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Observing the Natural World

Dr Diane Boyd highlights the importance of connecting children with the natural world and offers practical ways to inspire their curiosity.

Posted on Monday 20th January 2025

The importance of exploring the natural world

The Early Years framework (DfE,2024) and National Curriculum (DfE, 2014) highlights to practitioners and teachers the importance of children being outside exploring the natural world. Key terminology demonstrates the clear sustainable pedagogical explorations that are expected within nurseries and schools. The key words include –explore- observations- processes -changing states of matter. It is therefore imperative that all practitioners and teachers understand and are confident to embed this practice into their pedagogy. Aligning these words alongside the characteristics of effective learning (DfE,2024) supports the development of this sustainable pedagogical approach even further, incorporating –investigate- experience-being active- creativity and critical thinking. Not only is it important for children in Early Years to have opportunities to explore the natural world, but this is important for children of all ages.

UNESCO 17 Sustainable Development Goals (2015) invite everyone to have a closer, more connected relationship with nature, shifting from a human centric position to a more ecological world view, with all living things being protected. SDG 15, Life on Land, specifically invites everyone to nurture and care for all biodiversity and animal life.

Developing children’s relationship with the natural world

So as practitioners and teachers in a nursery, early years setting or school, how can you develop children’s relationship with their planet and embed an empathetic, caring ecological mindset?  Refocusing upon the historical pioneering ideas of Froebel and Pestalozzi, children need to be immersed within nature all year round, regardless of weather or locality. Some children may be fortunate to live near a beach or woods, making it easier to achieve this outcome.

The natural world beyond your setting

However, it is important to reflect upon the natural world outside the gates of your setting. Give children opportunities to explore the locality and community, drawing on local wisdoms and traditions. For example, is there an allotment near by with volunteers who would be happy to invite children in to learn and explore their natural world. Go on neighbourhood walks with the children to ‘map’ out their community and locate natural areas of interest to the children. Mapping is another great way for children to observe the natural world.

Using senses to explore the natural world

Once you have investigated and explored your locality and found a park or grassy field, it is important to remember that childhood is about using a holistic approach through all 5 inner senses. Immerse children in slow sustainable pedagogy that allows for silence:

  • Sound – Can children hear nature (the birdsong or waves lapping)?
  • Feel – Can children feel the long grasses against their legs?
  • Sights – Are there opportunities for children to see and observe the differences? For example, clouds in the sky on rainy days compared to sunny ones.
  • Touch – Time to touch things in their environment like the sandstone walls.
  • Taste – Sampling the first blackberry off a bush on a walk or the produce that they have grown.

Through this immersion children will develop a positive caring relationship and develop the ability to observe changes, similarities, and differences.

The specific area of Understanding the World in Early Years asks you to support children to see ‘processes’ and ‘changing states of matter’. It is important that this happens through yearlong explorations. For primary children the aim is to equip children with knowledge about natural and human environments with a ‘deep understanding of the Earth’s key physical and human processes’ (National Curriculum, 2014, DfE).

Getting the right equipment

Consider questions with the children such as how soil changes over the 4 seasons. Support this with reflections that enable children to start to observe their natural world and make connections.  Using certain resources can support children in this playful work. Children need child sized gardening equipment such as spades and rakes to dig (therefore soil is needed in its natural state). This also supports their physical development as they are using their gross motor skills whilst being active – all important for a healthy body.  Consider the early literacy and early numeracy opportunities when investigating the soil. After digging and raking, the children can use sieves to study the soil in closer depth and make drawings of their observations.  With magnifying glasses such as the easy to use Easi-Scope, children are provided with opportunities to get close and make more detailed studies.

Historical pioneering giant Loris Malaguzzi emphasised the importance of practitioners using the natural world as a ‘third teacher’. This reflects the EYFS overarching principle ‘enabling environments.’ Loris Malaguzzi highlighted that everyday when children are interacting in their natural world they should experience ‘awe and wonder.’

After a day in your setting, nursery or school, you want your children to leave immersed in questions from their positive experiences:

  • Questions that reflect awe – Did you see the double rainbow?
  • Wonder – How many bottoms does a woodlice have?
  • Questions and answers that reflect critical thinking – a key element of early childhood education for sustainability and UNESCO Agenda 2030.

As part of their learning, we want children to be able to “offer explanations for why things might happen”. This can only happen through strong quality staff and using the natural world to stimulate curiosity and imagination.

Using technology to support learning about the natural world

Technology can be used to support observations of the natural world. Consider how the natural planet and society may have changed over the next twenty years. We need to ensure young children are offered opportunities to use technology in their explorations.  There are many different resources that engage children in such investigations. Binoculars, particularly ones such as the See and Speak Recordable Binoculars that have the option to record sound,  allow children to observe and record their observations. They can sit quietly watching the sparrow and blue tits feed and record their own thoughts.

Observe bugs and leaves closely using resources that help children to explore the natural world. For example, handheld magnifying glasses can be used to support and develop their scientific understanding. Equipment such as the Easi-Scope comes with up to 43x magnification. This microscope transforms ordinary objects into extraordinary discoveries, captivating children’s interest in science. Images can be shared on the whiteboard for further extensions and whole class discussions.

Provide resources such as data loggers. Data logging can help children deepen their understanding of the natural world by allowing them to systematically collect, record and analyse information about their environment. Using functions such as temperature sensors, and light and sound meters, children can observe patterns and changes over time, such as how temperature affects plant growth or how daylight hours shift with the seasons. This hands-on approach not only encourages curiosity but also develops critical thinking and scientific skills, helping them make connections between data and the natural world.

Top tips for engaging with the natural world

To conclude, we will highlight some top tips for engaging with the natural world:

  • Draw upon the culturally contextual locality that surrounds your nursery setting or school.
  • Engage in neighbourhood walks to make connections and relationships.
  • Engage in all year-round observations so children can see changing states of matter.
  • Engage in active physical opportunities in sustainable pedagogical play and learning.
  • Engage in awe and wonder experiences that promote creativity and critical thinking.
  • Use technology to support and extend their explorations.
  • Develop children’s empathy for all living and non-living ecological features of their world.
  • To co- research in investigations together, recognising and using the correct terminology (Not leaf, tree etc but specific names).
  • Share love of the natural world to develop nature stewards of the planet.
  • Embed the 17 Sustainable Development Goals into your pedagogy.

For more information on providing children with opportunities to connect with their natural world in the Early Years and beyond, why not take a look at the document Sustainability Matters In Early Years written by Dr Diane BoydThis download has a range of activities, questions to discuss with the children and story book suggestions. Download the document by clicking on this link – Sustainability Matters In Early Years

Dr Diane Boyd has worked in HE for the last 18 years. She supported students in understanding child development and teaching experiences with a strong education for sustainability focus. Diane challenged students to become climate activists and empower agency in young children. She was involved with the DfE leading up to COP 26 and was personally invited to the launch of the DfE Sustainability and Climate Change Strategy. Diane has worked with Eco Schools England developing their Early Years platform and resources. Diane is currently promoting early childhood sustainability through the DfE Stronger Hub for the Northwest of England. She is an Honorary Research Fellow at Hull University.