Rethinking nature journaling in the Kindergarten Program action research in learning and teaching

Abstract

This qualitative action research study in a Canadian urban public elementary school proposes teachers and early childhood education integrate different types of nature journaling into the Kindergarten Program. In this study, analysis of data collected from weekly classroom lessons and student work samples through two action research cycles led to the identification of three types of nature journaling: 1) observation-focused nature journaling, which may encourage sensory engagement; 2) relationship-built nature journaling, which may help to foster a sense of connection with the natural environment; and 3) curriculum-connected nature journaling, which may contextualize nature journaling as an interdisciplinary pedagogical strategy. These three types of nature journaling are interrelated within the framework of ecological systems theory that guides this study. This study values whole child development and experiential learning. It emphasizes the pedagogical values and curriculum connections nature journaling can bring to the Kindergarten Program, especially when used as a way for students to explore environmental and nature education. Based on its findings, this study recommends that educators organize curriculum and foster students’ interdependence in the context of real-world experiences through a nature journaling approach.