I have selected the following research issue to investigate;

Does a childs lack of connection to the natural environment hinder their exploration of
their own abilities and limitations? Is the trend of less outdoor play in todays society
prohibiting children from developing to their full potential?
I have identified this issue as an important one in a time where more value is being put on
technology and indoor pursuits and not the natural environment. In his seminal work Growing
Up In Cities, Kevin Lynch (1977) argued that adult and childrens knowledge of their
environments correlated directly with their actual use and experience of places. Yet around the
globe, there has been a significant shift away from providing opportunities for children and
young people to experience and engage with their local environments (Malone 2007; Louv
2009). As an Early Childhood Educator, a person who is connected with the outdoors and
mother of two active spirited young boys I am passionate about immersing children in the
natural environment. The whole child can be educated through contact with the outdoors. It is
this connection that children develop, which helps support their sense of belonging and making
meaning of their world.
To support my Pedagogical approach to why children need a connection to their natural
environment to develop their own abilities and know their limitations, I have chosen to explore
the play environment at the Victory Heights Recreational Trails located in Gympie. There is a
childrens track (that can be utilized for running, walking, bike riding and exploration). This area
was developed for the sole purpose of encouraging children to explore a bush setting via bike or
foot. There are links within the Early Years Learning Framework (EYLF) that suggest teaching
and learning requires an active promotion of learning through worthwhile and challenging
experiences (EYLF 2010). There are also numerous other tracks that can also be explored in
this park but I have concentrated my focus on this particular area for what it has to offer young
children and how it can be utilized by educators. The curriculum for children in centers and
schools is becoming narrower, with more time spent on teacher-directed lessons and testing
and less time spent investigating and learning through activities that build on a childs sense of
wonder, curiosity, and the benefit of first-hand experiences (Hyson, 2003; McMurrer, 2007;
Marcon, 1999).
This specific area was created with many assumptions in mind about children and their abilities.
I believe that the creators assumed that children could create their own adventures in this
space, as it utilizes the natural flow of the land and with only the addition of a few man-made
structures. This is a nice flowing track that winds its way through the undulating landscape
which gives children a vast array of natural exploration opportunities. I believe the creators have
created a space where children can explore their natural environment, take risks, and have
opportunities for hands on exploration of their own limitations. These experiences can all be had
in a relatively safe environment under to supervision of an educator or parent. These skills are
important to the whole childs learning. (Bruce, 2010, pg 46) explains why risky play is
important; Children find out how their bodies work in challenging context by testing their nerve,
strength and skill. They learn ways of doing things safely to minimize possible harm. Physical,
cognitive, personal and emotional learning are integrated on one activity.
This environment has large boulders to climb, bridges to go over, tunnels and caves to hid in
(concrete water pipes), dirt mounds, hills to run up and down, logs to balance on, grassed areas
to lay, roll and tumble on, water taps with rocks underneath for the water to run over, dirt tracks

that lead you through different areas of the space, paths to follow, loose materials to build and
construct with, grassed and flowered areas to explore, trees to discover and climb. I believe, this
space invite open-ended interactions, spontaneity, risk-taking exploration, discovery and
connection with nature, (EYLF 2009, pg16). It has all the elements that support the Learning
environment guidelines set out in the Early Years Learning Framework.
This space could be utilized by educators as part of their curriculum/planning to help children
explore and extend their ability to take risk to find their own limitations, through this risk taking,
adventurous play and challenging their perspectives on their natural world, the children will grow
to develop a better connection to their bodies and their own abilities. This needs to be facilitated
by educators who are willing to engage and explore place and the opportunities for children to
play and learn through all their senses. Research in New Zealand, for example found that adults
who enjoyed being outside, who were interested in outside play and who took a sensitive and
liberal approach to supervision, helped children find challenges that felt satisfyingly scary but
which did not put them in a position of hazard (Stephenson, 2003). These educators are the
facilitators of the childrens exploration and exposure to these natural environments.
The natural environment and natural playscapes are wealth of rich outdoor experiences just
waiting to be had by children. These natural environments evoke a sense of adventure a
willingness to try things what was previously were unavailable to them in man-made outdoor
environments. Natural environments engage all the childrens senses enveloping them in a
wondrous world of lush, magical, deeper experiences. The children are less likely to need
constant redirection, there are authentic learning experiences that engages the whole child, and
this shows children what they are capable of. Louv (2005) states that, "Healing the broken bond
between our young and nature is in our self-interest, not only because aesthetics or justice
demands it, but also because our mental, physical and spiritual health depends on it". As the
whole childs development is cared for in these environments, testing their limits and abilities is
not just for educational purposes but to support children with everything in their lives that they
will encounter through their journey of self-discovery.
In conclusion I believe if we support childrens natural curiosity and sense of adventure, through
creative and dynamic curriculum/planning and as educators we have a supportive pedagogical
approach to the use of these rich natural outdoor spaces we have available. We can achieve
amazing results within all areas of childrens development, particularly unlocking their abilities
and knowing their own limitations, where they can achieve greatness. And this they will carry
with them throughout their lives.
I leave you with this thought,
"Children are disappearing from the outdoors at a rate that would make them top of any
conservationist's list of endangered species if they were any other member of the animal
kingdom" Tim Gill, British play advocate in The Ecologist
Lets get children back outside enjoying nature, exploring and nourishing their souls.

References
Growing Up In Cities, Kevin Lynch (1977) The MIT Press; First Edition (October 15, 1977)
Malone, K (2007). The Bubble-wrap generation: children growing up in walled gardens,
Environmental Education Researcher, 13 (4), pp. 513-528.
Louv, R. (2006). Last child in the woods: Saving our children from nature-deficit disorder. Chapel
Hill, NC: Algonquin Books of Chapel Hill.
Early Years Learning Framework, DEEWR, 2009.
Hyson, 2003; McMurrer, 2007; Marcon, 1999.
Hyson, M. (2003). The emotional development of young children: Building an emotion- centered
curriculum. New York.
McMurrer, J. (2007). Choices, changes, and challenges curriculum and instruction in the NCLB
era. Washington, DC: Center on Education Policy. Full text available at: http://www.cepdc.org/index.cfm?fuseaction=document.showDocumentBy ID&nodeID=1&DocumentID=212.
Accessed: April 22, 2008.
Marcon, R. (1999, March). Differential impact of preschool models on development and early
learning of inner-city children:
Bruce, (2010) pg 46. Early childhood a guide for students, Sage Publications Ltd; Second
edition
Stephenson, A. (2003) Physical risk taking: dangerous or endangered?, Early Years 23(1): 3543. Routledge