•-

Over the next year, Wonder will be filled with practical and (we hope) inspiring ideas for using free tools avail-able on the World Forum website to help children make deeper connections with the natural world. In each edition you’ll find:

• Ways to put the Universal Principles for Connecting Children with Nature to work. (In each issue we’ll look closely at one principle.)

• Suggestions for using tools from The Environmental Action Kit to help support that principle.

• Stories offering personal perspec-tives and interesting new ideas related to the theme of the issue.

We invite you to send in your own stories and ideas for possible use in future editions. (The focus of upcom-ing issues will be explained on the last page of each issue of Wonder.) Together we can help our children forge strong connections with nature that will become a sustaining and enriching part of their daily lives.

Putting the Universal Principlesto Work

What do adults throughout the world believe we should be doing to help our children grow up with a love for the natural world? That was the question leaders of the Nature Action Collaborative for Children (a multidisciplinary group of folks from around the globe) asked themselves

during the 2009 World Forum in Bel-fast. They wondered if it would be possible to develop ideas people could embrace and put into practice wherever they lived. Happily, the answer was “Yes!” The list they developed was shared with many people for comments and critique, and once fully scrutinized and refined, it was named Universal Prin-ciples for Connecting Children with Nature. You can read the entire docu-ment (in English, Spanish, or Arabic) online at worldforumfoundation.org/nature. (There’s also a nice online DVD about the principles you might want to share with staff or col-leagues.) In each issue of Wonder we’ll look more closely at just one of the principles and offer suggestions for putting it to work in your own part of the world.

The principle we want to explore in this issue is:

We believe that regular connections with the natural world encourage

children to develop respect forlocal cultures and climates and for

themselves as part of nature.

There are great suggestions in the Environmental Action Kit (next article on page 106) for supporting children’s sense of place and respect for their own cultures, but how do we help children ‘respect themselves as a part of nature’?

NEWSLETTER OF THE NATURE ACTION COLLABORATIVE FOR CHILDREN MARCH/APRIL 2012

Bringing More Wonder to Children’s Lives

www.WorldForumFoundation.org NACCNEWSLETTER 105 MARCH/APRIL2012EXCHANGE

Ideas to ponder:

• How might we help children express the connection they feel between themselves and the elements of the earth — plants, animals, mud, and water?

• Could we allow plenty of time to invite children to talk about their feelings after exploring mud or water?

• Could we lead the way by telling children about our own feelings? —Where and when do we, as adults, feel

most ‘a part of nature’? —What would it be like to ‘tell your own

story’ to children?

Martha Llanos, World Forum National Represen-tative from Peru, proposes that we look to Indigenous peoples:

Indigenous peoples have historically been one of the poorest and most excluded populations in many parts of the world. Paradoxically, they are the caretakers of the earth, of the environment, and it is a priority in today’s world to deeply analyze their contributions. Indigenous knowl-edge is informed by a balance between body, mind, heart, and spirit. For Indigenous peoples, ‘learning’ is much more than reading, writing, and arithmetic. They seek to nurture relationships between the individual, the family, the commu-nity, the nation, and all of creation. Each element of the earth — plants, animals, mud, water, stones — have symbols and messages that children learn from very early in life. Each natural phenomenon is a message for the human consciousness.

Martha goes on to say that Indigenous peoples help children develop a feeling of being part of the natural world through “the spoken word, visual imagery, and ceremony.”

In Confluence of Streams, Zenobia Barlow (Resurgence Magazine, September/October 2004) writes, “Children are born with a sense of wonder and an affinity for Nature. Properly cultivated, these values can mature into ecological lit-eracy, and eventually into sustainable patterns of living.” Finding ways to inspire children’s love for the earth today will help them become tomor-row’s generation of caring environmen-tal stewards.

Responding to the need to intentionally support children’s love of the earth, the World Forum Foundation, with the gen-erous support of IBM, created an online resource called the Environmental Action Kit. This multi-media kit is acces-sible worldwide and includes ready-to-use advocacy tools, helpful research briefs, links to related resources, and an eco-friendly guide for programs. In addition, there are Toolkits for families and early childhood programs with engaging activities that focus on univer-sal elements of the earth. They are downloadable in English, Spanish, and Arabic. Visit the Environmental Action Kit (worldforumfoundation.org/nature) often to find inspiration and easy-to-use information that supports the important work you are doing to connect children with nature.

