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More Green Spaces in Childhood Associated With Happier Adulthood
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The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n","blocks":[],"excerpt":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","status":"publish","parent":0,"modified":1711426216,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1368},"headData":{"title":"What Do Truly Accessible and Inclusive Playgrounds Look Like? | KQED","description":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63415","twTitle":"","twDescription":"","twImgId":"mindshift_63415","socialDescription":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Truly Accessible and Inclusive Playgrounds Look Like?","datePublished":"2024-03-26T03:50:05.000Z","dateModified":"2024-03-26T04:10:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Natalie Mackay toured her son’s elementary school, she asked how he might be included on the playground. The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","authors":["11759"],"categories":["mindshift_194","mindshift_20523"],"tags":["mindshift_388","mindshift_21409","mindshift_21718","mindshift_21117","mindshift_498","mindshift_21565"],"featImg":"mindshift_63417","label":"mindshift"},"mindshift_62894":{"type":"posts","id":"mindshift_62894","meta":{"index":"posts_1591205157","site":"mindshift","id":"62894","score":null,"sort":[1703621621000]},"guestAuthors":[],"slug":"how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","title":"How to inspire climate hope in kids? Get their hands dirty","publishDate":1703621621,"format":"standard","headTitle":"How to inspire climate hope in kids? Get their hands dirty | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Ok! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cfigure id=\"attachment_62896\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62896\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten through eighth grade students at The Wesley School celebrate the harvest of the school’s first compost with a banner marking how much food waste has been diverted from landfill. \u003ccite>(Steven Wynbrandt./Steven Wynbrandt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> – one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.”\u003c/p>\n\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cfigure id=\"attachment_62897\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62897\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The compost predictions graph was one of many compost assignments in Johnna Hampton-Walker’s science class. \u003ccite>(Caleigh Wells/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new – and sometimes devastating – information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action.\u003c/p>\n\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be okay and everything’s going to work out fine.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KCRW. To see more, visit \u003ca href=\"http://www.kcrw.com\">KCRW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+inspire+climate+hope+in+kids%3F+Get+their+hands+dirty&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","status":"publish","parent":0,"modified":1712847020,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":936},"headData":{"title":"How to inspire climate hope in kids? Get their hands dirty | KQED","description":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to inspire climate hope in kids? Get their hands dirty","datePublished":"2023-12-26T20:13:41.000Z","dateModified":"2024-04-11T14:50:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Steven Wynbrandt","nprByline":"Caleigh Wells","nprImageAgency":"Steven Wynbrandt","nprStoryId":"1221100212","nprApiLink":"http://api.npr.org/query?id=1221100212&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/12/26/1221100212/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty?ft=nprml&f=1221100212","nprRetrievedStory":"1","nprPubDate":"Tue, 26 Dec 2023 12:04:00 -0500","nprStoryDate":"Tue, 26 Dec 2023 05:00:50 -0500","nprLastModifiedDate":"Tue, 26 Dec 2023 12:04:50 -0500","nprAudio":"https://play.podtrac.com/npr-1149128116/ondemand.npr.org/anon.npr-mp3/npr/me/2023/12/20231212_me_kids_in_los_angeled_fight_climate_change_by_tackling_food_waste_at_school.mp3?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","nprAudioM3u":"http://api.npr.org/m3u/11221102714-780c90.m3u?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","audioUrl":"https://play.podtrac.com/npr-1149128116/ondemand.npr.org/anon.npr-mp3/npr/me/2023/12/20231212_me_kids_in_los_angeled_fight_climate_change_by_tackling_food_waste_at_school.mp3?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Ok! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cfigure id=\"attachment_62896\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62896\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten through eighth grade students at The Wesley School celebrate the harvest of the school’s first compost with a banner marking how much food waste has been diverted from landfill. \u003ccite>(Steven Wynbrandt./Steven Wynbrandt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> – one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.”\u003c/p>\n\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cfigure id=\"attachment_62897\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62897\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The compost predictions graph was one of many compost assignments in Johnna Hampton-Walker’s science class. \u003ccite>(Caleigh Wells/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new – and sometimes devastating – information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action.\u003c/p>\n\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be okay and everything’s going to work out fine.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KCRW. To see more, visit \u003ca href=\"http://www.kcrw.com\">KCRW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+inspire+climate+hope+in+kids%3F+Get+their+hands+dirty&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","authors":["byline_mindshift_62894"],"categories":["mindshift_21508"],"tags":["mindshift_21757","mindshift_21124","mindshift_21059","mindshift_21117"],"featImg":"mindshift_62895","label":"mindshift"},"mindshift_62784":{"type":"posts","id":"mindshift_62784","meta":{"index":"posts_1591205157","site":"mindshift","id":"62784","score":null,"sort":[1701446453000]},"guestAuthors":[],"slug":"how-incorporating-indigenous-knowledge-can-deepen-outdoor-education","title":"How incorporating Indigenous knowledge can deepen outdoor education","publishDate":1701446453,"format":"standard","headTitle":"How incorporating Indigenous knowledge can deepen outdoor education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s1\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">As part of a new program, every third grader in Albuquerque Public Schools spends a day at the Los Padillas Wildlife Sanctuary just outside the city. There, a wide variety of local landscapes are packed into five acres: a meadow, pi\u003cspan class=\"s3\">ñ\u003c/span>on, juniper and cottonwood trees, an arroyo and even a pond — a rarity in the desert.\u003c/p>\n\u003cp class=\"p1\">“All the way into October they can fish in the pond with a net,” said Monie Corona, an environmental education resource teacher for the district. “There’s cattails, dragonflies. For the kids to feel like they’re playing, but they’re actually learning — that to me is the key thing.”\u003c/p>\n\u003cp class=\"p1\">The sanctuary borders the black mesas to the west and to the east and the Rio Grande bosque — a term for a forest near a river bank. To the south is the Pueblo of Isleta, one of New Mexico’s many Native American communities: There are 19 different sovereign Pueblos, plus Apache and Navajo communities, across the state.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s2\">\u003ca href=\"https://eric.ed.gov/?id=EJ1167782\">Research\u003c/a>\u003c/span> on the physical, psychological and \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan class=\"s2\">academic\u003c/span>\u003c/a> benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/outdoor-education\">\u003cspan class=\"s2\">outdoor learning\u003c/span>\u003c/a> for kids is \u003ca href=\"https://hechingerreport.org/for-preschoolers-after-the-pandemic-more-states-say-learn-outdoors/\">well-established\u003c/a>, and is now informing the development of climate education. What’s also becoming well-known is the essential role of traditional and Indigenous ecological knowledge in the effort to cope with the climate crisis. Authorities as disparate as \u003ca href=\"https://www.unesco.org/en/links/climate-change#:~:text=Local%2520and%2520Indigenous%2520knowledge%2520systems%2520contribute%2520to%2520the%2520achievement%2520of,contributing%2520to%2520global%2520mitigation%2520efforts\">\u003cspan class=\"s4\">UNESCO\u003c/span>\u003c/a> and the\u003ca href=\"https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/fseprd1057516.pdf\">\u003cspan class=\"s4\"> U.S. Forest Service \u003c/span>\u003c/a>have underlined the value, not only of specific place-based and historical knowledge of flora and fauna, but of \u003ca href=\"https://hechingerreport.org/column-want-teachers-to-teach-climate-change-youve-got-to-train-them/\">\u003cspan class=\"s2\">traditional ways of relating to\u003c/span>\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">understanding humans’ place\u003c/a> in the natural world as we seek to adapt to and mitigate climate change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">And, as recently noted in a \u003ca href=\"https://www.thisisplaneted.org/img/PlanetED-EducationUncapped-Screen-1.pdf\">\u003cspan class=\"s2\">review\u003c/span>\u003c/a> of the potential impact the education sector can have on U.S. cities’ climate plans by This Is Planet Ed (where, full disclosure, I’m a senior advisor), Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge.\u003c/p>\n\u003cp class=\"p1\">During Los Padillas field trips, the children spend time with Indigenous educators like Jered Lee, whose ancestral roots are in the Naschitti Region of the Navajo reservation in the northwest corner of the state.\u003c/p>\n\u003cp class=\"p4\">\u003cb>“\u003c/b>What they learn in the classroom is very important, yes. But what they learn through their own healthy exploration of their senses, that’s also important,” he said. “Even though I don’t live in a dirt floor hogan like our ancestors, their values can still be applied to my livelihood today.”\u003c/p>\n\u003cp class=\"p1\">Perhaps surprisingly, Lee doesn’t much care for the term “climate change”; he finds it too political. “We hear that we live in unprecedented times; well, when was it ever precedented? As far as I have understood, as far as our traditional stories, the world has always been changing\u003ci>,” \u003c/i>he said.\u003ci> \u003c/i>What he seeks to instill in his brief time with the children is a sense of gratitude for being alive, and connection to other living things.\u003c/p>\n\u003cp class=\"p1\">“They sit on the grass, and I sit on the earth with them, and try to see things from their eyes … I ask them to name their five senses, which they all know, and then I say, ‘Who taught you how to use them?’ And they might say ‘My mom,’ and then they think about it … and it’s almost like they refer to a divine source. They didn’t have to be instructed, and it’s in line with other growth processes in the natural world.”\u003c/p>\n\u003cp class=\"p1\">Lee shares with the children a version of the Navajo creation story, and another one about horses, but he won’t tell them to a reporter on tape: They are part of an oral tradition passed down to him from his elders. He will say that he talks to the children about the rhythms of nature, and humans’ place in the world.\u003c/p>\n\u003cfigure id=\"attachment_62788\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62788\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg\" alt=\"Children crouched and seated near a shallow pond with tall grasses\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Students fish in the pond at Los Padillas Wildlife Sanctuary. \u003ccite>(Steven Henley/Albuquerque Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">“The movement of nature, the rising of the dawn, the daytime sky, the evening light and the darkness of night, and how that process regenerates itself and the elongation of that process creates the spring, summer, fall, winter, and creates our being, our livelihood … for many it’s like we’re separate from that, we’re above that and we’re more intelligent than that. But the most intelligent people I know adhere to nature and know there isn’t a knowledge that surpasses that. It’s a humbling realization for people but it’s also good.”\u003c/p>\n\u003cp class=\"p1\">Some 80% of the students enrolled in Albuquerque Public Schools are people of color. Around 5.3% are American Indian and are served by the district’s Indian Education Department.\u003c/p>\n\u003cp class=\"p1\">Monie Corona works within that department in a newly created position, supporting Los Padillas and other outdoor programming. Her watchwords are “cultural humility, cultural relevance and the cultural landscape.” She said this collaboration, bringing Indigenous learning to all students in an outdoor setting, “has been a long time coming, let’s put it that way. As a [white] teacher coming in 30 years ago, I was not prepared for working with Native American students and their culture. There’s a lot of things we have to understand and be able to respect as well.”\u003c/p>\n\u003cp class=\"p1\">She said her focus and that of her colleagues sharpened in 2018, after a state court’s decision in \u003ca href=\"https://www.kunm.org/show/lets-talk-new-mexico/2023-03-10/lets-talk-yazzie-martinez-update\">Yazzie/Martinez v. State of New Mexico\u003c/a> found that the state wasn’t doing enough to meet its obligation to help all students become college and career ready, especially low-income students, Native Americans, English language learners and students with disabilities. New Mexico’s high school graduation rate is consistently among the lowest in the nation; Albuquerque’s is even lower, at 69% in 2022.\u003c/p>\n\u003cp class=\"p1\">Corona hopes that the Los Padillas program, as well as aligned efforts to bring Indigenous traditions into the school garden program and into outdoor learning opportunities at all grade levels, will enhance student engagement, particularly for those with Native heritage.\u003c/p>\n\u003cp class=\"p4\">“Making sure the kids know their culture — it’s not easy,” she said. \u003cb>“\u003c/b>We want to build up their self esteem, their motivation to be at school.” \u003cb> \u003c/b>\u003c/p>\n\u003cp class=\"p4\">Lee said that just about every time he speaks to a class, one or two children will raise their hand and say, “I’m Navajo, too!” or name another tribe. But his aim is to share his culture and language and find commonalities with students, no matter their background. “Here in Albuquerque there’s different cultures. And I’ve realized this about many cultures around the world, the more you talk to them, our language, our customs may be different but the root of our cultural values are very similar.