Nourishing the Intellect in Nature

On a recent field trip to Full Circle Farm in Carnation, Washington, my class of 6-9-year-olds had a special experience in nature. Throughout the month of September, we had been studying the changing seasons, sketching farm animals, reading books about food, and had even taken our families to a local farmer's market to see the produce up-close. On our field trip -- which was free -- we wore mud boots so we could get dirty and explored the farm with a volunteer guide. We examined various seeds that are stored in the barn and smelled various geraniums with amazing perfumes (lemon balm, pepper, tomato) in the greenhouse where seeds flourish into plants. We also visited the manure-to-compost heap, saw the vintage farm equipment this local farm buys used as a form of recycling, and snacked on carrots from the field and blueberries off the vine. Although this farm is within thirty minutes of our school, this event was many students' first foray onto a farm where organic food is grown in a sustainable way.

I was reminded of Richard Louv's term "nature-deficit disorder". Children at first felt inhibited to splash in puddles, wary of dirtying their clothes, and they learned that some bacteria (among the oldest and earliest forms of life on the planet) are actually good for you, that they fight sickness created by "bad" bacteria. A parent mentioned that her child is reading voraciously this year, since television viewing was decreased. So many things that impact all of our lives end up seeming very simple. The more in-touch we are with hands-on materials, the more focus, concentration, and enjoyment we experience. Technology has much to offer us, yet we benefit from maintaining equal time with low-mechanized or even manual processes: peeling a potato, holding a door for another person, or turning a page.

In Richard Louv's two books on the subject of nature-deficit disorder, Last Child in the Woods and The Nature Principle, the author does not oppose technology yet reminds readers that the more technology we introduce and use in our lives, the more nature we need to bring about balance. Even a small amount of time outdoors positively affects children whose connection to the environment has been negatively impacted by increasingly sedentary or (conversely) over-structured lifestyles.

Fundamental aspects of Montessori education parallel recent scientific studies on the optimal ways we learn: 

• through hands-on contact with natural materials
• by going out into the world to freely experience (not simply research)
• in communion with others
• through noticing inter-connections between all life forms
• in honoring our whole selves -- intellect, emotions, body, sense of wonder, need for company
• and by finding peace at our own pace. 

Here are some suggestions for restoring a child's connection to nature:

• Walking, journaling, and engaging in imaginative play outdoors -- with or without others -- may bring a child inner peace and joy or provide centering instead of over-stimulation.
• Those who are naturally creative and imaginative may enjoy sketching or watercolor, which also strengthen fine motor skills.
• Climbing trees, building forts, or relays may allow a child to develop unknown sources of physical strength.
• Those who grapple with hypersensitivity or defensiveness may benefit from spending more time outside in order to release frustrations and find peace when compromise is necessary.
• Time spent with friends and loved ones in nature settings may help a child feel more secure, allow him/her to take risks and try new things, and develop courage and confidence.
• Many active children find that running or jumping rope helps them corral their energy and focus better indoors, as well as provides them with a break between periods of deep concentration.
• Shy or reticent children may benefit from oral storytelling which inspires the senses and stimulates conversation.
• Gardening may help children connect to others and the natural world, refine their auditory and visual senses, and enhance observance of their surroundings.
• Collective excursions  -- especially hiking, camping, or adventuring -- allow children to express themselves more openly to others, build self-esteem, and hone gross motor coordination.

Quality time spent with one another, rather than distracted by convenience and electronics, brings us closer and helps us feel that we belong. In PE activities, we sometimes use a colorful parachute to encourage community-building. Other times, we walk a fabric labyrinth to experience focus, patience, and mindfulness while also practicing gross motor balance. We should always go out into nature, not only during "good weather". We learn so much from returning to the same places throughout the year, noticing seasonal changes, and appreciating the cycle of life.