's not just doing one thing,
- [00:39:56.130]like children will show up to your elementary school
- [00:39:59.340]with this constellation of skills,
- [00:40:01.020]not just with the literacy,
- [00:40:03.450]you know, that they know their letters
- [00:40:05.130]but this broader skills.
- [00:40:07.560]And then I think there's so much potential
- [00:40:09.240]to frame nature preschool, or nature play,
- [00:40:11.640]or experiences in nature
- [00:40:13.440]as this integrative health intervention
- [00:40:18.480]that might open the doors to other types of funders,
- [00:40:21.390]other interest groups, other collaborators.
- [00:40:25.980]And then finally, kind of from a bigger picture
- [00:40:28.770]that I imagine many of you're familiar with,
- [00:40:31.500]this compilation of sort of this agenda.
- [00:40:35.460]But I'm thinking about this in terms of my work
- [00:40:38.070]that there's so many angles to go with this research.
- [00:40:41.550]You know, thinking about the mechanisms
- [00:40:43.170]toward designing effective programs,
- [00:40:46.920]you know, that deliver this beneficial nature contact,
- [00:40:50.490]the exposure signs like, you know,
- [00:40:52.140]trying to figure out what is it
- [00:40:54.720]that, you know, whether it's kind of, is it dose needed
- [00:40:58.530]or characteristics of settings
- [00:41:01.410]and trying to have a bit more nuanced, and accurate,
- [00:41:03.900]and precise ways of thinking about
- [00:41:06.960]so that we don't overgeneralize,
- [00:41:09.270]which is what happened in kind of the broader field
- [00:41:11.790]of environmental education.
- [00:41:13.470]You know, we had very specific types
- [00:41:15.030]of programs leading to results,
- [00:41:17.250]and pretty soon, we were talking about it
- [00:41:18.900]as any and all types of environmental education
- [00:41:21.630]would, you know, do these remarkable tests or gains.
- [00:41:26.190]You know, we're kind of like overgeneralizing our findings
- [00:41:28.470]where I think we do ourselves a disservice
- [00:41:30.660]when we move in that direction.
- [00:41:33.180]Certainly, the room for thinking about effective strategies
- [00:41:38.040]that improve outcomes for all
- [00:41:40.260]and recognizing who is benefiting,
- [00:41:43.320]and kind of again, more precision
- [00:41:46.170]and thinking about what's working for whom
- [00:41:48.060]and in what settings.
- [00:41:49.440]And then thinking about how we translate what is working
- [00:41:51.810]into practice, so we move things
- [00:41:53.790]into more routine circles of use.
- [00:41:57.570]And so with that, I'm continuing on the trail
- [00:42:01.110]and enjoying the opportunity to think and learn
- [00:42:05.460]from the amazing partners that we have.
- [00:42:07.230]And would happy to have you all weigh in.
- [00:42:11.340]I don't know what time it is, so maybe I've gotten too long,
- [00:42:14.850]but I'm hoping to be able to engage in some discussion
- [00:42:20.910]if there's time for that.
- [00:42:31.320]Thank you very much.
- [00:42:33.510]And I do have a couple of questions,
- [00:42:34.343]and we do have some time.
- [00:42:35.940]So my first question is I was excited to see
- [00:42:41.820]that the blended nature programs were successful as well
- [00:42:49.590]because I think here, we have some nature programs
- [00:42:53.280]in Nebraska, but a lot of programs are looking more
- [00:42:55.770]at like that blended pathway.
- [00:42:59.670]Can you describe a little bit about the characteristics
- [00:43:02.580]of the blended programs?
- [00:43:03.990]How they were differentiated from the non-nature?
- [00:43:07.484]Yeah, yeah, that's an excellent question.
- [00:43:09.930]We used a rubric that was modified by prior work done
- [00:43:15.510]within the nature-based early learning
- [00:43:17.070]and preschool community.
- [00:43:19.951]I'm trying to think, the original source is escaping me,
- [00:43:24.360]but it's a couple generations now in use.
