Mō tātou, ā, mō kā uri ā muri ake nei
For us and our children after us
This paper was prepared by Glynne Mackey, University of Canterbury, 2009.
Key question: How can teachers foster early experiences that form lasting relationships with the natural world?
Introduction
In the busy world of the 21st century the rhythms and cycles of the natural world are moving further away from us. It is vital that we, as teachers, understand the importance of taking more time with infants and toddlers to notice the everyday wonders around us.
The pleasures can be simple.
The explorations can be safe.
The experiences can be meaningful.
We could never have loved the earth so well if we had had no childhood in it.
George Eliot - The Mill on the Floss
Reflective questions
- What early experiences in the natural environment do you remember?
- How have you built your relationship with the natural world?
- In what ways has this impacted on your relationships with others and in the way you care, respect and take action for a sustainable world?
Building relationships is achieved through experiencing them. The way we build relationships and show caring towards people is similar to our caring response towards the natural world (Noddings, 2003). Our experiences in the environment, learning about the environment will likely lead to action for the environment, because we have built a caring relationship with people, places, and things. Frequent, positive early childhood experiences with the natural world will have a major impact on the healthy growth of the child’s mind, body and spirit (Wilson, 1996).