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s6\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s6\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge for young students.","status":"publish","parent":0,"modified":1708388493,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1248},"headData":{"title":"How incorporating Indigenous knowledge can deepen outdoor education | KQED","description":"Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge for young students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge for young students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How incorporating Indigenous knowledge can deepen outdoor education","datePublished":"2023-12-01T16:00:53.000Z","dateModified":"2024-02-20T00:21:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s1\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">As part of a new program, every third grader in Albuquerque Public Schools spends a day at the Los Padillas Wildlife Sanctuary just outside the city. There, a wide variety of local landscapes are packed into five acres: a meadow, pi\u003cspan class=\"s3\">ñ\u003c/span>on, juniper and cottonwood trees, an arroyo and even a pond — a rarity in the desert.\u003c/p>\n\u003cp class=\"p1\">“All the way into October they can fish in the pond with a net,” said Monie Corona, an environmental education resource teacher for the district. “There’s cattails, dragonflies. For the kids to feel like they’re playing, but they’re actually learning — that to me is the key thing.”\u003c/p>\n\u003cp class=\"p1\">The sanctuary borders the black mesas to the west and to the east and the Rio Grande bosque — a term for a forest near a river bank. To the south is the Pueblo of Isleta, one of New Mexico’s many Native American communities: There are 19 different sovereign Pueblos, plus Apache and Navajo communities, across the state.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s2\">\u003ca href=\"https://eric.ed.gov/?id=EJ1167782\">Research\u003c/a>\u003c/span> on the physical, psychological and \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan class=\"s2\">academic\u003c/span>\u003c/a> benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/outdoor-education\">\u003cspan class=\"s2\">outdoor learning\u003c/span>\u003c/a> for kids is \u003ca href=\"https://hechingerreport.org/for-preschoolers-after-the-pandemic-more-states-say-learn-outdoors/\">well-established\u003c/a>, and is now informing the development of climate education. What’s also becoming well-known is the essential role of traditional and Indigenous ecological knowledge in the effort to cope with the climate crisis. Authorities as disparate as \u003ca href=\"https://www.unesco.org/en/links/climate-change#:~:text=Local%2520and%2520Indigenous%2520knowledge%2520systems%2520contribute%2520to%2520the%2520achievement%2520of,contributing%2520to%2520global%2520mitigation%2520efforts\">\u003cspan class=\"s4\">UNESCO\u003c/span>\u003c/a> and the\u003ca href=\"https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/fseprd1057516.pdf\">\u003cspan class=\"s4\"> U.S. Forest Service \u003c/span>\u003c/a>have underlined the value, not only of specific place-based and historical knowledge of flora and fauna, but of \u003ca href=\"https://hechingerreport.org/column-want-teachers-to-teach-climate-change-youve-got-to-train-them/\">\u003cspan class=\"s2\">traditional ways of relating to\u003c/span>\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">understanding humans’ place\u003c/a> in the natural world as we seek to adapt to and mitigate climate change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">And, as recently noted in a \u003ca href=\"https://www.thisisplaneted.org/img/PlanetED-EducationUncapped-Screen-1.pdf\">\u003cspan class=\"s2\">review\u003c/span>\u003c/a> of the potential impact the education sector can have on U.S. cities’ climate plans by This Is Planet Ed (where, full disclosure, I’m a senior advisor), Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge.\u003c/p>\n\u003cp class=\"p1\">During Los Padillas field trips, the children spend time with Indigenous educators like Jered Lee, whose ancestral roots are in the Naschitti Region of the Navajo reservation in the northwest corner of the state.\u003c/p>\n\u003cp class=\"p4\">\u003cb>“\u003c/b>What they learn in the classroom is very important, yes. But what they learn through their own healthy exploration of their senses, that’s also important,” he said. “Even though I don’t live in a dirt floor hogan like our ancestors, their values can still be applied to my livelihood today.”\u003c/p>\n\u003cp class=\"p1\">Perhaps surprisingly, Lee doesn’t much care for the term “climate change”; he finds it too political. “We hear that we live in unprecedented times; well, when was it ever precedented? As far as I have understood, as far as our traditional stories, the world has always been changing\u003ci>,” \u003c/i>he said.\u003ci> \u003c/i>What he seeks to instill in his brief time with the children is a sense of gratitude for being alive, and connection to other living things.\u003c/p>\n\u003cp class=\"p1\">“They sit on the grass, and I sit on the earth with them, and try to see things from their eyes … I ask them to name their five senses, which they all know, and then I say, ‘Who taught you how to use them?’ And they might say ‘My mom,’ and then they think about it … and it’s almost like they refer to a divine source. They didn’t have to be instructed, and it’s in line with other growth processes in the natural world.”\u003c/p>\n\u003cp class=\"p1\">Lee shares with the children a version of the Navajo creation story, and another one about horses, but he won’t tell them to a reporter on tape: They are part of an oral tradition passed down to him from his elders. He will say that he talks to the children about the rhythms of nature, and humans’ place in the world.\u003c/p>\n\u003cfigure id=\"attachment_62788\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62788\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg\" alt=\"Children crouched and seated near a shallow pond with tall grasses\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Students fish in the pond at Los Padillas Wildlife Sanctuary. \u003ccite>(Steven Henley/Albuquerque Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">“The movement of nature, the rising of the dawn, the daytime sky, the evening light and the darkness of night, and how that process regenerates itself and the elongation of that process creates the spring, summer, fall, winter, and creates our being, our livelihood … for many it’s like we’re separate from that, we’re above that and we’re more intelligent than that. But the most intelligent people I know adhere to nature and know there isn’t a knowledge that surpasses that. It’s a humbling realization for people but it’s also good.”\u003c/p>\n\u003cp class=\"p1\">Some 80% of the students enrolled in Albuquerque Public Schools are people of color. Around 5.3% are American Indian and are served by the district’s Indian Education Department.\u003c/p>\n\u003cp class=\"p1\">Monie Corona works within that department in a newly created position, supporting Los Padillas and other outdoor programming. Her watchwords are “cultural humility, cultural relevance and the cultural landscape.” She said this collaboration, bringing Indigenous learning to all students in an outdoor setting, “has been a long time coming, let’s put it that way. As a [white] teacher coming in 30 years ago, I was not prepared for working with Native American students and their culture. There’s a lot of things we have to understand and be able to respect as well.”\u003c/p>\n\u003cp class=\"p1\">She said her focus and that of her colleagues sharpened in 2018, after a state court’s decision in \u003ca href=\"https://www.kunm.org/show/lets-talk-new-mexico/2023-03-10/lets-talk-yazzie-martinez-update\">Yazzie/Martinez v. State of New Mexico\u003c/a> found that the state wasn’t doing enough to meet its obligation to help all students become college and career ready, especially low-income students, Native Americans, English language learners and students with disabilities. New Mexico’s high school graduation rate is consistently among the lowest in the nation; Albuquerque’s is even lower, at 69% in 2022.\u003c/p>\n\u003cp class=\"p1\">Corona hopes that the Los Padillas program, as well as aligned efforts to bring Indigenous traditions into the school garden program and into outdoor learning opportunities at all grade levels, will enhance student engagement, particularly for those with Native heritage.\u003c/p>\n\u003cp class=\"p4\">“Making sure the kids know their culture — it’s not easy,” she said. \u003cb>“\u003c/b>We want to build up their self esteem, their motivation to be at school.” \u003cb> \u003c/b>\u003c/p>\n\u003cp class=\"p4\">Lee said that just about every time he speaks to a class, one or two children will raise their hand and say, “I’m Navajo, too!” or name another tribe. But his aim is to share his culture and language and find commonalities with students, no matter their background. “Here in Albuquerque there’s different cultures. And I’ve realized this about many cultures around the world, the more you talk to them, our language, our customs may be different but the root of our cultural values are very similar.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s6\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s6\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education","authors":["byline_mindshift_62784"],"categories":["mindshift_21508"],"tags":["mindshift_21853","mindshift_21124","mindshift_21390","mindshift_21854","mindshift_21025","mindshift_21117","mindshift_21855"],"featImg":"mindshift_62785","label":"mindshift"},"mindshift_59071":{"type":"posts","id":"mindshift_59071","meta":{"index":"posts_1591205157","site":"mindshift","id":"59071","score":null,"sort":[1644562071000]},"guestAuthors":[],"slug":"new-research-updates-whats-important-in-a-quality-preschool-program","title":"New research updates what’s important in a quality preschool program","publishDate":1644562071,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Dale Farran has been studying early childhood education for half a century. Yet her most \u003ca href=\"https://psycnet.apa.org/record/2022-18712-001\">recent scientific publication \u003c/a>has made her question everything she thought she knew.\u003c/p>\n\u003cp>\"It really has required a lot of soul-searching, a lot of reading of the literature to try to think of what were plausible reasons that might account for this.\"\u003c/p>\n\u003cp>And by \"this,\" she means the outcome of a study that lasted more than a decade. It included 2,990 low-income children in Tennessee who applied to free, public prekindergarten programs. Some were admitted by lottery, and the others were rejected, creating the closest thing you can get in the real world to a randomized, controlled trial — the gold standard in showing causality in science.\u003c/p>\n\u003cp>Farran and her co-authors at Vanderbilt University followed both groups of children all the way through sixth grade. At the end of their first year, the kids who went to pre-K scored higher on school readiness — as expected.\u003c/p>\n\u003cp>\u003cspan style=\"color: #2b2b2b; font-weight: 400;\">But after third grade, \u003c/span>\u003ca style=\"font-weight: 400;\" href=\"https://www.npr.org/sections/ed/2015/09/29/444217919/the-tennessee-pre-k-debate-spinach-vs-easter-grass\">they were doing worse than the control group.\u003c/a>\u003cspan style=\"color: #2b2b2b; font-weight: 400;\"> And at the end of sixth grade, they were doing even \u003c/span>\u003cem style=\"color: #2b2b2b; font-weight: 400;\">worse.\u003c/em>\u003cspan style=\"color: #2b2b2b; font-weight: 400;\"> They had lower test scores, were more likely to be in special education, and were more likely to get into trouble in school, including serious trouble like suspensions.\u003c/span>\"Whereas in third grade we saw negative effects on one of the three state achievement tests, in sixth grade we saw it on all three — math, science and reading,\" says Farran. \"In third grade, where we had seen effects on one type of suspension, which is minor violations, by sixth grade we're seeing it on both types of suspensions, both major and minor.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That's right. A statewide public pre-K program, taught by licensed teachers, housed in public schools, had a measurable and statistically significant \u003cem>negative\u003c/em> effect on the children in this study.\u003c/p>\n\u003cp>Farran hadn't expected it. She didn't like it. But her study design was unusually strong, so she couldn't easily explain it away.\u003c/p>\n\u003cp>\"This is still the only randomized controlled trial of a statewide pre-K, and I know that people get upset about this and don't want it to be true.\"\u003c/p>\n\u003ch3>\u003cstrong>Why it's a bad time for bad news\u003c/strong>\u003c/h3>\n\u003cp>It's a bad time for early childhood advocates to get bad news about public pre-K. Federally funded universal prekindergarten for 3- and 4-year-olds has been a cornerstone of President Biden's social agenda, and there are talks about resurrecting it from the stalled-out \"Build Back Better\" plan. Preschool has been expanding in recent years and is currently publicly funded to some extent in 46 states. About 7 in 10 4-year-olds now attend some kind of academic program.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/09/ljohnson-pre-k-spot2_custom-196d891974d6add118172f56750cd1cb93cd9941-s1600-c85.webp\" alt=\"Child seated at desk\" width=\"1200\" height=\"681\">\u003cfigcaption class=\"wp-caption-text\">(LA Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>This enthusiasm has rested in part on research going back to the 1970s. Economist James Heckman won the Nobel Prize for research showing substantial long-term returns on investment for specially \u003ca href=\"https://youth.gov/content/perry-preschool-project#:~:text=The%20goal%20of%20the%20Perry,%2C%20social%2C%20and%20physical%20development.\">designed\u003c/a> and carefully\u003ca href=\"https://abc.fpg.unc.edu/abecedarian-project\"> implemented\u003c/a> programs.\u003c/p>\n\u003cp>To put it crudely, policymakers and experts have touted for decades now that if you give a 4-year-old who is growing up in poverty a good dose of story time and block play, they'll be more likely to grow up to become a high-earning, productive citizen.\u003c/p>\n\u003ch3>What went wrong in Tennessee\u003c/h3>\n\u003cp>No study is the last word. The research on pre-K continues to be mixed. In May 2021, a working paper (not yet peer reviewed) came out that looked at \u003ca href=\"https://www.npr.org/sections/money/2021/05/18/997501946/the-case-for-universal-pre-k-just-got-stronger\">Boston's pre-K program.\u003c/a> The study was a similar size to Farran's, used a similar quasi-experimental design based on random assignment, and also followed up with students for years. This study found that the preschool kids had better disciplinary records and were much more likely to graduate from high school, take the SATs and go to college, though their test scores didn't show a difference.\u003c/p>\n\u003cp>Farran believes that, with a citywide program, there's more opportunity for quality control than in her statewide study. Boston's program spent more per student, and it also was mixed-income, whereas Tennessee's program is for low-income kids only.\u003c/p>\n\u003cp>So what went wrong in Tennessee? Farran has some ideas — and they challenge almost everything about how we do school. How teachers are prepared, how programs are funded and where they are located. Even something as simple as where the bathrooms are.\u003c/p>\n\u003cp>In short, Farran is rethinking her own preconceptions, which are an entire field's preconceptions, about what constitutes quality pre-K.\u003c/p>\n\u003ch3>Do kids in poverty deserve the same teaching as rich kids?\u003c/h3>\n\u003cp>\"One of the biases that I hadn't examined in myself is the idea that \u003ca href=\"https://www.npr.org/sections/ed/2018/06/01/615188051/lets-stop-talking-about-the-30-million-word-gap\">poor children need a different sort of preparation\u003c/a> from children of higher-income families.