- [00:43:27.360]But we modified it through a master student thesis
- [00:43:32.070]that David Sobel and I worked with
- [00:43:33.720]to kind of work on a rubric that could be filled out
- [00:43:38.190]by a teacher and score nature-based practices
- [00:43:42.870]on a variety of domains.
- [00:43:44.790]And I can share it with you if you'd like,
- [00:43:46.230]but I think we have 11 or 12 domains on that rubric.
- [00:43:50.520]And then there are three kind of descriptors
- [00:43:53.970]for, that in essence, fall into columns
- [00:43:56.700]that would be less blended and then more nature.
- [00:44:01.290]And we didn't do like non and nature,
- [00:44:03.770]but we used the less blended and more, I think,
- [00:44:06.720]is how we did that.
- [00:44:08.010]And then what we did in the studies where we used the rubric
- [00:44:11.700]was we'd have the teachers complete it,
- [00:44:14.250]and then we would have the program leader, for example,
- [00:44:19.380]the early childhood education coordinator in the district
- [00:44:23.190]also look through the teachers kind of self-reported
- [00:44:26.970]to say, "Yeah, that seems like on track,"
- [00:44:30.120]or "Hmm, that's a little ambitious there.
- [00:44:32.820]That's an interesting perception of what that role meant."
- [00:44:35.820]And so then we were able to get a numerical score
- [00:44:39.210]of the level of natureness
- [00:44:41.610]of each of the participating classes,
- [00:44:43.800]and then we clustered those
- [00:44:46.290]using kind of a statistical approach
- [00:44:49.020]to cluster into those three categories.
- [00:44:51.720]And so I think the best description
- [00:44:53.400]of what those programs entail
- [00:44:55.080]are kind of by looking at the rubric
- [00:44:56.730]and to kind of read down the columns to see.
- [00:44:59.040]But they stretch across learning environments,
- [00:45:03.780]kind of proportion of time,
- [00:45:08.430]aims of the program,
- [00:45:10.860]things that a teacher would do
- [00:45:12.870]in their interactions with children,
- [00:45:14.490]or even things like the conflict resolution-solving approach
- [00:45:17.790]or different things like that.
- [00:45:18.870]But I'm happy to share that if that would be useful.
- [00:45:23.250]And then we've kept using that same rubric,
- [00:45:25.320]and it seems to be working, is it perfect?
- [00:45:28.470]I'm sure it's not, but it's been serving us well
- [00:45:31.140]in this line of studies.
- [00:45:34.200]Yeah, if you'd be willing to share that.
- [00:45:37.650]I don't know if it's been published or not, but-
- [00:45:39.630]Yeah, it's in at least one
- [00:45:42.870]of the, it's the resilience article
- [00:45:45.330]that's in the Frontiers article
- [00:45:47.370]that's in Kathy's special issue.
- [00:45:48.780]I think, that's one of the places I can picture in my mind.
- [00:45:52.260]But the blended programs strike me
- [00:45:55.560]as just like very much in the reach.
- [00:45:58.410]And so in our Duluth Public School District,
- [00:46:00.480]again, we have Head Start public preschool voluntary,
- [00:46:05.550]pre-K integrated into the same programming.
- [00:46:09.720]You know, while we are Duluth, our public elementary schools
- [00:46:13.320]are sometimes in pretty urban locations.
- [00:46:15.480]And so a number of the blended programs
- [00:46:17.910]were using natural playscapes that replace scapes,
- [00:46:21.600]not, you know, the wild nature
- [00:46:22.980]that you were seeing in the private preschool settings.
- [00:46:26.490]And so part of what we, you know, have been writing about
- [00:46:29.190]is the kind of accessibility and feasibility
- [00:46:32.610]and kind of that it does come within the reach
- [00:46:35.040]of even urban settings.
- [00:46:37.590]Would those programs yield all the outcomes
- [00:46:42.750]that we'd see in a private nature-based setting
- [00:46:45.330]where children are out all day and napping outside,
- [00:46:48.180]and kind of free range, maybe not,
- [00:46:50.550]but at least some of the outcomes, I think,
- [00:46:52.350]that are really relevant could be achieved
- [00:46:54.960]in the blended programs.