This issue of Wonder highlights one piece of the Environmental Action Kit: the Toolkit for Early Childhood Programs. The Toolkit is designed to build on play-based experiences with hands-on learn-ing that celebrates the earth. The stewardship-related themes are formatted to help guide children’s adventures, facilitate small actions that make a positive impact, and illustrate ways to celebrate and feel good about the difference that each one of us can make. There is also more infor-mation on each theme to help

adults learn more and keep growing. The adventure activities are exam-ples meant to serve as ‘jumping off points’ that spark more ideas for play-based ways to engage children in understand-ing how we are all connected to the earth and each other.

Here are two highlights from the Toolkit that you can use to help children strengthen their sense of place and learn about the many ways that your culture relies on, celebrates, and is impacted by nature.

Make Bread from Seeds: In this activ-ity you’ll find ideas for mak-ing bread from locally grown

and harvested seeds. Included are sug-gestions for learning about bread as part of many cultural traditions and celebra-tions across the globe. The goal is to “help children understand that most people all over the world eat bread each day that comes from seeds. This is some-thing that all human beings share, no

matter where they live.” Begin by choos-ing a local grain that is used to make bread where you live. As you are sorting and grinding seeds, there will be oppor-tunities to learn about the way the bread is made; special names for it, such as tortilla or naan; how it is used for special celebrations, and so on. Associating local plants and seeds with important local foods helps children develop their sense of place. See page 12 of the Toolkit for Early Childhood Programs for details.

Rainbow on My Plate: Another way to help children understand that they can eat foods grown where they live can be found on page 82 of the Toolkit. Encour-age healthy eating habits in a fun way by looking at a rainbow of local food choices. Taste and smell samples, talk about the way these foods grow, and ask questions: “How do families in your community prepare these foods?” “Are they used in celebrations?” “Do they have historical significance?” Eating these good-tasting foods helps children make good choices for themselves and the earth at the same time.

Using The Environmental Action Kit

Photograph by istockphoto.com

Photograph by istockphoto.com

Phot

ogra

ph b

y is

tock

phot

o.co

m

106 NACCNEWSLETTER EXCHANGEMARCH/APRIL2012

Photograph by istockphoto.com

www.WorldForumFoundation.org NACCNEWSLETTER 107 MARCH/APRIL2012EXCHANGE

Julie Rose, United States, writes:

Children need to view their world from two perspectives: One as if they are looking into a mirror so they can see themselves reflected in their own environment; the other as if they are looking through a window that expands their view of the world. If we want to help our children use their ‘mirrors’ more clearly, we might all ask ourselves, “What do our children see that helps them have a sense of place?” In my work, I recently experienced a great example of adults planning carefully for ways to help children develop a profound respect for their own local culture.

The Puyallup Tribe of Indians in Tacoma, Washington, currently are working on a natural playground and classroom for their child care center. They began the project by inviting community members to participate in a plant salvage day to rescue Indigenous plants, logs, nurse logs, stumps, and buckets of forest soils that would otherwise have been destroyed by development. They will work together to incorporate these native plants into their outdoor environment. The design of their outdoor space will include children-led play opportunities, as well as teacher-led play opportunities. For example, one area, called the ‘huyudali’ (The Elder Crafts Space and Place For Making Things) will allow elders and other tribal members to access natural resources such as reeds, berries, cedar bark, and roots for making traditional hats and baskets. Through their demonstra-tions, the adults hope to strengthen bonds and provide valuable information for children about their culture. They want to create a space

for future generations where, many years from now, a grandparent might bring a grandchild to the site to show where they planted a young cedar tree that has since grown strong and tall.

Another example of supporting a connection with local culture comes from NACC Leader Toni Christie and her husband, Robin, founders of Childspace Early Learning Centres in New Zealand. The Christies incorporate Indigenous plants and symbols into the outdoor environ-ments they design for children. For example, Robin created a thoughtful design for a sand hut by using locally

found driftwood in the structure. The driftwood is spaced far enough apart so that children can be viewed at all times (for supervision), but close enough together to keep critters out. Robin and Toni often add local context to spaces through driftwood fences with cutouts of regional animals. The Christies encourage children, families, and community members to add beautiful mosaics and works of art representing native plants, animals, and other contextual symbols into their outdoor spaces — another opportunity to help children celebrate local culture.

A few questions to ponder relating to this issue’s Universal Principle:

• What is your culture like where you live?• What do your children see in their outdoor space that helps them feel a

sense of place?• What do you want your children to know?