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/09/ljohnson-pre-k-spot_custom-9ecfbcca9e4c4cc75ae86ccd091677b9c5d56ab3-s1600-c85.webp\" alt=\"Two children playing in a stream\" width=\"1200\" height=\"1443\">\u003cfigcaption class=\"wp-caption-text\">(LA Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>She's talking about drilling kids on basic skills. Worksheets for tracing letters and numbers. A teacher giving 10-minute lectures to a whole class of 25 kids who are expected to sit on their hands and listen, only five of whom may be paying any attention.\u003c/p>\n\u003cp>\"Higher-income families are not choosing this kind of preparation,\" she explains. \"And why would we assume that we need to train children of lower-income families earlier?\"\u003c/p>\n\u003cp>Farran points out that families of means tend to choose \u003ca href=\"https://www.npr.org/sections/ed/2018/08/31/642567651/5-proven-benefits-of-play\">play-based\u003c/a> preschool programs with art, movement, music and nature. Children are asked open-ended questions, and they are listened to.\u003c/p>\n\u003cp>This is not what Farran is seeing in classrooms full of kids in poverty, where \"teachers talk a lot, but they seldom listen to children.\" She thinks that part of the problem is that teachers in many states are certified for teaching students in prekindergarten through grade 5, or sometimes even pre-K-8. Very little of their training focuses on the youngest learners.\u003c/p>\n\u003cp>So another major bias that she's challenging is the idea that teacher certification equals quality. \"There have been three very large studies, the latest one in 2018, which are not showing any relationship between quality and licensure.\"\u003c/p>\n\u003ch3>Putting a bubble in your mouth\u003c/h3>\n\u003cp>In 2016, Farran \u003ca href=\"https://www.npr.org/sections/ed/2016/07/19/486172575/a-harsh-critique-of-federally-funded-pre-k\">published a study\u003c/a> based on her observations of publicly funded Tennessee pre-K classrooms similar to those included in this paper. She found then that the largest chunk of the day was spent in transition time. This means simply moving kids around the building.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1032px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/09/ljohnson-pre-k-spot3_custom-0c9c777f633b2bef7ff0309dc46593255f8b607c-s1600-c85.webp\" alt=\"Child stomping in a stream while tossing leaves into the air\" width=\"1032\" height=\"1488\">\u003cfigcaption class=\"wp-caption-text\">(LA Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>Partly this is an architectural problem. Private preschools, even home-based day cares, tend to be laid out with little bodies in mind. There are bathrooms just off the classrooms. Children eat in, or very near, the classroom, too. And there is outdoor play space nearby with equipment suitable for short people.\u003c/p>\n\u003cp>Putting these same programs in public schools can make the whole day more inconvenient.\u003c/p>\n\u003cp>\"So if you're in an older elementary school, the bathroom is going to be down the hall. You've got to take your children out, line them up and then they wait,\" Farran says. \"And then, if you have to use the cafeteria, it's the same thing. You have to walk through the halls, you know: 'Don't touch your neighbor, don't touch the wall, put a bubble in your mouth because you have to be quiet.' \"\u003c/p>\n\u003cp>One of Farran's most intriguing conjectures is that this need for control could explain the extra discipline problems seen later on in her most recent study.\u003c/p>\n\u003cp>\"I think children are not learning internal control. And if anything, they're learning sort of an almost allergic reaction to the amount of external control that they're having, that they're having to experience in school.\"\u003c/p>\n\u003cp>In other words, regularly reprimanding kids for doing normal kid stuff at 4 years old, even \u003ca href=\"https://www.npr.org/sections/ed/2016/09/05/490226345/preschool-suspensions-really-happen-and-thats-not-okay-with-connecticut\">suspending them,\u003c/a> could backfire down the road as children experience school as a place of unreasonable expectations.\u003c/p>\n\u003cp>We know from other research that the \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/02/13/384005652/study-black-girls-are-being-pushed-out-of-school\">control of children's bodies\u003c/a> at school can have disparate racial impact. Other studies have suggested that \u003ca href=\"https://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem#:~:text=Bias%20Isn't%20Just%20A,Preschool%20Problem%20%3A%20NPR%20Ed%20%3A%20NPR&text=More%20Podcasts%20%26%20Shows-,Bias%20Isn't%20Just%20A%20Police%20Problem%2C%20It's%20A%20Preschool,watching%20black%20boys%2C%20expecting%20trouble.\">Black children\u003c/a> are disciplined more often in preschool, as they are in later grades. Farran's study, where 70% of the kids were white, found interactions between race, gender, and discipline problems, but no extra effect of attending preschool was detected.\u003c/p>\n\u003ch3>Where to go from here\u003c/h3>\n\u003cp>The United States has a \u003ca href=\"https://www.npr.org/2022/01/20/1074182352/unvaccinated-young-kids-child-care-parents-omicron-disruptions\">child care crisis\u003c/a> that COVID-19 both intensified and highlighted. Progressive policymakers and advocates have tried for years to expand public support for child care by \"pushing it down\" from the existing public school system, using the teachers and the buildings.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 831px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/09/ljohnson-pre-k-spot4_custom-7f2bb6c9660e19c366839c0a204aba478efdc6f7-s1600-c85.webp\" alt=\"Child making mud pie outdoors\" width=\"831\" height=\"1029\">\u003cfigcaption class=\"wp-caption-text\">(LA Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>Farran praises the direction that New York City, for one, has taken instead: a \"mixed-delivery\" program with slots for 3- and 4-year-olds. Some kids attend free public preschool in existing nonprofit day care centers, some in Head Start programs and some in traditional schools.\u003c/p>\n\u003cp>But the biggest lesson Farran has drawn from her research is that we've simply asked too much of pre-K, based on early results from what were essentially showcase pilot programs. \"We tend to want a magic bullet,\" she says.\u003c/p>\n\u003cp>\"Whoever thought that you could provide a 4-year-old from an impoverished family with 5 1/2 hours a day, nine months a year of preschool, and close the achievement gap, and send them to college at a higher rate?\" she asks. \"I mean, why? Why do we put so much pressure on our pre-K programs?\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We might actually get better results, she says, from simply letting little children play.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+top+researcher+says+it%27s+time+to+rethink+our+entire+approach+to+preschool&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"What constitutes learning in preschool varies, and programs that don't treat 3- and 4-year olds in developmentally appropriate ways can have negative consequences. A long-term study of a statewide preschool program tracked students through the sixth grade and found those who attended prekindergarten falling behind.","status":"publish","parent":0,"modified":1644562868,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1601},"headData":{"title":"New research updates what’s important in a quality preschool program - MindShift","description":"What constitutes learning in preschool varies, and programs that don't treat 3- and 4-year olds in developmentally appropriate ways can have negative consequences. A long-term study of a statewide preschool program tracked students through the sixth grade and found those who attended prekindergarten falling behind.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New research updates what’s important in a quality preschool program","datePublished":"2022-02-11T06:47:51.000Z","dateModified":"2022-02-11T07:01:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59071 https://ww2.kqed.org/mindshift/?p=59071","disqusUrl":"https://ww2.kqed.org/mindshift/2022/02/10/new-research-updates-whats-important-in-a-quality-preschool-program/","disqusTitle":"New research updates what’s important in a quality preschool program","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"1079406041","nprApiLink":"http://api.npr.org/query?id=1079406041&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/02/10/1079406041/researcher-says-rethink-prek-preschool-prekindergarten?ft=nprml&f=1079406041","nprRetrievedStory":"1","nprPubDate":"Thu, 10 Feb 2022 14:00:00 -0500","nprStoryDate":"Thu, 10 Feb 2022 06:05:48 -0500","nprLastModifiedDate":"Thu, 10 Feb 2022 14:00:03 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59071/new-research-updates-whats-important-in-a-quality-preschool-program","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dale Farran has been studying early childhood education for half a century. Yet her most \u003ca href=\"https://psycnet.apa.org/record/2022-18712-001\">recent scientific publication \u003c/a>has made her question everything she thought she knew.\u003c/p>\n\u003cp>\"It really has required a lot of soul-searching, a lot of reading of the literature to try to think of what were plausible reasons that might account for this.\"\u003c/p>\n\u003cp>And by \"this,\" she means the outcome of a study that lasted more than a decade. It included 2,990 low-income children in Tennessee who applied to free, public prekindergarten programs. Some were admitted by lottery, and the others were rejected, creating the closest thing you can get in the real world to a randomized, controlled trial — the gold standard in showing causality in science.\u003c/p>\n\u003cp>Farran and her co-authors at Vanderbilt University followed both groups of children all the way through sixth grade. At the end of their first year, the kids who went to pre-K scored higher on school readiness — as expected.\u003c/p>\n\u003cp>\u003cspan style=\"color: #2b2b2b; font-weight: 400;\">But after third grade, \u003c/span>\u003ca style=\"font-weight: 400;\" href=\"https://www.npr.org/sections/ed/2015/09/29/444217919/the-tennessee-pre-k-debate-spinach-vs-easter-grass\">they were doing worse than the control group.\u003c/a>\u003cspan style=\"color: #2b2b2b; font-weight: 400;\"> And at the end of sixth grade, they were doing even \u003c/span>\u003cem style=\"color: #2b2b2b; font-weight: 400;\">worse.\u003c/em>\u003cspan style=\"color: #2b2b2b; font-weight: 400;\"> They had lower test scores, were more likely to be in special education, and were more likely to get into trouble in school, including serious trouble like suspensions.\u003c/span>\"Whereas in third grade we saw negative effects on one of the three state achievement tests, in sixth grade we saw it on all three — math, science and reading,\" says Farran. \"In third grade, where we had seen effects on one type of suspension, which is minor violations, by sixth grade we're seeing it on both types of suspensions, both major and minor.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's right. A statewide public pre-K program, taught by licensed teachers, housed in public schools, had a measurable and statistically significant \u003cem>negative\u003c/em> effect on the children in this study.\u003c/p>\n\u003cp>Farran hadn't expected it. She didn't like it. But her study design was unusually strong, so she couldn't easily explain it away.\u003c/p>\n\u003cp>\"This is still the only randomized controlled trial of a statewide pre-K, and I know that people get upset about this and don't want it to be true.\"\u003c/p>\n\u003ch3>\u003cstrong>Why it's a bad time for bad news\u003c/strong>\u003c/h3>\n\u003cp>It's a bad time for early childhood advocates to get bad news about public pre-K. Federally funded universal prekindergarten for 3- and 4-year-olds has been a cornerstone of President Biden's social agenda, and there are talks about resurrecting it from the stalled-out \"Build Back Better\" plan. Preschool has been expanding in recent years and is currently publicly funded to some extent in 46 states. About 7 in 10 4-year-olds now attend some kind of academic program.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/09/ljohnson-pre-k-spot2_custom-196d891974d6add118172f56750cd1cb93cd9941-s1600-c85.webp\" alt=\"Child seated at desk\" width=\"1200\" height=\"681\">\u003cfigcaption class=\"wp-caption-text\">(LA Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>This enthusiasm has rested in part on research going back to the 1970s. Economist James Heckman won the Nobel Prize for research showing substantial long-term returns on investment for specially \u003ca href=\"https://youth.gov/content/perry-preschool-project#:~:text=The%20goal%20of%20the%20Perry,%2C%20social%2C%20and%20physical%20development.\">designed\u003c/a> and carefully\u003ca href=\"https://abc.fpg.unc.edu/abecedarian-project\"> implemented\u003c/a> programs.\u003c/p>\n\u003cp>To put it crudely, policymakers and experts have touted for decades now that if you give a 4-year-old who is growing up in poverty a good dose of story time and block play, they'll be more likely to grow up to become a high-earning, productive citizen.\u003c/p>\n\u003ch3>What went wrong in Tennessee\u003c/h3>\n\u003cp>No study is the last word. The research on pre-K continues to be mixed. In May 2021, a working paper (not yet peer reviewed) came out that looked at \u003ca href=\"https://www.npr.org/sections/money/2021/05/18/997501946/the-case-for-universal-pre-k-just-got-stronger\">Boston's pre-K program.\u003c/a> The study was a similar size to Farran's, used a similar quasi-experimental design based on random assignment, and also followed up with students for years. This study found that the preschool kids had better disciplinary records and were much more likely to graduate from high school, take the SATs and go to college, though their test scores didn't show a difference.\u003c/p>\n\u003cp>Farran believes that, with a citywide program, there's more opportunity for quality control than in her statewide study. Boston's program spent more per student, and it also was mixed-income, whereas Tennessee's program is for low-income kids only.\u003c/p>\n\u003cp>So what went wrong in Tennessee? Farran has some ideas — and they challenge almost everything about how we do school. How teachers are prepared, how programs are funded and where they are located. Even something as simple as where the bathrooms are.\u003c/p>\n\u003cp>In short, Farran is rethinking her own preconceptions, which are an entire field's preconceptions, about what constitutes quality pre-K.\u003c/p>\n\u003ch3>Do kids in poverty deserve the same teaching as rich kids?\u003c/h3>\n\u003cp>\"One of the biases that I hadn't examined in myself is the idea that \u003ca href=\"https://www.npr.org/sections/ed/2018/06/01/615188051/lets-stop-talking-about-the-30-million-word-gap\">poor children need a different sort of preparation\u003c/a> from children of higher-income families.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/09/ljohnson-pre-k-spot_custom-9ecfbcca9e4c4cc75ae86ccd091677b9c5d56ab3-s1600-c85.webp\" alt=\"Two children playing in a stream\" width=\"1200\" height=\"1443\">\u003cfigcaption class=\"wp-caption-text\">(LA Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>She's talking about drilling kids on basic skills. Worksheets for tracing letters and numbers. A teacher giving 10-minute lectures to a whole class of 25 kids who are expected to sit on their hands and listen, only five of whom may be paying any attention.\u003c/p>\n\u003cp>\"Higher-income families are not choosing this kind of preparation,\" she explains. \"And why would we assume that we need to train children of lower-income families earlier?