- [00:46:57.180]My hunch, it's my hunch.
- [00:47:00.120]Great, thank you so much.
- [00:47:01.680]I have another question,
- [00:47:02.513]but I'll let somebody else ask first.
- [00:47:04.800]Somebody else has a question.
- [00:47:11.250]I'll hop in just because my question
- [00:47:13.530]is also in that same thread.
- [00:47:16.260]I thought that was really, really cool stuff.
- [00:47:19.080]I was wondering, maybe I missed it,
- [00:47:21.300]but how did you define those groups?
- [00:47:24.480]I know you said you used a measure,
- [00:47:25.980]but did you send out the sort of measure
- [00:47:30.090]to just a bunch of random public schools,
- [00:47:32.550]or how was that sort of divvied up?
- [00:47:35.880]Yeah, we worked specifically
- [00:47:37.530]within our Duluth School District
- [00:47:39.870]because of the proximity and the instruments
- [00:47:44.310]were, you know, like you would have to go
- [00:47:45.750]and, you know, implement them individually.
- [00:47:47.970]And so it worked out nice to be close by,
- [00:47:50.550]but also within our Duluth public school preschool program,
- [00:47:53.970]we have, trying to remember now
- [00:47:55.980]if it's like seven or eight elementary school buildings
- [00:47:59.370]and in each of the elementary school buildings,
- [00:48:01.080]there are multiple classes.
- [00:48:03.360]And depending on the teacher of the class
- [00:48:06.240]at the same elementary school, you may have a blended,
- [00:48:10.920]a non-nature, and a more nature,
- [00:48:13.260]all within the same, you know, elementary school setting.
- [00:48:16.350]And so it was really by teacher,
- [00:48:18.180]but we invited all of the full day classes.
- [00:48:22.560]We felt that the half day classes
- [00:48:24.570]or the, you know, two day a week classes left too much room
- [00:48:27.960]for other things happening
- [00:48:28.980]during kind of children's waking hours.
- [00:48:31.200]And so we did narrow it to the full day all day programs
- [00:48:34.860]and then just included everybody.
- [00:48:36.300]And then each teacher was asked to complete the rubrics
- [00:48:41.670]so that we knew how to categorize them,
- [00:48:44.940]but they weren't being picked
- [00:48:46.170]because we thought they were doing nature,
- [00:48:48.249]or we thought they were blended.
- [00:48:50.303]Oh, that's awesome.
- [00:48:51.471]And so you potentially
- [00:48:52.891]could have had a pretty, pretty nice control
- [00:48:55.590]with some teachers in the same school.
- [00:48:58.530]I mean, heck, in, you know, the classroom next door
- [00:49:01.620]being, you know-
- [00:49:03.205]Less nature or more nature.
- [00:49:04.740]Yeah, would they be in the less, it's possible.
- [00:49:06.810]So it was really kind of the programming.
- [00:49:10.470]Yeah, and you know, some schools have settings
- [00:49:12.870]that teachers don't use,
- [00:49:15.150]or, the same, you know, teachers
- [00:49:18.210]within a cluster one might be using
- [00:49:20.760]or you know, bringing children out further
- [00:49:23.340]and others are staying inside,
- [00:49:25.020]and another one's maybe on the playground,
- [00:49:26.880]or in the playscape.
- [00:49:28.320]And so it was kind of a nice variation.
- [00:49:30.810]With that said, you know,
- [00:49:32.430]it was education, naturalistic kinds of environments.
- [00:49:36.180]It wasn't lab, it wasn't, you know, causal.
- [00:49:39.540]So limited to the extent
- [00:49:41.580]that we can really, you know, more research is needed.
- [00:49:44.760]That's my caveat,
- [00:49:45.930]but it builds this kind of hunch, at least,
- [00:49:50.340]of like, oh this is interesting
- [00:49:52.470]that we are starting to kind of see similar patterns
- [00:49:55.560]that, you know, provide a bit more evidence, I think, than-
- [00:49:59.868]I think I see- if it just happened once.
