In engaging with the workshops, it opened my mind as to the possibilities that outdoor learning brings to a child’s education that indoor learning cannot. The tree identifying activity was the one I found most effective and intriguing as it gets children to directly be around their local environment and really engage with it which will be much more stimulating and interesting for children than learning about it indoors. It was also useful to summarise successes and issues with this activity when doing it with children as well as recreating similar indoor activities based on the same learning. I also found this activity most interesting as it led to several prompt questions that may arise in children that relate to environmental issues such as the impact of the loss of habitat and discovering the reasons behind why certain trees may be found in a particular area. This concern for environmental issues can be followed through with my role as an educator which Kemp (2004) highlights is a necessity as we are increasingly becoming more aware of these issues, evidence being that more individuals and groups are forming to resolve discrete environmental issues.
Moreover, the birds and bugs activity proved to be a more difficult activity, however I realise this was due to lack of enthusiasm for digging around in mud whereas children may be more keen to do this. The lichen activity was also less engaging than the tree activity, but may be an eye-opener to children when discovering the different factors that affect air quality in their local environment that are man-made. However, as a future role model and teacher, and as the Scottish Government (2012) describes, I should aim to become an “active global citizen” in order to inspire children to develop a positive and appreciative attitude towards the environment. In addition, Scottish Government (2012) describes common whole school approaches that support learning for sustainability and ultimately helps towards a more environmentally friendly planet. Such examples include the participation of Scottish schools in eco schools, the green flag award and fairtrade schools.
Furthermore, I have always had good experiences regarding the environment which has led to a deep appreciation and interest for helping to support a greener planet. This stemmed from always having an interest in studying geography and being an active eco community member in high school, therefore I hope to inspire the same enthusiasm and appreciation for the environment in children and guide them towards realising and understanding the importance of creating a sustainable environment for future generations.
Kemp, D. (2004) Exploring Environmental Issues. London: Routledge
Scottish Government (2012) Learning for Sustainability: The Report of the One Planet Schools Working Group. Edinburgh: Scottish Government.