\"\u003c/p>\n\u003cp>Farran points out that families of means tend to choose \u003ca href=\"https://www.npr.org/sections/ed/2018/08/31/642567651/5-proven-benefits-of-play\">play-based\u003c/a> preschool programs with art, movement, music and nature. Children are asked open-ended questions, and they are listened to.\u003c/p>\n\u003cp>This is not what Farran is seeing in classrooms full of kids in poverty, where \"teachers talk a lot, but they seldom listen to children.\" She thinks that part of the problem is that teachers in many states are certified for teaching students in prekindergarten through grade 5, or sometimes even pre-K-8. Very little of their training focuses on the youngest learners.\u003c/p>\n\u003cp>So another major bias that she's challenging is the idea that teacher certification equals quality. \"There have been three very large studies, the latest one in 2018, which are not showing any relationship between quality and licensure.\"\u003c/p>\n\u003ch3>Putting a bubble in your mouth\u003c/h3>\n\u003cp>In 2016, Farran \u003ca href=\"https://www.npr.org/sections/ed/2016/07/19/486172575/a-harsh-critique-of-federally-funded-pre-k\">published a study\u003c/a> based on her observations of publicly funded Tennessee pre-K classrooms similar to those included in this paper. She found then that the largest chunk of the day was spent in transition time. This means simply moving kids around the building.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1032px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/09/ljohnson-pre-k-spot3_custom-0c9c777f633b2bef7ff0309dc46593255f8b607c-s1600-c85.webp\" alt=\"Child stomping in a stream while tossing leaves into the air\" width=\"1032\" height=\"1488\">\u003cfigcaption class=\"wp-caption-text\">(LA Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>Partly this is an architectural problem. Private preschools, even home-based day cares, tend to be laid out with little bodies in mind. There are bathrooms just off the classrooms. Children eat in, or very near, the classroom, too. And there is outdoor play space nearby with equipment suitable for short people.\u003c/p>\n\u003cp>Putting these same programs in public schools can make the whole day more inconvenient.\u003c/p>\n\u003cp>\"So if you're in an older elementary school, the bathroom is going to be down the hall. You've got to take your children out, line them up and then they wait,\" Farran says. \"And then, if you have to use the cafeteria, it's the same thing. You have to walk through the halls, you know: 'Don't touch your neighbor, don't touch the wall, put a bubble in your mouth because you have to be quiet.' \"\u003c/p>\n\u003cp>One of Farran's most intriguing conjectures is that this need for control could explain the extra discipline problems seen later on in her most recent study.\u003c/p>\n\u003cp>\"I think children are not learning internal control. And if anything, they're learning sort of an almost allergic reaction to the amount of external control that they're having, that they're having to experience in school.\"\u003c/p>\n\u003cp>In other words, regularly reprimanding kids for doing normal kid stuff at 4 years old, even \u003ca href=\"https://www.npr.org/sections/ed/2016/09/05/490226345/preschool-suspensions-really-happen-and-thats-not-okay-with-connecticut\">suspending them,\u003c/a> could backfire down the road as children experience school as a place of unreasonable expectations.\u003c/p>\n\u003cp>We know from other research that the \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/02/13/384005652/study-black-girls-are-being-pushed-out-of-school\">control of children's bodies\u003c/a> at school can have disparate racial impact. Other studies have suggested that \u003ca href=\"https://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem#:~:text=Bias%20Isn't%20Just%20A,Preschool%20Problem%20%3A%20NPR%20Ed%20%3A%20NPR&text=More%20Podcasts%20%26%20Shows-,Bias%20Isn't%20Just%20A%20Police%20Problem%2C%20It's%20A%20Preschool,watching%20black%20boys%2C%20expecting%20trouble.\">Black children\u003c/a> are disciplined more often in preschool, as they are in later grades. Farran's study, where 70% of the kids were white, found interactions between race, gender, and discipline problems, but no extra effect of attending preschool was detected.\u003c/p>\n\u003ch3>Where to go from here\u003c/h3>\n\u003cp>The United States has a \u003ca href=\"https://www.npr.org/2022/01/20/1074182352/unvaccinated-young-kids-child-care-parents-omicron-disruptions\">child care crisis\u003c/a> that COVID-19 both intensified and highlighted. Progressive policymakers and advocates have tried for years to expand public support for child care by \"pushing it down\" from the existing public school system, using the teachers and the buildings.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 831px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/09/ljohnson-pre-k-spot4_custom-7f2bb6c9660e19c366839c0a204aba478efdc6f7-s1600-c85.webp\" alt=\"Child making mud pie outdoors\" width=\"831\" height=\"1029\">\u003cfigcaption class=\"wp-caption-text\">(LA Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>Farran praises the direction that New York City, for one, has taken instead: a \"mixed-delivery\" program with slots for 3- and 4-year-olds. Some kids attend free public preschool in existing nonprofit day care centers, some in Head Start programs and some in traditional schools.\u003c/p>\n\u003cp>But the biggest lesson Farran has drawn from her research is that we've simply asked too much of pre-K, based on early results from what were essentially showcase pilot programs. \"We tend to want a magic bullet,\" she says.\u003c/p>\n\u003cp>\"Whoever thought that you could provide a 4-year-old from an impoverished family with 5 1/2 hours a day, nine months a year of preschool, and close the achievement gap, and send them to college at a higher rate?\" she asks. \"I mean, why? Why do we put so much pressure on our pre-K programs?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We might actually get better results, she says, from simply letting little children play.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+top+researcher+says+it%27s+time+to+rethink+our+entire+approach+to+preschool&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59071/new-research-updates-whats-important-in-a-quality-preschool-program","authors":["byline_mindshift_59071"],"categories":["mindshift_21385"],"tags":["mindshift_20720","mindshift_21117","mindshift_152","mindshift_21286"],"featImg":"mindshift_59081","label":"mindshift"},"mindshift_56742":{"type":"posts","id":"mindshift_56742","meta":{"index":"posts_1591205157","site":"mindshift","id":"56742","score":null,"sort":[1602056562000]},"guestAuthors":[],"slug":"5-tips-for-embracing-outdoor-learning-in-any-setting","title":"5 Tips for Embracing Outdoor Learning in Any Setting","publishDate":1602056562,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In a year when all schools look different from usual, some teachers are embracing the outdoors as their classroom. The Centers for Disease Control and Prevention included outdoor learning in \u003c/span>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/reopening-schools-faqs.html\">\u003cspan style=\"font-weight: 400\">recommended strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for schools to reduce the spread of COVID-19, and research has shown \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">positive instructional outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from such methods. Long-time outdoor educators also tout the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">social and emotional benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But getting started can feel daunting. Below are five tips from experienced teachers for trying outdoor learning in any setting.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Look for possibilities in different spaces\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://twitter.com/schnekser\">\u003cspan style=\"font-weight: 400\">Becky Schnekser\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is teaching K-5 science fully outdoors this year at a private school in Virginia Beach. She has the advantage of a well developed outdoor classroom, but that’s not a prerequisite. “Any outdoor space is an opportunity, whether you have a beautiful wooded area or you have concrete jungle,” she said. From \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">sidewalk math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://twitter.com/cath_goulding/status/1306001825158574080\">\u003cspan style=\"font-weight: 400\">history walks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to socially distanced \u003c/span>\u003ca href=\"https://twitter.com/RaquelCoy1/status/1306717781325422593\">\u003cspan style=\"font-weight: 400\">singing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, educators are finding ways to teach outdoors \u003c/span>\u003ca href=\"https://www.edutopia.org/article/safety-mind-schools-take-classes-outdoors\">\u003cspan style=\"font-weight: 400\">across environments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-ways-bring-learning-outside\">\u003cspan style=\"font-weight: 400\">subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It takes thinking differently, which, as Schnekser pointed out, teachers are already doing because of COVID-19. “There are ways to take advantage of that. You just have to flip a little dimmer switch in your mind,” she said. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/schnekser/status/1299136704847151106\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Pack like you would for a field trip\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she’s teaching, Schnekser wears \u003c/span>\u003ca href=\"https://twitter.com/schnekser/status/1299136704847151106/photo/1\">\u003cspan style=\"font-weight: 400\">a toolbelt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could give Mary Poppins’ purse a run for its money. In it, she keeps duct tape, scissors, a refillable water bottle, gardening gloves, an extra mask, sticky notes, a screwdriver and more — all in easy reach. Even if you’re just going outside to read a story, it’s a good idea to carry a canvas tote bag with essentials such as a medical kit, cell phone and hand sanitizer.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Footwear is another consideration. Ditch heels, Schnekser said. Comfortable shoes are a must. Students, too, will need to wear clothing to match the weather. When \u003c/span>\u003ca href=\"https://twitter.com/MisterMinor\">\u003cspan style=\"font-weight: 400\">Cornelius Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> taught in New York City public schools, he kept extra coats and boots in the classroom so that his language arts students could leave the building every day, come rain, snow or sunshine.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Plan for physical distancing, of course\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s easier to maintain six feet of separation from peers outside, designing classes for coronavirus safety still takes planning. Educators are using \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1300552478824501249/photo/1\">\u003cspan style=\"font-weight: 400\">individual mats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or even \u003c/span>\u003ca href=\"https://twitter.com/sanford_music/status/1308021115030319104\">\u003cspan style=\"font-weight: 400\">painted lines on concrete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students maintain their distance. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/elizabeth_raff/status/1300552478824501249\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those precautions can bring other challenges, though. In a \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers about outdoor learning, New York City-based educator \u003c/span>\u003ca href=\"https://twitter.com/MsKass1\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> noted that physical distancing can make it harder for both kids and adults to hear, especially in urban settings. She suggested adopting classwide hand signals or student-created visual cue cards to help communicate common messages, such as “I have an idea” and “I need to use the restroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Schnekser, the pandemic has prompted her to restructure hands-on activities. In field studies, “a lot of times you're in the same space, rubbing elbows,” she said. This year, instead of having students try all aspects of a project, she has assigned them to specialized tasks to limit contact with materials and peers. The upside to the change is that it’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school\">\u003cspan style=\"font-weight: 400\">more authentic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to how scientists operate in the field. “So it has actually forced me to be more purposeful and intentional with what I'm doing with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s a fun idea from Minor: foam pool noodles are “a game changer” for physically distanced outdoor games like tag, she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connect children’s curiosity to content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While distractions like street noise can be planned for, others will be unexpected. In those cases, improv skills might come in handy. If a bald eagle flies overhead while your class is outside, you might pause to watch the eagle and then pose a question to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">connect children’s curiosity to content. \u003c/span>\u003c/a>\u003cspan class=\"s1\">If you were reading \"The Mouse and the Motorcycle,\" for example, you might ask, “If this was a book about an eagle, would it ride a motorcycle or something else?”\u003c/span>\u003cspan style=\"font-weight: 400\"> In other words, “find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">\u003cspan style=\"font-weight: 400\">embrace it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than fight it,” Schnekser said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Choose your own adventure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her virtual course, Minor described three levels of outdoor learning. The baseline level includes practices that may already occur in many schools: field trips, recess and traditional lessons held outside in good weather. The next level involves using outdoor experiences to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/inquiry-learning-2\">\u003cspan style=\"font-weight: 400\">generate questions or ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as taking photos as story prompts. The third level entails thematic units in which students examine environmental or neighborhood issues.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor encouraged teachers to consider their students’ cultures and experiences in their planning and to be gracious with themselves in this difficult year. Any of those three levels is \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1306032569029459969\">\u003cspan style=\"font-weight: 400\">a good place to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Simply being outside is a really powerful pedagogical move for children or any person, for that matter, during this time.\"\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"School usually happens indoors, but getting outside for fresh air, appreciate our surroundings and feel safer about COVID-19 can help with the learning and teaching. ","status":"publish","parent":0,"modified":1602084521,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":862},"headData":{"title":"5 Tips for Embracing Outdoor Learning in Any Setting - MindShift","description":"School usually happens indoors, but getting outside for fresh air, appreciate our surroundings and feel safer about COVID-19 can help with the learning and teaching. