The images above and text below appear outside the Kindergarten wing at our school. They represent some of our (6 Kindergarten teachers) collective beliefs about children in the natural world.
Transferable Skills, the Global Goals, and the Environment
Jumping in a puddle. Investigating the bark on a stump. Building a fort. Listening for birds. Stepping out of the classroom and into nature for many daily events. All of these experiences grow a sense of joy, reverence, and stewardship for the natural world and build Transferable Skills (as detailed by the Vermont Agency of Education). In addition, children participate in a worldwide movement to preserve the earth for generations, by sharing this work with others who lead the growth of the Global Goals for Sustainable Development.
Creative and Practical Problem Solving- How can children take care of the broken branches on a tree? How can birds find food and shelter during the winter? How can we all care for the natural spaces near our school and still play, take risks, read, write, and solve mathematical problems with stewardship in mind? Kindergartners are taking on these complex questions every week.
Informed and Integrated Thinking- The work involved in tackling these challenges relies on building a deep understanding of our connectedness to the earth and ways we can share the importance of the Global Goals for Sustainable Development. Specifically, Global Goal # 14, emphasizes conservation and biodiversity. By building awareness, investigating local species (such as butterflies, salamanders, toads, trees, birds, and so much more), and invasive species such as Poison Parsnip, children are becoming informed citizen scientists.
Responsible and Involved Citizenship- Kindergartners “participate in and contribute to the enhancement of community life” by caring for the immediate natural environment and carrying their understanding and experiences with them to their homes and beyond. They “demonstrate ethical behavior and the moral courage to sustain it” through their daily work and various outlets where others share their work toward growing the Global Goals.
Self-Direction: Kindergartners have the freedom to “self advocate for their learning needs”, as they explore and reflect on the world around them. The open-ended nature of the outdoor classroom experience allows children to “reflect, revise, and adjust learning goals” to suit their individual and collective needs within their classroom community.
As Kindergarten teachers, we are committed to co-constructing knowledge about the natural world with children and cultivating stewardship for the earth. We invite you to join us!
Vermont Agency of Education Transferable Skills: http://education.vermont.gov/student-learning/proficiency-based-learning/transferable-skills
Global Goals for Sustainable Development: http://www.globalgoals.org/
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