Abstract
This chapter provides guidance on integrating interactive technology with nature-based curriculum and outdoor learning in early childhood classrooms in ways that offer unique opportunities for children to explore and learn. Through what is referred to as “Digital Nature Explorations,” young children develop the foundations identified in the International Society for Technology in Education for Students standards and the Nature Education Guidelines as early learners utilize digital tools that open new possibilities in their understanding of the natural world.
TopBackground
Nature-based programs go by a variety of names: nature-based schools, place-based schools, outdoor schools, or forest schools. They may be located in homes, childcare centers, private or public schools, nature centers, or even on the grounds of zoos and aquariums. Nature-based programs vary in terms of how much of the curriculum is centered around nature, whether it is an organizing theme, and how much time is spent outdoors. Despite the variations, there is shared belief that outdoor exploration is valuable and promotes learners’ health and development, as well as connections to the natural world (Larimore, 2016; North American Association for Environmental Education [NAAEE], 2016).
Simultaneous to the increased popularity of nature education is an increase in the use of technology in early education (Erikson Institute, 2016). In 2012, NAEYC together with the Fred Rogers Center issued a position statement on technology that divided technology into two categories: a) passive (e.g., television) and b) interactive (e.g., tablets). Interactive digital technologies can be developmentally appropriate and easily integrated into curriculum. The NAEYC/Fred Rogers Center (2012) provided two principles for digital media use: a) “quality digital media should safeguard the health, well-being, and overall development of young children, and b) quality in digital media for young children should take into account the child, the content and the context of use” (p. 6). The NAEYC’s 2020 DAP position statement recognized the value of technology and interactive media as a “principle” that should “inform practice” (p. 8).
Although technology and nature education are increasingly present in early education, the two can be viewed by educators in opposition to each other, as if they cannot or should not coexist within the curriculum. This perceived binary is not surprising given the research-driven, and often passionate, arguments behind technology initiatives and the equally passionate calls to get children outdoors and physically active. While screens and other indoor technology-based pursuits are certainly a contributing factor to the divide, they also represent an important shift in how children are playing and learning in contemporary times.
Key Terms in this Chapter
Community Science: Collaborative scientific investigations that include amateurs as well as professionals.
Computational Thinking: Finding solutions as algorithms or computational steps.
Interactive Media: Media that engages the individual in different ways.
Nature Walks: Walking through nature, alone or in groups, on trails/paths or freeform, with a purpose—for enjoyment, health benefits, or learning opportunities.
Biodiversity: The variety of plants, animals, fungi, and microorganisms that make up our natural world.
Nature-Based Education: Settings and curricula where learning occurs with and in nature. Models and program structures may vary, but all incorporate environmental education and experiences with the natural world in meaningful ways.
Digital Citizens: Children/adults who understand how to use the internet safely and responsibly.
Green Spaces: Areas of grass, trees, or other vegetation and plant life that may be natural (wild) or cultivated.
Screen Time: Amount of time a child spends looking at or using any type of screen.
Developmentally Appropriate Practice: Practice that reflects knowledge of child development, understanding of the individual child, and family culture.