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Tips for Embracing Outdoor Learning in Any Setting","datePublished":"2020-10-07T07:42:42.000Z","dateModified":"2020-10-07T15:28:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56742 https://ww2.kqed.org/mindshift/?p=56742","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/07/5-tips-for-embracing-outdoor-learning-in-any-setting/","disqusTitle":"5 Tips for Embracing Outdoor Learning in Any Setting","path":"/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In a year when all schools look different from usual, some teachers are embracing the outdoors as their classroom. The Centers for Disease Control and Prevention included outdoor learning in \u003c/span>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/reopening-schools-faqs.html\">\u003cspan style=\"font-weight: 400\">recommended strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for schools to reduce the spread of COVID-19, and research has shown \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">positive instructional outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from such methods. Long-time outdoor educators also tout the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">social and emotional benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But getting started can feel daunting. Below are five tips from experienced teachers for trying outdoor learning in any setting.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Look for possibilities in different spaces\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://twitter.com/schnekser\">\u003cspan style=\"font-weight: 400\">Becky Schnekser\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is teaching K-5 science fully outdoors this year at a private school in Virginia Beach. She has the advantage of a well developed outdoor classroom, but that’s not a prerequisite. “Any outdoor space is an opportunity, whether you have a beautiful wooded area or you have concrete jungle,” she said. From \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">sidewalk math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://twitter.com/cath_goulding/status/1306001825158574080\">\u003cspan style=\"font-weight: 400\">history walks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to socially distanced \u003c/span>\u003ca href=\"https://twitter.com/RaquelCoy1/status/1306717781325422593\">\u003cspan style=\"font-weight: 400\">singing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, educators are finding ways to teach outdoors \u003c/span>\u003ca href=\"https://www.edutopia.org/article/safety-mind-schools-take-classes-outdoors\">\u003cspan style=\"font-weight: 400\">across environments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-ways-bring-learning-outside\">\u003cspan style=\"font-weight: 400\">subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It takes thinking differently, which, as Schnekser pointed out, teachers are already doing because of COVID-19. “There are ways to take advantage of that. You just have to flip a little dimmer switch in your mind,” she said. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1299136704847151106"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cb style=\"font-size: 24px\">Pack like you would for a field trip\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she’s teaching, Schnekser wears \u003c/span>\u003ca href=\"https://twitter.com/schnekser/status/1299136704847151106/photo/1\">\u003cspan style=\"font-weight: 400\">a toolbelt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could give Mary Poppins’ purse a run for its money. In it, she keeps duct tape, scissors, a refillable water bottle, gardening gloves, an extra mask, sticky notes, a screwdriver and more — all in easy reach. Even if you’re just going outside to read a story, it’s a good idea to carry a canvas tote bag with essentials such as a medical kit, cell phone and hand sanitizer.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Footwear is another consideration. Ditch heels, Schnekser said. Comfortable shoes are a must. Students, too, will need to wear clothing to match the weather. When \u003c/span>\u003ca href=\"https://twitter.com/MisterMinor\">\u003cspan style=\"font-weight: 400\">Cornelius Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> taught in New York City public schools, he kept extra coats and boots in the classroom so that his language arts students could leave the building every day, come rain, snow or sunshine.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Plan for physical distancing, of course\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s easier to maintain six feet of separation from peers outside, designing classes for coronavirus safety still takes planning. Educators are using \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1300552478824501249/photo/1\">\u003cspan style=\"font-weight: 400\">individual mats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or even \u003c/span>\u003ca href=\"https://twitter.com/sanford_music/status/1308021115030319104\">\u003cspan style=\"font-weight: 400\">painted lines on concrete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students maintain their distance. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1300552478824501249"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those precautions can bring other challenges, though. In a \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers about outdoor learning, New York City-based educator \u003c/span>\u003ca href=\"https://twitter.com/MsKass1\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> noted that physical distancing can make it harder for both kids and adults to hear, especially in urban settings. She suggested adopting classwide hand signals or student-created visual cue cards to help communicate common messages, such as “I have an idea” and “I need to use the restroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Schnekser, the pandemic has prompted her to restructure hands-on activities. In field studies, “a lot of times you're in the same space, rubbing elbows,” she said. This year, instead of having students try all aspects of a project, she has assigned them to specialized tasks to limit contact with materials and peers. The upside to the change is that it’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school\">\u003cspan style=\"font-weight: 400\">more authentic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to how scientists operate in the field. “So it has actually forced me to be more purposeful and intentional with what I'm doing with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s a fun idea from Minor: foam pool noodles are “a game changer” for physically distanced outdoor games like tag, she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connect children’s curiosity to content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While distractions like street noise can be planned for, others will be unexpected. In those cases, improv skills might come in handy. If a bald eagle flies overhead while your class is outside, you might pause to watch the eagle and then pose a question to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">connect children’s curiosity to content. \u003c/span>\u003c/a>\u003cspan class=\"s1\">If you were reading \"The Mouse and the Motorcycle,\" for example, you might ask, “If this was a book about an eagle, would it ride a motorcycle or something else?”\u003c/span>\u003cspan style=\"font-weight: 400\"> In other words, “find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">\u003cspan style=\"font-weight: 400\">embrace it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than fight it,” Schnekser said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Choose your own adventure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her virtual course, Minor described three levels of outdoor learning. The baseline level includes practices that may already occur in many schools: field trips, recess and traditional lessons held outside in good weather. The next level involves using outdoor experiences to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/inquiry-learning-2\">\u003cspan style=\"font-weight: 400\">generate questions or ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as taking photos as story prompts. The third level entails thematic units in which students examine environmental or neighborhood issues.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor encouraged teachers to consider their students’ cultures and experiences in their planning and to be gracious with themselves in this difficult year. Any of those three levels is \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1306032569029459969\">\u003cspan style=\"font-weight: 400\">a good place to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Simply being outside is a really powerful pedagogical move for children or any person, for that matter, during this time.\"\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_392","mindshift_20865","mindshift_21117","mindshift_20712","mindshift_21061","mindshift_943"],"featImg":"mindshift_56746","label":"mindshift"},"mindshift_56735":{"type":"posts","id":"mindshift_56735","meta":{"index":"posts_1591205157","site":"mindshift","id":"56735","score":null,"sort":[1601973021000]},"guestAuthors":[],"slug":"how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","title":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","publishDate":1601973021,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The bird was definitely going to die. The eighth-graders in Cornelius Minor’s class were walking back to their Brooklyn school when someone noticed a young bird struggling for life on the sidewalk. The students — about a dozen boys — broke line formation and huddled around. Some started to cry. Some strategized a rescue. Minor looked at the bird and at his watch. Only a few minutes remained for the creature and for class. Minor tried gently explaining that the bird wouldn’t make it, but the kids would not be moved. They urged Minor to call animal control and their science teacher for help and to notify the office that they would be late for the next period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, that was the perfect assessment,” Minor said. “They were using everything that I taught them about empathy. They were using everything that they had learned in science. They were using everything that they had learned about how the city works and about how a city agency works to save the life of this bird.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was 2009. Minor is now a teacher coach, but during his 10 years teaching in New York City public schools he took students outside almost every day. As evidence of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/climate-environment/2020/09/21/no-matter-what-cdc-says-heres-why-many-scientists-think-coronavirus-is-airborne/\">\u003cspan style=\"font-weight: 400\">airborne transmission of coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has grown, outdoor learning has garnered attention as a safer way to conduct school. In July, the New York Times highlighted how \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/17/nyregion/coronavirus-nyc-schools-reopening-outdoors.html\">\u003cspan style=\"font-weight: 400\">open-air classes were held even amid New England winters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help fight tuberculosis in the early 1900s. A piece in the Atlantic suggested that such plans \u003c/span>\u003ca href=\"https://www.theatlantic.com/health/archive/2020/07/outdoor-schools-coronavirus/614680/\">\u003cspan style=\"font-weight: 400\">might be better for kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than the isolation and inequities of virtual learning but were unlikely because of bureaucracy. Absent any state or district-wide initiatives, some teachers are \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1308514604876812291\">\u003cspan style=\"font-weight: 400\">taking up the outdoor learning mantle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to long-time practitioners like Minor, these practices hold promise beyond limiting the spread COVID-19. The curiosity and connection sparked by outdoor learning could be a much-needed antidote to the anxiety and stress of 2020.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Doable alternatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">full of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, figuring out how to implement outdoor learning may feel like \u003c/span>\u003ca href=\"https://twitter.com/TheAtlantic/status/1288274341998862336\">\u003cspan style=\"font-weight: 400\">a tall task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers. It’s too hot in Arizona. Too muggy in Mississippi. Too snowy in Maine. And in cities everywhere, “too dangerous.” \u003c/span>\u003ca href=\"https://twitter.com/MsKass1/status/1298002241031491585\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has heard many of those objections in recent months. It’s a similar response that comes with “anything that's outside people's experience,” she said, but like her husband, Minor took her students outside regularly when she taught in New York City public schools. She noted that New York City erected \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/15/nyregion/coronavirus-central-park-hospital-tent.html\">\u003cspan style=\"font-weight: 400\">a pop-up hospital in Central Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in just a week this spring and said that with a shift in resources and mindset, similar innovations are possible in education.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, Minor brought together experienced outdoor educators to create \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">a virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helps teachers envision and implement outdoor learning wherever they are. The goal, Minor said, is to support teachers in creating “doable” alternatives that “help everyone experience the things that we’re deeply missing about teaching and learning right now, which are those joyful experiences and kids being curious about the world.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56737\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56737\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/outdoor-classroom-scaled-e1601972558230.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Set-up of an outdoor program in late August in Fort Greene, Brooklyn. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That requires rethinking what outdoor learning is and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality\">\u003cspan style=\"font-weight: 400\">who it’s for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outdoor learning can happen across subjects, and it doesn’t require access to lush gardens or forests. When Cornelius Minor’s students encountered the dying bird, they were on an urban walk to experience how long it took to burn off one gram of sugar. The exercise was part of a short-term health class that Minor was asked to teach, but most of his outdoor teaching was part of language arts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Writing very much has its root in a place,” Minor said, “So when kids show up and say, ‘I don't have anything to write,’ it means that you haven't been outside and really opened your eyes.” He started each year by taking students outside to turn their senses on as writers. The brownstone they passed everyday, the housing project down the block, the corner where they bought popcorn after school — all of those places contain stories, Minor said. “And so really helping kids to mine important places for important stories is an essential component.