- [00:50:01.470]ecological relevance there.
- [00:50:02.880]It's the stuff we do in the lab,
- [00:50:04.140]we're always trying to get into the environment,
- [00:50:06.120]so you guys just did it the other way around.
- [00:50:07.980]Sounds great to me.
- [00:50:09.300]If we mesh them together, we'll be set, yeah.
- [00:50:12.390]Wonderful, thank you so much for that.
- [00:50:14.580]You're welcome.
- [00:50:15.807]And that actually gets out another one of my questions,
- [00:50:18.510]which is that at least in those public school studies,
- [00:50:22.020]I'm assuming the kids,
- [00:50:24.840]the parents didn't choose the program the kids are in.
- [00:50:28.080]It's an issue with a lot of the private setting.
- [00:50:30.720]Right, right.
- [00:50:31.553]It's by a function of, you know, are they looking
- [00:50:33.630]for, will they care what school are they zoned
- [00:50:36.180]and, you know, those kinds of things,
- [00:50:38.400]which really does help.
- [00:50:40.830]and that certainly can be a limitation
- [00:50:42.990]when we look, you know, in the private schools.
- [00:50:45.870]You know, if families are drawn to nature
- [00:50:48.270]and engaging in nature.
- [00:50:49.800]The one good thing in some of the private preschool,
- [00:50:52.800]nature preschool studies
- [00:50:54.330]was that we would look at a comparison
- [00:50:55.770]of the pretest scores thinking
- [00:50:57.450]that like if that hypothesis
- [00:50:59.490]of prior nature engagement contributing
- [00:51:03.330]to or influencing, or out of school nature engagement,
- [00:51:07.344]you know, by and large, there wasn't differences
- [00:51:10.920]in the pretest.
- [00:51:11.982]Like children were coming in at similar levels,
- [00:51:14.670]so that's where I'm thinking like there is something
- [00:51:16.680]to what was happening in those programs,
- [00:51:19.980]potentially further enhanced by what parents were doing,
- [00:51:22.800]certainly, outside of, but that was one way we tried
- [00:51:26.580]to look at and control for preexisting experiences and such.
- [00:51:33.030]But the joys of education research
- [00:51:35.100]where, you know, there's so many,
- [00:51:38.310]so much noise in the midst
- [00:51:40.050]of trying to, you know, control
- [00:51:41.460]for different things, and yeah.
- [00:51:46.200]Hi, I have a question.
- [00:51:49.170]Do like the approaches change
- [00:51:50.820]across like different environments?
- [00:51:52.830]And does that have any influence
- [00:51:54.330]on how the kids interact with nature per se?
- [00:51:56.460]Because I'm just curious from like my own background,
- [00:51:59.460]like how the insights we gain could vary across places
- [00:52:02.820]that experience like continuous environmental disturbances
- [00:52:05.880]versus places that are, you know, relatively
- [00:52:08.610]don't experience like wildfires
- [00:52:11.850]or like coastal areas that experience a lot of flooding.
- [00:52:15.630]Like I don't know if the kids at that age
- [00:52:17.430]have that much awareness,
- [00:52:18.780]but I'm just thinking more like ahead, like for adolescents,
- [00:52:21.870]like how they define nature might be, and how they interact
- [00:52:25.980]with it might be influenced by like the nature itself,
- [00:52:29.130]like how they perceive it?
- [00:52:31.680]Well, excellent question,
- [00:52:33.240]and I would love to hear from some of the rest of you.
- [00:52:37.500]I think there's some unique pieces,
- [00:52:39.900]and then some transferable pieces.
- [00:52:44.640]And I think that would be really a wonderful thing
- [00:52:46.650]to pursue, and study, and look across environments.
- [00:52:52.531]We have a student right now visiting scholar.
- [00:52:54.690]She's a doctoral student,
- [00:52:56.280]similar to what Firdevs were when you came to UMD,
- [00:52:59.340]and she's from Malaysia.
