Maria Lisa Polegatto June 2024
As a student in junior high and high school I would study by reading the materials over several times. Then I would ask my mom questions while she was in the kitchen cooking. She was always a great student to help me learn as we discussed the answers. I think I was practicing teaching while I was learning.
Much later when my son was playing hockey and travelling a lot, he took courses online and I helped him as his home teacher; however, we were both learning at the same time. While the biology course was done in a lab class when I went to school, his was done by microscope at home. Learning at home allowed for field trips into nature, eating when hungry instead of set times, bathroom trips without having to raise your hand to ask for permission and learning when it fit in the schedule we made.
Learning at home provides “greater diversity of perspectives” of the world rather than rigid traditional school curriculum, class times and course schedules (O’Brien & Howard, 2020). We co-learned, interconnected with community and nature while learning (O’Brien & Howard, 2020). Being able to exercise before schoolwork raised his levels of endorphins to focus and get through schoolwork faster so nature time was longer for more resilience. Planning his schedule built skills and mindset for future benefits such as confidence and critical thinking (O’Brien & Howard, 2020).
Learning at home provides “greater diversity of perspectives” of the world rather than rigid traditional school curriculum, class times and course schedules (O’Brien & Howard, 2020). We co-learned, interconnected with community and nature while learning (O’Brien & Howard, 2020). Being able to exercise before schoolwork raised his levels of endorphins to focus and get through schoolwork faster so nature time was longer for more resilience. Planning his schedule built skills and mindset for future benefits such as confidence and critical thinking (O’Brien & Howard, 2020).
"Children's individual interest in nature refers to their self-driven, repeated, and spontaneous engagement with nature, which deepens their knowledge and appreciation of it"
(Kong & Chen, 2024).
(Kong & Chen, 2024).
While learning at home may sound isolating, having extracurricular and recreational activities provided social time with family, friends, and teammates. Being able to spend more time with the family dog teaching her to search and find, play soccer and hockey which provided a bond and compassion with nonhumans and a connection with nature. Not only is it necessary to learn the three R’s of academics but also becoming aware of our environment to interact with compassion (O’Brien & Howard, 2020).
Learning at home also has the benefit of going to nature to grow your own food. I have heard from professionals that children know little about where food comes from other than grocery stores. We have become so busy in our lives trying to keep up with life and expenses that we have forgotten how to survive without the conveniences of modern day.
Learning at home also has the benefit of going to nature to grow your own food. I have heard from professionals that children know little about where food comes from other than grocery stores. We have become so busy in our lives trying to keep up with life and expenses that we have forgotten how to survive without the conveniences of modern day.
"Nature connectedness comprises three elements:
a cognitive component (how one feels integrated with nature), an affective component (one's sense of care for nature), and
a behavioural component (one's commitment to protecting the natural environment)" (Kong & Chen, 2024).
a cognitive component (how one feels integrated with nature), an affective component (one's sense of care for nature), and
a behavioural component (one's commitment to protecting the natural environment)" (Kong & Chen, 2024).
Childhood disposition for nature is:
“Primary school age” is of significance to create an interest in nature which decreases from “childhood to adolescence” with the increase of “emotional and social needs” (Kong & Chen, 2024).
Before adolescence, development can integrate nature “into their identity” and advance it throughout their life (Kong & Chen, 2024).
Ages 7–9 have the best interposition due to the “concrete operational stage”, depicted by fast “cognitive and motor development”, for a desire to explore the environment (Kong & Chen, 2024).
The critical period to grow awareness of nature is ages of 6 and 12 (Kong & Chen, 2024).
- central for “biodiversity conservation and individual development” to cultivate “pro-environmental citizens” as adults
- substantial psychological and cognitive development benefits
- exposure to “sensory stimuli” to improve “mental and physical health” and “cognitive performance”
- provide “stress-relieving effects”
- high “subjective well-being”
- fostering of “long-term intrinsic motivation” for essential satisfaction instead of external reward
- a “sense of autonomy” central for positive development (Kong & Chen, 2024).
“Primary school age” is of significance to create an interest in nature which decreases from “childhood to adolescence” with the increase of “emotional and social needs” (Kong & Chen, 2024).
Before adolescence, development can integrate nature “into their identity” and advance it throughout their life (Kong & Chen, 2024).
Ages 7–9 have the best interposition due to the “concrete operational stage”, depicted by fast “cognitive and motor development”, for a desire to explore the environment (Kong & Chen, 2024).
The critical period to grow awareness of nature is ages of 6 and 12 (Kong & Chen, 2024).
"The destiny of our world depends upon the manner in
which we feed ourselves (O'Brien and Howard, 2020).
which we feed ourselves (O'Brien and Howard, 2020).
We need to get back to growing our own food like our grandparents did for lower food costs, better health and the resilience and wellbeing nature provides us. There is nothing like having your hands in dirt to connect with nature and build a mental, physically, and spiritual well being. A great environment to learn while homeschooling is in your own garden setting.
Additional Resources
CBC Vancouver. (2023, Sep 5). Getting an edible education: LunchLAB teaches students how to cook | CBC Creator Network [Video]. YouTube.
Little Green Thumbs. (n.d.). https://www.littlegreenthumbs.org/
Promise of Place. (n.d.). https://www.promiseofplace.org/
Little Green Thumbs. (n.d.). https://www.littlegreenthumbs.org/
Promise of Place. (n.d.). https://www.promiseofplace.org/
References
Kong, C., & Chen, J. (2024). School garden and instructional interventions foster children’s
interest in nature. People and Nature, 6(2), 712–732. https://doi.org/10.1002/pan3.10597
O’Brien, C., & Howard, P. (Eds). (2020). Living Schools: Transforming education. Education for
Sustainable Well-Being Press, University of Manitoba.
interest in nature. People and Nature, 6(2), 712–732. https://doi.org/10.1002/pan3.10597
O’Brien, C., & Howard, P. (Eds). (2020). Living Schools: Transforming education. Education for
Sustainable Well-Being Press, University of Manitoba.
#education #learning #knowledge #gardening #garden #plants #growing #environment #homeschool
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