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his decade of teaching, Minor said he only suspended one student and often saw attendance rates above 95 percent. He attributed those successes to the engagement that comes with getting beyond the classroom walls. “I always feel like a kid is going to come to school if they know that their writing teacher is going to be showing them something weird outside so that they can write about it.” Minor acknowledged that he could not officially prove the connection, but research lends support to his observations. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">2019 research review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in Frontiers in Psychology found that “nature-based instruction outperforms traditional instruction” for academic outcomes such as standardized test scores and graduation rates. Those benefits may derive from improvements to “attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness,” the authors wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"https://www.cinnamonkillsfirst.com/\">\u003cspan style=\"font-weight: 400\">Cinnamon Kills First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Northern Cheyenne artist and educator, academic research on the benefits of outdoor learning simply confirms what her ancestors have long known. In a session for the virtual course that Kass Minor developed, Kills First described how indigenous traditions hold the earth as a family member to be treated with reciprocity. She encouraged teachers to learn from that wisdom. When European settlers colonized the United States, they “intentionally disconnected people from their natural learning environments” through forced removals and assimilationist practices, such as \u003c/span>\u003ca href=\"https://americanindian.si.edu/education/codetalkers/html/chapter3.html\">\u003cspan style=\"font-weight: 400\">boarding schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forbade Native culture, Kills First said in an interview with MindShift. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe a majority of the social or global issues we face have to do with how humans have mistreated the land. All those decisions are coming back to harm us and our health,” she said. By helping children relate differently to the land and each other, Kills First said teachers can play a role in reversing the damage.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor, too, described his work with outdoor learning as an effort to undo the harm of colonization. “People, especially people of color, especially poor people, have been taught that they have no rights to the land. That's what colonialism has done to us. It's taught us that we have no place. It's taught us that we have no history,” he said. During the first week of school every year, Minor said his students questioned why they were going outside, saying, “That's for white people.” By May, however, they resisted any lessons that were indoors.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The importance of a bird\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2009, after calling the science teacher outside and continuing to brainstorm life-saving methods, Minor’s students slowly realized that they could not rescue the dying bird. As they returned to the school building, the boys packed together in a unit, comforting one another. Although the physical proximity would not be allowed amid the current pandemic, Minor said the spirit of that walk contrasted with how middle school is typically “all about denying your feelings” and how others might label his students as “tough kids.” When he thinks of his best moments in teaching, he remembers those eighth-graders, huddled around a bird, with tears in their eyes, trying to save its life.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you start to learn how important even a bird is, then you're important,” he said. “So when I think about outdoor education, it’s not just about staying safe in COVID. It's about raising citizens who care for each other. It’s the cornerstone of democracy.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Getting kids outside, in nature, has always been good for their health and well-being. Finding small ways to get outside can be a helpful way to learn about your world. ","status":"publish","parent":0,"modified":1602037979,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1353},"headData":{"title":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times - MindShift","description":"Getting kids outside, in nature, has always been good for their health and well-being. Finding small ways to get outside can be a helpful way to learn about your world. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","datePublished":"2020-10-06T08:30:21.000Z","dateModified":"2020-10-07T02:32:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56735 https://ww2.kqed.org/mindshift/?p=56735","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/06/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times/","disqusTitle":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","path":"/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The bird was definitely going to die. The eighth-graders in Cornelius Minor’s class were walking back to their Brooklyn school when someone noticed a young bird struggling for life on the sidewalk. The students — about a dozen boys — broke line formation and huddled around. Some started to cry. Some strategized a rescue. Minor looked at the bird and at his watch. Only a few minutes remained for the creature and for class. Minor tried gently explaining that the bird wouldn’t make it, but the kids would not be moved. They urged Minor to call animal control and their science teacher for help and to notify the office that they would be late for the next period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, that was the perfect assessment,” Minor said. “They were using everything that I taught them about empathy. They were using everything that they had learned in science. They were using everything that they had learned about how the city works and about how a city agency works to save the life of this bird.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was 2009. Minor is now a teacher coach, but during his 10 years teaching in New York City public schools he took students outside almost every day. As evidence of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/climate-environment/2020/09/21/no-matter-what-cdc-says-heres-why-many-scientists-think-coronavirus-is-airborne/\">\u003cspan style=\"font-weight: 400\">airborne transmission of coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has grown, outdoor learning has garnered attention as a safer way to conduct school. In July, the New York Times highlighted how \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/17/nyregion/coronavirus-nyc-schools-reopening-outdoors.html\">\u003cspan style=\"font-weight: 400\">open-air classes were held even amid New England winters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help fight tuberculosis in the early 1900s. A piece in the Atlantic suggested that such plans \u003c/span>\u003ca href=\"https://www.theatlantic.com/health/archive/2020/07/outdoor-schools-coronavirus/614680/\">\u003cspan style=\"font-weight: 400\">might be better for kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than the isolation and inequities of virtual learning but were unlikely because of bureaucracy. Absent any state or district-wide initiatives, some teachers are \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1308514604876812291\">\u003cspan style=\"font-weight: 400\">taking up the outdoor learning mantle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to long-time practitioners like Minor, these practices hold promise beyond limiting the spread COVID-19. The curiosity and connection sparked by outdoor learning could be a much-needed antidote to the anxiety and stress of 2020.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Doable alternatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">full of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, figuring out how to implement outdoor learning may feel like \u003c/span>\u003ca href=\"https://twitter.com/TheAtlantic/status/1288274341998862336\">\u003cspan style=\"font-weight: 400\">a tall task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers. It’s too hot in Arizona. Too muggy in Mississippi. Too snowy in Maine. And in cities everywhere, “too dangerous.” \u003c/span>\u003ca href=\"https://twitter.com/MsKass1/status/1298002241031491585\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has heard many of those objections in recent months. It’s a similar response that comes with “anything that's outside people's experience,” she said, but like her husband, Minor took her students outside regularly when she taught in New York City public schools. She noted that New York City erected \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/15/nyregion/coronavirus-central-park-hospital-tent.html\">\u003cspan style=\"font-weight: 400\">a pop-up hospital in Central Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in just a week this spring and said that with a shift in resources and mindset, similar innovations are possible in education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, Minor brought together experienced outdoor educators to create \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">a virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helps teachers envision and implement outdoor learning wherever they are. The goal, Minor said, is to support teachers in creating “doable” alternatives that “help everyone experience the things that we’re deeply missing about teaching and learning right now, which are those joyful experiences and kids being curious about the world.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56737\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56737\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/outdoor-classroom-scaled-e1601972558230.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Set-up of an outdoor program in late August in Fort Greene, Brooklyn. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That requires rethinking what outdoor learning is and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality\">\u003cspan style=\"font-weight: 400\">who it’s for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outdoor learning can happen across subjects, and it doesn’t require access to lush gardens or forests. When Cornelius Minor’s students encountered the dying bird, they were on an urban walk to experience how long it took to burn off one gram of sugar. The exercise was part of a short-term health class that Minor was asked to teach, but most of his outdoor teaching was part of language arts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Writing very much has its root in a place,” Minor said, “So when kids show up and say, ‘I don't have anything to write,’ it means that you haven't been outside and really opened your eyes.” He started each year by taking students outside to turn their senses on as writers. The brownstone they passed everyday, the housing project down the block, the corner where they bought popcorn after school — all of those places contain stories, Minor said. “And so really helping kids to mine important places for important stories is an essential component.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his decade of teaching, Minor said he only suspended one student and often saw attendance rates above 95 percent. He attributed those successes to the engagement that comes with getting beyond the classroom walls. “I always feel like a kid is going to come to school if they know that their writing teacher is going to be showing them something weird outside so that they can write about it.” Minor acknowledged that he could not officially prove the connection, but research lends support to his observations. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">2019 research review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in Frontiers in Psychology found that “nature-based instruction outperforms traditional instruction” for academic outcomes such as standardized test scores and graduation rates. Those benefits may derive from improvements to “attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness,” the authors wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"https://www.cinnamonkillsfirst.com/\">\u003cspan style=\"font-weight: 400\">Cinnamon Kills First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Northern Cheyenne artist and educator, academic research on the benefits of outdoor learning simply confirms what her ancestors have long known. In a session for the virtual course that Kass Minor developed, Kills First described how indigenous traditions hold the earth as a family member to be treated with reciprocity. She encouraged teachers to learn from that wisdom. When European settlers colonized the United States, they “intentionally disconnected people from their natural learning environments” through forced removals and assimilationist practices, such as \u003c/span>\u003ca href=\"https://americanindian.si.edu/education/codetalkers/html/chapter3.html\">\u003cspan style=\"font-weight: 400\">boarding schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forbade Native culture, Kills First said in an interview with MindShift. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe a majority of the social or global issues we face have to do with how humans have mistreated the land. All those decisions are coming back to harm us and our health,” she said. By helping children relate differently to the land and each other, Kills First said teachers can play a role in reversing the damage.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor, too, described his work with outdoor learning as an effort to undo the harm of colonization. “People, especially people of color, especially poor people, have been taught that they have no rights to the land. That's what colonialism has done to us. It's taught us that we have no place. It's taught us that we have no history,” he said. During the first week of school every year, Minor said his students questioned why they were going outside, saying, “That's for white people.” By May, however, they resisted any lessons that were indoors.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The importance of a bird\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2009, after calling the science teacher outside and continuing to brainstorm life-saving methods, Minor’s students slowly realized that they could not rescue the dying bird. As they returned to the school building, the boys packed together in a unit, comforting one another. Although the physical proximity would not be allowed amid the current pandemic, Minor said the spirit of that walk contrasted with how middle school is typically “all about denying your feelings” and how others might label his students as “tough kids.” When he thinks of his best moments in teaching, he remembers those eighth-graders, huddled around a bird, with tears in their eyes, trying to save its life.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you start to learn how important even a bird is, then you're important,” he said. “So when I think about outdoor education, it’s not just about staying safe in COVID. It's about raising citizens who care for each other. It’s the cornerstone of democracy.