Some ideas for bringing more of a ‘sense of place’ and appreciation for your local culture into your daily work with children:

• Incorporate plants and materials into your outdoor space that are Indigenous and have meaning for you.

• Have a plant salvage day in your community where you can capture plants from sites that are being demolished in your community.

• Name (and label) plants bilingually (include native languages).• Host a community-wide planting day.• Find artists and gardeners in your community who can help children learn

about local symbols or native plants. • Include regional materials (loose parts such as pine cones, sea shells, river

rocks) in your outdoor space for children to build, create, and play with.• In addition to child-initiated areas in your outdoor environment, include

areas where adults can lead traditional practices. • Add symbols and artwork with Indigenous animals, trees, plants, and

insects. • Provide musical instruments made from various regional plant materials. • Eat locally-grown foods that connect children to where they live (see Wil

Maheia’s article on page 108).

Helping Children Develop Respect for Local Cultures and Climates — Personal Reflections and Ideas

108 NACCNEWSLETTER www.WorldForumFoundation.org EXCHANGEMARCH/APRIL2012

Wil Maheia, Belize, writes:

Cacao is one of the original foods of the tropical Western Hemisphere. In South-ern Belize, Mayans make up the majority of the population. During the height of the Mayan civilization, cacao was the most prestigious food. Today, it continues to be a major food crop, but with the introduction of more modern foods, indig-enous peoples have been shifting to foods and drinks that are more commercial. Cacao is making a comeback, thanks to people like teacher Dalia Sho. Dalia, herself, is Mopan Mayan and is a volunteer teacher at Pueblo Viejo preschool. Today Dalia is working with her preschoolers promoting healthy living and

getting her new generation of kids to enjoy locally grown cacao. Besides the drink popularly known as hot chocolate, the children also use cacao to make snacks. They use the peel and seeds for arts and crafts.

AFRICAIrma Allen, Mbabane, SwazilandHadijah Nandyose, Kampala, UgandaSebastian Chuwa, Moshi, Tanzania

ASIABishnu Hari Bhatta, Kathmandu, NepalSwati Popat Vats, Mumbai, India Raed Abu Hayyaneh, Amman, Jordan

NORTH AMERICALinda Esterling, Lincoln, Nebraska, United States Berta MacGregor, México City, MéxicoJeanne McCarty, Fort Worth, Texas, United States James Wike, Memphis, Tennessee, United States

OCEANIAToni Christie, Wellington, New ZealandGillian McAuliffe, Floreat, AustraliaFiona Robbe, Arcadia, Australia

EUROPEHelle Nebelong, Gentofke, DenmarkClaire Warden, Perth, ScotlandMarc Veekamp, Apeldoorn, Netherlands

SOUTH AMERICAMartha Cecilia Fajardo, Bogota, ColombiaCaroline Hudicourt, Petion-Ville, HaitiWil Maheia, Punta Gorda Town, Belize

SUPPORT TEAM: Bonnie and Roger Neugebauer, Redmond, Washington, United States Nancy and John Rosenow, Lincoln, Nebraska, United StatesTara Hild, Lincoln, Nebraska, United States

PRODUCTION: Scott Bilstad, Seattle, Washington, United StatesCarole White, Lopez Island, Washington, United States

Wonder, the newsletter of the NACC, welcomes submissions from all NACC members. Please join us at: www.worldforumfoundation.org/nature.

The NACC Leadership Team is a core group of early childhood educators, designers, and landscape architects who came together in 2006 with a dream to change the world for young children. They represent six continents across the globe, and serve as key contact points for others around the world who have a desire to improve the lives of young children.

The Leadership Team meets periodically to discuss strategies for increasing NACC’s outreach and membership, and to find new ways for all of us to work together to further our common mission.

Wonder Vitals

The mission of the Nature Action

Collaborative for Children is to re-connect

children with the natural world by making

developmentally appropriate nature

education a sustaining and enriching part

of the daily lives of the world’s children.

Future Issues of Wonder

We invite you to email your personal reflections and ideas related to the following Universal Principle for Connecting Children with Nature to Tara (tarah@natureexplore.org):

We believe it is important for educators to allow enough time each dayfor children to explore freely in nature-based spaces.

PHOT

OGRA

PH B

Y W

IL M

AHEI

A

PHOT

OGRA

PH B

Y W

IL M

AHEI

A

Ideas to ponder:

• How about telling children Wil’s story of how the preschoolers in Belize are enjoying drinking hot chocolate from the cacao grown right where they live?

• Then think about a special food grown where you live that your children could enjoy tasting together.