Thinking Outside the Four Walls of the Classroom: A Canadian Nature Kindergarten

Abstract

The authors share a narrative of planning and implementing a Nature Kindergarten in the public school system in British Columbia, Canada. Inspired by similar programs in Northern Europe, the Nature Kindergarten became the first program of its kind in Western Canada. The importance of developing pedagogical principles, understanding local context and designing a program that is responsive to place is highlighted. Learning about the place in which they live offers Nature Kindergarten students opportunities for learning that cannot be found inside a classroom. This learning can be complex and layered and deepen children’s connections to their place. Outdoors, the Nature Kindergarten educators also take on a different role that has encouraged them to continue to question their thoughts and practices around emergent learning. The authors conclude that the process of creating a Nature Kindergarten provided an educational opportunity to think differently about how Kindergarten students learn, what they should be learning, and to articulate a pedagogy that embraces complexity and uncertainty.