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","authors":["11487"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_20865","mindshift_519","mindshift_21117","mindshift_21061"],"featImg":"mindshift_56736","label":"mindshift"},"mindshift_56660":{"type":"posts","id":"mindshift_56660","meta":{"index":"posts_1591205157","site":"mindshift","id":"56660","score":null,"sort":[1600243990000]},"guestAuthors":[],"slug":"a-growing-demand-for-wilderness-education-may-widen-learning-inequality","title":"A Growing Demand For Wilderness Education May Widen Learning Inequality","publishDate":1600243990,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A high school senior kneels in the forest duff, grasping a handmade bow. He moves his arm back and forth, and a high-pitched squeaking sound ricochets through the woods.\u003c/p>\n\u003cp>Eight-year-old Asher Wool stands a few feet away. He explains what this teenager is up to.\u003c/p>\n\u003cp>\"So, he's rubbing the string against the spindle to make a coal that can make a fire,\" Asher says.\u003c/p>\n\u003cp>No matches. No crumpled newspaper. The teenager has worked for years to develop the skill of building a friction fire here at Earthwork, a wilderness school located in western Massachusetts.\u003c/p>\n\u003cp>\"We work with knives, we work with fire, we work with saws, we fell trees, we build shelters, we track animals,\" says director Frank Grindrod, who founded \u003ca href=\"https://earthworkprograms.com/\">Earthwork\u003c/a> more than 20 years ago.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Asher spent three weeks at Earthwork camp this summer, with the kids all in masks and mostly keeping 6 feet apart. And even though he'll be in school this fall — \"We're probably doing Zoom school,\" he says — he'll also be out in these woods one full day a week, participating in a program that was previously only available to home-schooled kids.\u003c/p>\n\u003cp>His mom, Andrea Wool, says with the demands of remote schooling, her son is going to need every minute in the woods he can get.\u003c/p>\n\u003cp>\"It's just a lot of time on a screen,\" Wool says. \"And Asher's a wiggly kid. He likes to move.\"\u003c/p>\n\u003ch2>\u003cstrong>Golden age of outdoor education\u003c/strong>\u003c/h2>\n\u003cp>Demand has surged for outdoor and wilderness programs, driven by parents desperate to get their kids off-screen and out of the house. Numerous New England wilderness schools report they could double or triple their already increased programming and still have waiting lists.\u003c/p>\n\u003cp>\"I think we're entering the golden age of outdoor education,\" says Sam Stegeman, executive director of the \u003ca href=\"https://vermontwildernessschool.org/\">Vermont Wilderness School\u003c/a>. \"Because of COVID, one of the silver linings is we're finally getting huge numbers of American children outdoors during the school day.\"\u003c/p>\n\u003cp>But who gets to participate in wilderness education? Like the much-hyped \u003ca href=\"https://www.npr.org/local/309/2020/09/03/909152247/to-help-lessen-yet-another-economic-divide-parents-launch-d-i-y-learning-pods\">learning pod phenomenon\u003c/a>, the rush to secure spots in wilderness home-school groups can easily become another example of the \u003ca href=\"https://www.npr.org/2020/07/28/896334963/pandemic-pods-raise-concerns-about-equity\">opportunity hoarding\u003c/a> that leads to learning inequality.\u003c/p>\n\u003cp>David Brownstein is executive director of \u003ca href=\"https://wildearth.org/\">Wild Earth\u003c/a>, a wilderness school in New York's Hudson Valley. He says that for years he called his school accessible because of its generous financial aid program.\u003c/p>\n\u003cp>\"But it really didn't meet the needs of people who are like, 'I don't have money for these kinds of things at all. They're not even on the menu of what's possible for my family,'\" Brownstein says.\u003c/p>\n\u003cp>Four years ago, Wild Earth began a \u003ca href=\"https://wildearth.org/schools/programs-for-schools\">collaboration serving the 2,200 public middle school students\u003c/a> in the urban district of Kingston, N.Y. The instructors took the kids on forest field trips, and they met the same kids on the school playground twice a week during recess.\u003c/p>\n\u003cp>The collaboration is especially meaningful to Zachary Jones, a Wild Earth program team leader. Jones is Black and Asian — that's rare in the world of wilderness education — and he was one of the few kids of color in the woods with Wild Earth when he started doing their programs 17 years ago, at age 9.\u003c/p>\n\u003cp>\"Nature doesn't care how much money, what your race is, all these things,\" Jones says. \"It doesn't care how cool you are. It doesn't care [about] your social status in school. It's a level playing field.\"\u003c/p>\n\u003cp>Mary Beth Bonville, assistant superintendent of Kingston schools, says the forest field trips were a revelation to many Kingston middle schoolers.\u003c/p>\n\u003cp>\"We have students that have commented that they've never been in the woods before. They didn't know certain insects; they didn't understand how to build a fire.\"\u003c/p>\n\u003cp>Bonville adds that there are numerous academic benefits to Kingston's collaboration with Wild Earth.\u003c/p>\n\u003cp>\"We've had teachers that have actually taken the programming from outside and brought it into their classroom,\" she says.\u003c/p>\n\u003cp>But ultimately, Bonville says, the benefits to Kingston students come down to the social and emotional support kids receive from Wild Earth staff.\u003c/p>\n\u003cfigure id=\"attachment_56662\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56662\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/img_2443-332f1c670684a356ce65e99d20e9f125ff5e2c15-scaled-e1600330562316.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">(From left) Program leaders Jessie Lotrecchiano and Zachary Jones and Executive Director David Brownstein of Wild Earth, a wilderness school in New York's Hudson Valley. \u003ccite>(Ben James for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, the COVID-19 pandemic has put that social and emotional support for students on hold, at least for now. Kingston — like \u003ca href=\"https://www.axios.com/urban-schools-will-start-year-all-remote-learning-ae816c82-b2d9-4ba1-ad96-19733663e16a.html\">most urban districts across the country\u003c/a> — is starting the year remotely. Field trips are canceled. Recess doesn't exist. Instead, David Brownstein hopes Wild Earth will find other ways to meet kids' needs for safe, structured outdoor play.\u003c/p>\n\u003cp>\"We may end up in a parking lot running games after the school day,\" Brownstein says. \"And then, as soon as they're done, we're like, 'Come on out, and let's run around together.'\"\u003c/p>\n\u003ch2>\u003cstrong>\"I got the flame!\"\u003c/strong>\u003c/h2>\n\u003cp>Back in western Massachusetts, Andrea Wool — who already worked at home before the pandemic — says she knows it's a privilege to be able to pull her son Asher out of remote school for a weekly day in the woods at Earthwork.\u003c/p>\n\u003cp>\"I have the flexibility and schedule to just be able to drive him out here,\" Wool says. \"Not everybody can do that.\"\u003c/p>\n\u003cp>Asher himself is still working on fire-building. He kneels before a small bundle of tinder he's placed on a rock, using a survival tool called a ferro rod and striker to make a spark and set his tinder aflame.\u003c/p>\n\u003cp>Once a spark connects to the tinder and starts to glow, Earthwork instructor Michael Haynack picks up the bundle. He coaches Asher on how to use a long, gentle breath to build the heat of the coal. Suddenly the whole bundle comes alight in Haynack's hand.\u003c/p>\n\u003cp>\"Finally!\" Asher shouts.\u003c/p>\n\u003cp>\"Nice,\" says Haynack. \"I'm sorry we dropped it pretty quick there.\"\u003c/p>\n\u003cp>\"It's OK,\" Asher says. \"At least I got the flame!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Asher's pride is evident. A little fire to help him make it through the rest of his week at Zoom school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+Demand+For+Wilderness+Education+May+Widen+Learning+Inequality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Parents desperate to get their kids outdoors and offline are choosing wilderness schools for their kids, but poor, urban kids are missing out. Educators in Kingston, N.Y., are trying to change that.","status":"publish","parent":0,"modified":1600330729,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1053},"headData":{"title":"A Growing Demand For Wilderness Education May Widen Learning Inequality - MindShift","description":"Parents desperate to get their kids outdoors and offline are choosing wilderness schools for their kids, but poor, urban kids are missing out. Educators in Kingston, N.Y., are trying to change that.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Growing Demand For Wilderness Education May Widen Learning Inequality","datePublished":"2020-09-16T08:13:10.000Z","dateModified":"2020-09-17T08:18:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56660 https://ww2.kqed.org/mindshift/?p=56660","disqusUrl":"https://ww2.kqed.org/mindshift/2020/09/16/a-growing-demand-for-wilderness-education-may-widen-learning-inequality/","disqusTitle":"A Growing Demand For Wilderness Education May Widen Learning Inequality","nprByline":"Ben James","nprImageAgency":"Ben James for NPR","nprStoryId":"912648094","nprApiLink":"http://api.npr.org/query?id=912648094&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/09/15/912648094/growing-demand-for-wilderness-education-may-widen-learning-inequality?ft=nprml&f=912648094","nprRetrievedStory":"1","nprPubDate":"Wed, 16 Sep 2020 11:54:00 -0400","nprStoryDate":"Tue, 15 Sep 2020 05:01:00 -0400","nprLastModifiedDate":"Wed, 16 Sep 2020 11:54:33 -0400","path":"/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A high school senior kneels in the forest duff, grasping a handmade bow. He moves his arm back and forth, and a high-pitched squeaking sound ricochets through the woods.\u003c/p>\n\u003cp>Eight-year-old Asher Wool stands a few feet away. He explains what this teenager is up to.\u003c/p>\n\u003cp>\"So, he's rubbing the string against the spindle to make a coal that can make a fire,\" Asher says.\u003c/p>\n\u003cp>No matches. No crumpled newspaper. The teenager has worked for years to develop the skill of building a friction fire here at Earthwork, a wilderness school located in western Massachusetts.\u003c/p>\n\u003cp>\"We work with knives, we work with fire, we work with saws, we fell trees, we build shelters, we track animals,\" says director Frank Grindrod, who founded \u003ca href=\"https://earthworkprograms.com/\">Earthwork\u003c/a> more than 20 years ago.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Asher spent three weeks at Earthwork camp this summer, with the kids all in masks and mostly keeping 6 feet apart. And even though he'll be in school this fall — \"We're probably doing Zoom school,\" he says — he'll also be out in these woods one full day a week, participating in a program that was previously only available to home-schooled kids.\u003c/p>\n\u003cp>His mom, Andrea Wool, says with the demands of remote schooling, her son is going to need every minute in the woods he can get.\u003c/p>\n\u003cp>\"It's just a lot of time on a screen,\" Wool says. \"And Asher's a wiggly kid. He likes to move.\"\u003c/p>\n\u003ch2>\u003cstrong>Golden age of outdoor education\u003c/strong>\u003c/h2>\n\u003cp>Demand has surged for outdoor and wilderness programs, driven by parents desperate to get their kids off-screen and out of the house. Numerous New England wilderness schools report they could double or triple their already increased programming and still have waiting lists.\u003c/p>\n\u003cp>\"I think we're entering the golden age of outdoor education,\" says Sam Stegeman, executive director of the \u003ca href=\"https://vermontwildernessschool.org/\">Vermont Wilderness School\u003c/a>. \"Because of COVID, one of the silver linings is we're finally getting huge numbers of American children outdoors during the school day.\"\u003c/p>\n\u003cp>But who gets to participate in wilderness education? Like the much-hyped \u003ca href=\"https://www.npr.org/local/309/2020/09/03/909152247/to-help-lessen-yet-another-economic-divide-parents-launch-d-i-y-learning-pods\">learning pod phenomenon\u003c/a>, the rush to secure spots in wilderness home-school groups can easily become another example of the \u003ca href=\"https://www.npr.org/2020/07/28/896334963/pandemic-pods-raise-concerns-about-equity\">opportunity hoarding\u003c/a> that leads to learning inequality.\u003c/p>\n\u003cp>David Brownstein is executive director of \u003ca href=\"https://wildearth.org/\">Wild Earth\u003c/a>, a wilderness school in New York's Hudson Valley. He says that for years he called his school accessible because of its generous financial aid program.\u003c/p>\n\u003cp>\"But it really didn't meet the needs of people who are like, 'I don't have money for these kinds of things at all. They're not even on the menu of what's possible for my family,'\" Brownstein says.\u003c/p>\n\u003cp>Four years ago, Wild Earth began a \u003ca href=\"https://wildearth.org/schools/programs-for-schools\">collaboration serving the 2,200 public middle school students\u003c/a> in the urban district of Kingston, N.Y. The instructors took the kids on forest field trips, and they met the same kids on the school playground twice a week during recess.\u003c/p>\n\u003cp>The collaboration is especially meaningful to Zachary Jones, a Wild Earth program team leader. Jones is Black and Asian — that's rare in the world of wilderness education — and he was one of the few kids of color in the woods with Wild Earth when he started doing their programs 17 years ago, at age 9.\u003c/p>\n\u003cp>\"Nature doesn't care how much money, what your race is, all these things,\" Jones says. \"It doesn't care how cool you are. It doesn't care [about] your social status in school. It's a level playing field.\"\u003c/p>\n\u003cp>Mary Beth Bonville, assistant superintendent of Kingston schools, says the forest field trips were a revelation to many Kingston middle schoolers.\u003c/p>\n\u003cp>\"We have students that have commented that they've never been in the woods before. They didn't know certain insects; they didn't understand how to build a fire.\"\u003c/p>\n\u003cp>Bonville adds that there are numerous academic benefits to Kingston's collaboration with Wild Earth.\u003c/p>\n\u003cp>\"We've had teachers that have actually taken the programming from outside and brought it into their classroom,\" she says.\u003c/p>\n\u003cp>But ultimately, Bonville says, the benefits to Kingston students come down to the social and emotional support kids receive from Wild Earth staff.\u003c/p>\n\u003cfigure id=\"attachment_56662\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56662\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/img_2443-332f1c670684a356ce65e99d20e9f125ff5e2c15-scaled-e1600330562316.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">(From left) Program leaders Jessie Lotrecchiano and Zachary Jones and Executive Director David Brownstein of Wild Earth, a wilderness school in New York's Hudson Valley. \u003ccite>(Ben James for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, the COVID-19 pandemic has put that social and emotional support for students on hold, at least for now. Kingston — like \u003ca href=\"https://www.axios.com/urban-schools-will-start-year-all-remote-learning-ae816c82-b2d9-4ba1-ad96-19733663e16a.html\">most urban districts across the country\u003c/a> — is starting the year remotely. Field trips are canceled. Recess doesn't exist. Instead, David Brownstein hopes Wild Earth will find other ways to meet kids' needs for safe, structured outdoor play.\u003c/p>\n\u003cp>\"We may end up in a parking lot running games after the school day,\" Brownstein says. \"And then, as soon as they're done, we're like, 'Come on out, and let's run around together.'