- [00:53:00.660]And so she's thinking about like they have a moderate,
- [00:53:04.440]like not even moderate,
- [00:53:05.460]I would say quite warm, constant year-round temperature.
- [00:53:08.820]I think the conversion turned out
- [00:53:10.410]to be like 98 degrees year-round in her home community.
- [00:53:14.790]And then, you know, coming here to Duluth
- [00:53:16.980]where, you know, day to day, it varies,
- [00:53:19.710]and then, you know, we might be in a stretch
- [00:53:21.420]of, you know, three feet of snow on the ground
- [00:53:23.580]where children can barely move through it,
- [00:53:25.290]and, you know, 20 and 30 below,
- [00:53:27.570]and children are still going outside every day.
- [00:53:30.420]And in some of the programs, they're sleeping outside,
- [00:53:32.670]they're eating outside.
- [00:53:35.550]But do those environments differ?
- [00:53:37.547]I mean, I think that's just an excellent question.
- [00:53:40.827]And Firdevs, I don't know if you wanna chime in
- [00:53:42.844]'cause I know in some of your work,
- [00:53:43.830]you've been traveling across places
- [00:53:46.829]and different environments, and seeing different things.
- [00:53:49.620]So I don't know if you'd like to weigh in or if anyone else.
- [00:53:51.900]I love the question and I think that's a great question.
- [00:53:54.900]Firdevs, do you wanna offer anything?
- [00:53:58.560]That's a really great question,
- [00:54:00.180]and I was just thinking about really how we can, you know,
- [00:54:04.500]make it conceptualize of nature,
- [00:54:06.810]especially in terms from child's perspective.
- [00:54:12.000]But yeah,
- [00:54:15.246]I just am thinking about, you know,
- [00:54:19.620]when we use the term of nature,
- [00:54:24.150]mostly, you know, the greenness, the green area
- [00:54:29.790]or kind of wild
- [00:54:36.630]area, it just comes to my mind,
- [00:54:39.072]but maybe, you know, as a part of any research also,
- [00:54:44.910]kind of coastal areas and the greenness areas
- [00:54:49.170]can be compared maybe.
- [00:54:53.460]And it can be just controlling,
- [00:54:58.380]especially how, you know, the childs
- [00:55:03.420]make kind of conceptualization
- [00:55:08.340]of this nature in terms of if there is any difference
- [00:55:13.380]from their perspective.
- [00:55:15.215]And also I think it's the same
- [00:55:17.730]from the teacher's perspective, you know.
- [00:55:20.550]It may change.
- [00:55:22.650]And yeah,
- [00:55:25.800]it just makes me think
- [00:55:29.520]about, you know, how really can we put
- [00:55:35.038]into this concept.
- [00:55:42.465]It just makes me think about that.
- [00:55:45.570]But it's really a great question.
- [00:55:51.150]We do know that there are programs,
- [00:55:53.370]these nature-based early learning programs happening
- [00:55:55.730]in all sorts of environments from very arid and hot
- [00:55:59.010]to, you know, coastal, to desert,
- [00:56:02.310]and you know, winter, and urban, and non-urban.
- [00:56:06.690]I'm always surprised, you know, here and there,
- [00:56:09.090]I'll get inquiries from just these corners of the world
- [00:56:11.943]that I'm like, "Oh my gosh, how interesting.
- [00:56:13.860]Like, what would that look like?"
- [00:56:15.468]This is maybe two or three years ago,
- [00:56:17.340]I had a question from someone
- [00:56:20.220]who was operating an urban nature preschool
- [00:56:22.650]in the Gaza Strip, you know,
- [00:56:23.537]and so often think of them now,
- [00:56:25.080]like, "Oh, I wonder how that program was doing."
- [00:56:27.060]And you know, I heard from a program shortly
- [00:56:29.940]after the Lahaina fires in Hawaii
- [00:56:32.610]that, you know, was operating and trying to re-operate
- [00:56:36.390]in the midst of the recent wildfires and in the smoke.
- [00:56:40.860]And yeah, you just have to wonder
- [00:56:44.310]how that influences implementation and outcomes
- [00:56:48.990]in longer term.
