The power of documentation<\/a> is that it invites reflection on moments of learning, and on the theories that children are developing about the world they live in.<\/p>\n\n\n\n It is tremendously validating for children to feel \u201cheard,\u201d to know that what they are curious about is interesting and important.<\/p>\n\n\n\n Through investigating water and snow, this kindergarten community experienced the benefits of learning in the outdoors<\/a>.<\/p>\n\n\n\n For this group of kindergarten learners, the transformation from winter to spring sparked a noticeable curiosity about water and the children expressed this in different ways.<\/p>\n\n\n\n The children were invigorated by the ever-changing conditions of the outdoors<\/a>. With all of their senses awakened, they marvelled and made connections to understand themselves in their world<\/a>.<\/p>\n\n\n\n Tools and loose parts<\/a> invited the children to explore, problem solve and innovate in social ways.<\/p>\n\n\n\n The children demonstrated a desire to move snow with reused containers, spoons, shovels and donated toboggans. The kindergarten team invited families to contribute to the collection of items<\/a>.<\/p>\n\n\n\n One child took the lead to shovel the doorways of the school in winter, and to co-ordinate the piling and moving of snow and ice on toboggans to transform their schoolyard playscape.<\/p>\n\n\n\n Over the days and weeks that followed, sparked by making pathways for water outside, groups of children experimented with tubes and marbles, designing like architects and engineers.<\/p>\n\n\n\n Throughout the water investigation, the kindergarten team heard children wonder, question and share their working theories:<\/p>\n\n\n\n \u201cWhere is the water coming from?\u201d<\/p>\n\n\n\n \u201cLook how it\u2019s following the pathways! It\u2019s getting stuck over here.\u201d<\/p>\n\n\n\n \u201cCome follow my tracks!\u201d<\/p>\n\n\n\n \u201cI\u2019m using the shovel to make a path in the mud.\u201d<\/p>\n\n\n\n \u201cI can see through the ice\u2026It\u2019s like a window!\u201d<\/p>\n<\/blockquote>\n\n\n\n The children expressed curiosity in multiple ways. Some chose to study the water closely with puzzled expressions, some shared a flurry of questions about water while others stomped and splashed with wild abandon.<\/p>\n\n\n\n One child with rubber boots, teetering on the edge of fascination, dipped a toe at the edge of a puddle, crunching the frozen edge delightedly.<\/p>\n\n\n\n The kindergarten team observed the children investigating with persistent fascination about how they live and interact with water, how it changes state and how it flows.<\/p>\n\n\n\n Energized by their pervasive curiosity with melting snow, water, pipes and flooding (indoors and out!), the children were guided by their interests<\/a>, and the educators named the learning that revealed itself through this journey.<\/p>\n\n\n\n \u201cI noticed that the students were more engaged because the learning was connected to something in the real world.\u201d (teacher candidate)<\/p>\n<\/blockquote>\n\n\n\n The kindergarten team selected books that honoured the children\u2019s interests<\/a> and challenged their thinking. One example, Water\u2019s Children,<\/em> invited them to think about themselves in relationship with water and the world.<\/p>\n\n\n\n The learners\u2019 experiences within the outdoor environment also provided opportunity to explore global understandings such as how water moves, and how our lives are connected by water.<\/p>\n\n\n\n Such learning develops empathy and understanding towards each other and the natural world.<\/p>\n\n\n\n The kindergarten children paired up with older learners to design posters with powerful messages about caring for and protecting water. These were then posted throughout the school in an effort to impact the thinking and actions of others in the school community.<\/p>\n\n\n\n While investigating outdoors, children demonstrated reasoning and proving, reflecting, selecting tools and strategies, connecting, representing and communicating<\/a>.<\/p>\n\n\n\n The kindergarten educator team valued how the natural environment offers something unique, something different and something challenging every day<\/a>.<\/p>\n\n\n\n In speaking to how children benefit from learning actively in the outdoors, families, in surveys, said:<\/p>\n\n\n\n \u201cThey run, jump, hop, skip, dodge all on their own. They look at their learning area differently and appreciate the freedom and take in all this learning with wide open eyes.\u201d<\/p>\n\n\n\n \u201cWe love experiencing the world through nature. We all share the planet and have a special role to play.\u201d<\/p>\n\n\n\n \u201cThey benefit from fresh air as well as a change of scenery\u2026\u201d<\/p>\n\n\n\n \u201cWe love sunshine and vitamin D!\u201d<\/p>\n\n\n\n \u201c\u2026children who play outdoors are healthier, happier, less stressed and more creative.\u201d<\/p>\n<\/blockquote>\n\n\n\n Together, educators and families noted many benefits including how the children were filled with wonderings<\/a> and curiosity<\/a> and became scientists, explorers, mathematicians, artists and storytellers of their world.<\/p>\n\n\n\n Educators noticed that in the outdoor setting, the integration of curriculum areas and teamwork emerged:<\/p>\n\n\n\n \u201cHow amazing it was to connect math, geography, and science to one experience\u2026outside.\u201d (Anne, teacher candidate)<\/p>\n\n\n\n \u201c\u2026it opened up so many possibilities for learning\u2026 the awareness of conservation of water, the teamwork that had to go into achieving the goal.\u201d (Laura, teacher)<\/p>\n\n\n\n \u201cEach interaction between child and nature is unique and offers a fresh, new perspective.\u201d (Lotje, kindergarten teacher)<\/p>\n<\/blockquote>\n\n\n\n Learning through inquiry<\/a> was central to these experiences.<\/p>\n\n\n\n When we asked parents if they perceived any barriers to outdoor play, parents identified concerns such as \u201csun exposure without protection\u201d and \u201cbug bites that are potentially dangerous.\u201d<\/p>\n\n\n\n Educators identified barriers related to weather preparedness, safety and risks<\/a> as well as the unpredictability of inquiry-based learning.<\/p>\n\n\n\n Of particular note, our case study revealed the many ways participants nudged at these potential barriers<\/a> in support of the above benefits, with safety at the forefront.<\/p>\n\n\n\nA snow and water investigation<\/h2>\n\n\n\n
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Educators help children make connections<\/h2>\n\n\n\n
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What did our families and educators<\/strong> notice?<\/h2>\n\n\n\n
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Noticing, naming and nudging at barriers<\/h2>\n\n\n\n