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A System to
Connect Children &
Nearby Nature
By: Roberta M. McConochie, LA, [email protected]
A Framework System to Connect Children with
Nearby Nature; 2010, Morgan State University
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Current
Challenges:
Children
Urban Places
Nature
vs.
vs.
vs.
Alienated Connected
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Thesis Research
Inventory studies: 4 Maryland sites: 3
in Baltimore & one in county.
Identify categories of communityresource;
Identify age-related learning needs;
Test conceptual system to connectchildren with nature on fifth site.
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Four Study Sites Differ ingeography/topography, urban form, density, land-use mix.
Baltimore-N Baltimore-South Baltimore-East Anne Arundel
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NEARBY
RESOURCES:
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TYPOLOGY of RESOURCES
Generic Categories
1. Patch (Forest Patch): Local area of native vegetation, originally
part of a larger system. Many patches include exotic and/or
invasive plants as well as local natives.
2. Home. Residences of the local community; places where
many local schoolchildren, their &/or caregivers reside.
3. SME's (Subject Matter Experts). Persons involved with local
institutions, organizations & businesses, who can provide informal-
learning input (e.g. instruction, example, learning materials) about
one or more aspects of local nature.
4. Other places of nature including e.g. greenery, creeks, local
soil, stone, wildlife habitats, as well as gardens, trees, etc.
"Central" schools' grounds are included in this category.
5. Land Features including topography, resulting flow of water;
related and enabled views of nature and natural systems.
6. The central school's building, both exterior and interior, where
children spend the large majority of their school days.
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Types of Community Resources
1. ForestPatch
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Types of Community Resources
2. Home3. SMEs (Subject-matter Experts)
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Types of Community Resources
4. Natural Places;5. Land features
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Types of Community Resources
6. School Building
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Learning Need Typology
TYPOLOGY of CHILDREN'S NEEDS
Generic Categories
a. Nurturing: Taking respite, sheltering, hiding; in a quiet area
and in the context of nature.
b. Energizing. Engaging in active running, jumping, walking &
other physical activities.
c. Ordering. Learning and creating systems of order among
objects, places, procedures, behaviors.
d. Connecting. Engaging in cooperative endeavors viapartnerships, teams, groups, possibly with a mentor.
e. Achieving. Taking on individual responsibility, leadership for
environmental project, probably with help of a mentor.
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Types of Childrens Needs
1. Nurturing
4. Connecting 5. Achieving
2. Energizing 3. Ordering
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Examples of Application
Bench-wall planters. Take-home nature kits.
Recycling rooftop and other water runoff into e.g.waterfalls, fountains which treat/remove pollutants andstore water for irrigation.
Community food and flower gardens under mentorshipof community residents, leaders.
Restoration / clean-up projects, e.g. parks, creeks, lots
Bug collection & identification.
Wayfinding & mapping.
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Bench-Wall Planter
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Example: Bench-Wall PlanterFRAMEWORK APPLICATION
BENCH-WALL-PLANTER (e.g. at library)
a. Nurturing. Planter's bench provides places for kindergarten children to sit & view
plants, read labels, nibble on edibles.
b. Energizing. First & second graders can help dig, run and fetch, mulch, and carry bags
of soil; also, with supervision, help weed and plant.
c. Ordering. Third & fourth graders can, with assistance, draw maps of existing
plantings, make plant labels; help create and follow rules for use of the planters and the
plants; create weeding, watering schedules and help involve younger children.
d. Connecting. Fourth and fifth graders can help create groups to serve as work teams;
these older children can also serve as mentors and leaders. An adult facilator is
required to coach and mentor task-focused teams.
e. Achieving. Fifth graders can, with help from mentors, study gardening methods &
designs; evaluate them and recommend improvements; chart productivity over more
than one season tracking e.g. weather patterns and plant productivity.
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Neighborhood / Home Gardens
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Example: Take-Home Nature Kits
FRAMEWORK APPLICATION
HOME / FAMILY NATURE STORIES, PROJECTS
a. Nurturing. For youngest children, a plant, poster, other natural object to
contemplate, nurture with the help of significant others.
b. Energizing. For first or second graders, take-home activity nature kits, e.g. nature
games, scavenger-hunt-type activities for child.
c. Ordering. For third and fourth graders, kits for map drawing of home, nearby streets
and area features; classification projects, e.g. leaf collection, identification.
d. Connecting. Take-home-kit for fourth and fifth graders to ask elders about their
childhood nature-related experiences, memories, family legends.
e. Achieving. Individual, higher-order home projects for older children, e.g. gardenproject; pet training; with help of local mentor who is not a family member).
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Group Exercise: Planning
Children-Nature Connections
1. Individually or with a partner you know:Pick ONE age group & an appropriate
age-related need to address:
Nurturing
Energizing
Ordering
Connecting Achieving
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Group Exercise: Planning
Children-Nature Connections1. Pick ONE age group.
2. Focus on one specific resource: Forest patch
Home(s)
Subject Matter Expert
Other place of nature
Land Feature
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Group Exercise: Planning
Children-Nature Connections1. Pick ONE age group: identify a developmental need.
2. Pick a resource.
3. Outline your program: congratulations onthe grant that covers your budget.
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For Example1. Garden-club tree identification & signage
project for 3rd graders to order nature);
2. Climate studies for 5th graders to track
e.g. wind, precipitation, sunrise-sunsetwith local SME from hardware store.
3. Neighborhood stream clean up projectwith age-appropriate tasks, supervision.
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A System forConnecting Children &
Nearby Nature
By: Roberta M. McConochie, LA, Ph.D.Based on R. McConochie Masters Thesis,
A Framework System to Connect Children with
Nearby Nature; 2010, Morgan State University