- [00:56:50.790]Yeah, those are excellent things to pursue,
- [00:56:54.210]to be thinking about.
- [00:57:00.121](Matt speaking faintly)
- [00:57:01.557]Well, go ahead Matt.
- [00:57:03.669](Matt speaking faintly)
- [00:57:06.300]Oh, I'm sorry, you're cutting out, I think.
- [00:57:10.403]Or it's just me.
- [00:57:11.566](Matt speaking faintly)
- [00:57:18.299]Oh, I think he might-
- [00:57:19.132]I think Matt was just saying we're about at time.
- [00:57:22.260]I don't know.
- [00:57:24.030]But, so I don't know if he could get back on,
- [00:57:26.370]but I can say, does anyone have any other questions
- [00:57:30.000]before we wrap up?
- [00:57:34.110]I have just one clarifying question,
- [00:57:36.870]and that is you talked about playscapes.
- [00:57:40.020]And so I'm assuming that those were spaces
- [00:57:44.550]that were sort of naturalized
- [00:57:46.860]within the school play, you know, outdoor setting.
- [00:57:51.660]And so more plants,
- [00:57:54.330]more, you know, maybe soil digging opportunities,
- [00:57:58.140]that sort of thing.
- [00:58:00.900]Is that what was different about those?
- [00:58:03.420]Yeah, movable, loose natural parts,
- [00:58:07.440]you know, less of the fixed equipment.
- [00:58:11.049]But some of the, you know, like crawling spaces
- [00:58:13.620]or places to kind of like the hideaway places,
- [00:58:17.550]more vegetation like you had pointed out,
- [00:58:19.320]opportunities for sand and water play.
- [00:58:22.899]Kind of what you'd expect
- [00:58:24.330]from like the nature playscape kind of image
- [00:58:28.200]that you'd, you know, readily find.
- [00:58:30.930]Duluth Public Schools and Head Start
- [00:58:34.290]has been working with a consultant
- [00:58:36.660]to put in nature playscapes
- [00:58:38.010]at each of the elementary schools
- [00:58:40.440]that unfortunately can't be used by the elementary students
- [00:58:43.290]that are being used just by the preschool
- [00:58:44.787]and Head Start children,
- [00:58:46.320]but not all of the teachers use them.
- [00:58:49.500]And so that's again, where they might be at.
- [00:58:51.450]All the schools now have the nature playscape,
- [00:58:55.287]or at least I'd say that might not be quite accurate.
- [00:58:58.140]Most of them do,
- [00:59:00.000]but again, whether or not a program a teacher uses them
- [00:59:03.390]is up to the teacher.
- [00:59:09.060]Thank you.
- [00:59:10.136]Thank you for a lovely presentation and discussion.
- [00:59:14.280]Thank you, I hope it was helpful,
- [00:59:15.300]and I hope the ponderings were okay.
- [00:59:17.580]I feel like you don't often get to like think about things
- [00:59:21.630]and so I feel like you are a thinker.
- [00:59:23.040]So an opportunity to share some of my thinking.
- [00:59:28.170]Oh, Matt was cutting out, but he has a question,
- [00:59:30.240]which is through your interactions
- [00:59:31.830]with community participants,
- [00:59:33.180]have you found your work informing or interacting
- [00:59:36.450]with policy for like for schools or for statewide?
- [00:59:45.252]I think we have the potential,
- [00:59:47.040]and I think we're gearing up for that,
- [00:59:50.520]but policy is sort of not my familiarity,
- [00:59:54.690]or my home, or training.
- [00:59:55.920]And so I'm not very savvy
- [00:59:58.890]and even kind of knowing the first thing
- [01:00:00.540]how to move into that world.
- [01:00:02.178]I mentioned we have a community of practice underway
- [01:00:04.680]that we started last year,
- [01:00:05.910]and the focus was on deepening perspectives
- [01:00:09.930]or deepening practice through Indigenous perspectives.
- [01:00:12.371]We have some Indigenous mentors working with us,
- [01:00:15.870]and it's a mix of Indigenous
- [01:00:17.130]and non-Indigenous early childhood practitioners.
- [01:00:19.860]And then this year our focus has been on reconciliation.
- [01:00:24.030]And we are finding that the community of practice
- [01:00:28.260]is a really valued form of professional interaction,
- [01:00:34.080]and it's sort of taking on a life of its own
- [01:00:36.330]beyond what we would've foreseen.
- [01:00:38.970]And I think there's a lot of things emerging
- [01:00:43.980]that if we could figure out how to move more
- [01:00:47.100]into policy realm would be really great.
- [01:00:50.490]We're not quite there yet,
- [01:00:52.260]but just in terms of like the educators feeling valued,
- [01:00:56.310]and feeling that their work matters,
- [01:00:58.320]and their intentional reflective practice,
- [01:01:00.300]like these are educators who are really thoughtful
- [01:01:03.990]and intentional in how they do things,
- [01:01:06.150]and why they do things, and learning from their practice,
- [01:01:09.450]and wanting to refine it.
- [01:01:11.670]And so just that approach the community of practice
- [01:01:17.040]as an approach to working with teachers,
- [01:01:19.860]and then things that are emerging,
- [01:01:21.600]I think there's policy opportunity.
- [01:01:25.680]To be honest, I don't know the first thing
- [01:01:26.910]about how to move into that world.
- [01:01:28.800]So yeah, great question.
- [01:01:33.240]I imagine the playscapes,
- [01:01:35.160]the introduction of the playscapes
- [01:01:37.230]must have been in response to something.
- [01:01:40.859]It was a response to the federal Head Start money
- [01:01:45.270]and the person that requested the money
- [01:01:48.180]was a believer in nature play
- [01:01:50.790]and said, "We're gonna frame ours from the position
- [01:01:55.020]of we see nature preschool benefiting the kids
- [01:01:57.990]in our district and our Head Start kids
- [01:02:00.180]aren't getting the benefits of the private preschool."
- [01:02:02.820]So, you know,
- [01:02:04.620]and so they wrote their federal funding request
- [01:02:06.960]to incorporate the nature-based playscapes,
- [01:02:11.640]the outerwear for kids to wear
- [01:02:15.420]for some professional development,
- [01:02:17.610]but embraced, you know, differentially.
- [01:02:21.870]But at least, you know, so that, yeah.
- [01:02:24.810]So that's where that came from.
- [01:02:27.570]That's fantastic.
- [01:02:28.620]Well, in thinking about how change happens,
- [01:02:30.450]you're gonna have your early adopters.
- [01:02:34.110]And that's okay if people come along later
- [01:02:37.950]or at a different rate.
- [01:02:40.020]That's true.
- [01:02:41.010]Diffusion of innovation at work, yeah.
- [01:02:48.390]All right, well, thank you very much for-
- [01:02:50.490]You're welcome.
- [01:02:51.617]A wonderful talk and discussion.
- [01:02:53.700]I think this has given us a lot to think about,
- [01:02:56.613]and you'll be very helpful to us
- [01:02:59.130]as we move our research forward.
- [01:03:02.040]So thank you.
- [01:03:02.873]Yeah, you're welcome.
- [01:03:03.706]And I heard a little bit from Matt about your group.
- [01:03:05.460]It sounds amazing.
- [01:03:06.293]I wish we had something like that here.
- [01:03:07.950]So that's excellent.
- [01:03:10.440]Yeah, all right, well, thank you for your time.
- [01:03:13.230]Have a good rest of the day, everyone.
- [01:03:14.700]Nice to see you all.
- [01:03:16.702]Thanks.
- [01:03:17.883]Thank you. Bye, everyone.
- [01:03:19.451]You're welcome, bye-bye.
- [01:03:25.373]All right.
- [01:03:27.223]All right, Matt,
- [01:03:28.650]Nick and I were gonna talk
- [01:03:29.940]about the Catalyst Grant for a bit.
- [01:03:32.790]You're welcome to hang on if you want, or.
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