\"\u003c/p>\n\u003ch2>\u003cstrong>\"I got the flame!\"\u003c/strong>\u003c/h2>\n\u003cp>Back in western Massachusetts, Andrea Wool — who already worked at home before the pandemic — says she knows it's a privilege to be able to pull her son Asher out of remote school for a weekly day in the woods at Earthwork.\u003c/p>\n\u003cp>\"I have the flexibility and schedule to just be able to drive him out here,\" Wool says. \"Not everybody can do that.\"\u003c/p>\n\u003cp>Asher himself is still working on fire-building. He kneels before a small bundle of tinder he's placed on a rock, using a survival tool called a ferro rod and striker to make a spark and set his tinder aflame.\u003c/p>\n\u003cp>Once a spark connects to the tinder and starts to glow, Earthwork instructor Michael Haynack picks up the bundle. He coaches Asher on how to use a long, gentle breath to build the heat of the coal. Suddenly the whole bundle comes alight in Haynack's hand.\u003c/p>\n\u003cp>\"Finally!\" Asher shouts.\u003c/p>\n\u003cp>\"Nice,\" says Haynack. \"I'm sorry we dropped it pretty quick there.\"\u003c/p>\n\u003cp>\"It's OK,\" Asher says. \"At least I got the flame!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Asher's pride is evident. A little fire to help him make it through the rest of his week at Zoom school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+Demand+For+Wilderness+Education+May+Widen+Learning+Inequality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality","authors":["byline_mindshift_56660"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_20701","mindshift_20865","mindshift_21117","mindshift_20816","mindshift_21359","mindshift_943"],"featImg":"mindshift_56661","label":"mindshift"},"mindshift_53892":{"type":"posts","id":"mindshift_53892","meta":{"index":"posts_1591205157","site":"mindshift","id":"53892","score":null,"sort":[1561705138000]},"guestAuthors":[],"slug":"how-daily-farm-work-and-outdoor-projects-make-learning-in-high-school-better-for-teens","title":"How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens","publishDate":1561705138,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>BRYANT POND, Maine\u003cem> — \u003c/em>EB Hoff, 14, was running for class treasurer of the Class of 2022.\u003c/p>\n\u003cp>She announced her candidacy at her school’s wooden lectern, decorated with a drawing of a howling wolf. It was early June, and EB’s no-nonsense attire — a pale yellow sweater and black, ironed shorts — made her stand out from the slouching, jean-clad candidates lined up beside her.\u003c/p>\n\u003cp>She read confidently from her prepared statement. “Every fundraiser we did this year, every school event, every time one of my commitments needed something, I was there.”\u003c/p>\n\u003cp>Speaking at length of her vision and qualifications — at one point she reminded her 47 classmates that she had faithfully executed officer duties “since I was elected in fourth grade” — EB looked up every so often at her peers, sprawled on the grass in front of her. A few boys were laughing and poking each other with sticks, but most of the students seemed to listen with genuine interest. All clapped respectfully when she finished.\u003c/p>\n\u003cfigure id=\"attachment_53894\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53894\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Emily-Kaplan-DCD8DC49-B9F9-4B88-9F67-E8DC63089BA0-e1561704541585.jpeg\" alt=\"\" width=\"1920\" height=\"1260\">\u003cfigcaption class=\"wp-caption-text\">Demonstrating confidence and speaking about the responsibilities she has fulfilled, EB Hoff, 14, announces her candidacy for class treasurer at the Telstar Freshman Academy’s 4-H center campus in rural Maine. \u003ccite>(Emily Kaplan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kind of leadership and responsibility that shone through EB’s speech is actively encouraged at this unusual program in rural Maine. Called the Telstar Freshman Academy, or TFA, it involves all its district’s ninth graders in a hands-on learning method that uses outdoor-based projects and community-building activities as ways to teach across several disciplines.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The program is aimed at helping students feel connected to each other and their community in a place where — as in so many rural areas hit hard by the opioid epidemic and the 2008 recession — connectedness and a shared sense of purpose have been in short supply.\u003c/p>\n\u003cp>Kelly Dole, the school’s science teacher, says that when she first started teaching at Telstar High School, in 1998, students were often unprepared for life after high school. Coming from rural townships in western Maine, half of them qualified for free or reduced-price lunch, and many were part of families experiencing unemployment, domestic violence or substance abuse. In her decades at the traditional high school, she saw her students becoming increasingly aimless and disengaged.\u003c/p>\n\u003cfigure id=\"attachment_53901\" class=\"wp-caption alignnone\" style=\"max-width: 2286px\">\u003cimg class=\"size-full wp-image-53901\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar.jpeg\" alt=\"\" width=\"2286\" height=\"1883\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar.jpeg 2286w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-160x132.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-800x659.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-768x633.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1020x840.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1200x988.jpeg 1200w\" sizes=\"(max-width: 2286px) 100vw, 2286px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Dole, who has taught science to freshmen in her Maine school district since 1998, says the recent shift to outdoor project-based learning in the Telstar Freshman Academy “has been a real positive in kids’ lives.” \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But since 2014, she says, when the district introduced this new outdoor project-based approach, students’ ambition and sense of identity have dramatically improved. Instead of going to a traditional high school, all freshmen in MSAD 44 — a western Maine district including the rural towns of Bethel, Newry, Woodstock and Greenwood — spend every morning at the Bryant Pond 4-H center (which also serves as a summer camp), and return to the main high school to have lunch and take math and elective classes. As part of the program, the freshmen engage in intensive community-building exercises, including tending to animals, learning to rock climb, running a restaurant — and coaching each other as they run for student government.\u003c/p>\n\u003cp>“This style of learning, this family atmosphere that we have here, it’s a real positive in kids’ lives,” Dole said. “The kids just have opportunities through this program that are really quite astonishing.”\u003c/p>\n\u003cp>David Murphy, who has served as the district’s superintendent since 2002 (and has worked in the district since 1984), explained that the approach was born of necessity. “High school is not really working for most kids,” he said. “And it’s certainly not working for small schools with rural kids.”\u003c/p>\n\u003cp>Prior to 2014, students were distracted and disengaged, often doing the bare minimum to graduate from high school (if they did at all). To change these attitudes toward school, Murphy reasoned that the district needed to reimagine students’ first, pivotal year in high school, after they move from eighth to ninth grade. “If that transition feels scary or intimidating for kids, or if they don’t feel supported, or if they just feel overwhelmed, it’s hard to get that time back,” he said.\u003c/p>\n\u003cp>Working with Ryder Scott, the statewide director of the University of Maine 4-H Camp and Learning Center, Murphy created a program that merged outdoor and farm-based education with academic instruction, ultimately creating a faculty of five: a humanities teacher, a science teacher, an outdoor education teacher and two 4-H professionals. Together, they created a curriculum that incorporates state academic standards into personalized learning projects that reflect students’ particular needs and interests, such as caring for the campus goats and planting a self-sustaining classroom garden.\u003c/p>\n\u003cfigure id=\"attachment_53900\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53900\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar-2-e1561704488910.jpeg\" alt=\"\" width=\"1920\" height=\"1258\">\u003cfigcaption class=\"wp-caption-text\">Tara Pocock, an educator and 4-H professional, fixes the rain gutter on the campus barn. \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Additionally, they take advantage of private grants to support, among other experiences, a class trip to Washington, D.C. — which is particularly meaningful for the many students who have never traveled outside western Maine — and a mentorship program for students who have experienced trauma.\u003c/p>\n\u003cp>Dole said that this holistic, student-centered paradigm has changed her approach to teaching — for the better. Now, she said, as she approaches her lesson planning and her teaching, she asks herself questions she never asked before: “Do I need every kid to really deeply understand plate tectonics? versus, as a 14-year-old, What does it mean to be a student? What does it mean to work in a group or get along with others? Or to communicate in an effective manner? Or to be a positive force in your community?”\u003c/p>\n\u003cp>Though the program is still relatively new, schools leaders say students’ academic growth (as measured by standardized tests) has improved, and an external report by the Maine Mathematics and Science Alliance found that students themselves reported an increase in their sense that they can make a difference in their communities and that they are learning skills that will help them in the future. However, according to faculty and students alike, the benefits of TFA’s approach are difficult to quantify.\u003c/p>\n\u003cp>EB Hoff, the candidate for treasurer, put it succinctly. At the end of her speech, she smiled at her classmates and spoke of their next chapter, 10th grade: “I can’t wait to start making a difference.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about outdoor project-based learning for ninth-graders was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Daily outdoor activities and farm projects helped make the pivotal transition into high school smoother for ninth grade students in rural Maine. They were able to develop relationships and meaningful experiences with their peers. ","status":"publish","parent":0,"modified":1561705138,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1171},"headData":{"title":"How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens | KQED","description":"Daily outdoor activities and farm projects helped make the pivotal transition into high school smoother for ninth grade students in rural Maine. They were able to develop relationships and meaningful experiences with their peers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens","datePublished":"2019-06-28T06:58:58.000Z","dateModified":"2019-06-28T06:58:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53892 https://ww2.kqed.org/mindshift/?p=53892","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/27/how-daily-farm-work-and-outdoor-projects-make-learning-in-high-school-better-for-teens/","disqusTitle":"How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Emily Kaplan, The Hechinger Report\u003c/a>","path":"/mindshift/53892/how-daily-farm-work-and-outdoor-projects-make-learning-in-high-school-better-for-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>BRYANT POND, Maine\u003cem> — \u003c/em>EB Hoff, 14, was running for class treasurer of the Class of 2022.\u003c/p>\n\u003cp>She announced her candidacy at her school’s wooden lectern, decorated with a drawing of a howling wolf. It was early June, and EB’s no-nonsense attire — a pale yellow sweater and black, ironed shorts — made her stand out from the slouching, jean-clad candidates lined up beside her.\u003c/p>\n\u003cp>She read confidently from her prepared statement. “Every fundraiser we did this year, every school event, every time one of my commitments needed something, I was there.”\u003c/p>\n\u003cp>Speaking at length of her vision and qualifications — at one point she reminded her 47 classmates that she had faithfully executed officer duties “since I was elected in fourth grade” — EB looked up every so often at her peers, sprawled on the grass in front of her. A few boys were laughing and poking each other with sticks, but most of the students seemed to listen with genuine interest. All clapped respectfully when she finished.\u003c/p>\n\u003cfigure id=\"attachment_53894\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53894\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Emily-Kaplan-DCD8DC49-B9F9-4B88-9F67-E8DC63089BA0-e1561704541585.jpeg\" alt=\"\" width=\"1920\" height=\"1260\">\u003cfigcaption class=\"wp-caption-text\">Demonstrating confidence and speaking about the responsibilities she has fulfilled, EB Hoff, 14, announces her candidacy for class treasurer at the Telstar Freshman Academy’s 4-H center campus in rural Maine. \u003ccite>(Emily Kaplan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kind of leadership and responsibility that shone through EB’s speech is actively encouraged at this unusual program in rural Maine. Called the Telstar Freshman Academy, or TFA, it involves all its district’s ninth graders in a hands-on learning method that uses outdoor-based projects and community-building activities as ways to teach across several disciplines.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The program is aimed at helping students feel connected to each other and their community in a place where — as in so many rural areas hit hard by the opioid epidemic and the 2008 recession — connectedness and a shared sense of purpose have been in short supply.\u003c/p>\n\u003cp>Kelly Dole, the school’s science teacher, says that when she first started teaching at Telstar High School, in 1998, students were often unprepared for life after high school. Coming from rural townships in western Maine, half of them qualified for free or reduced-price lunch, and many were part of families experiencing unemployment, domestic violence or substance abuse. In her decades at the traditional high school, she saw her students becoming increasingly aimless and disengaged.\u003c/p>\n\u003cfigure id=\"attachment_53901\" class=\"wp-caption alignnone\" style=\"max-width: 2286px\">\u003cimg class=\"size-full wp-image-53901\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar.jpeg\" alt=\"\" width=\"2286\" height=\"1883\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar.jpeg 2286w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-160x132.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-800x659.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-768x633.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1020x840.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1200x988.jpeg 1200w\" sizes=\"(max-width: 2286px) 100vw, 2286px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Dole, who has taught science to freshmen in her Maine school district since 1998, says the recent shift to outdoor project-based learning in the Telstar Freshman Academy “has been a real positive in kids’ lives.” \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But since 2014, she says, when the district introduced this new outdoor project-based approach, students’ ambition and sense of identity have dramatically improved. Instead of going to a traditional high school, all freshmen in MSAD 44 — a western Maine district including the rural towns of Bethel, Newry, Woodstock and Greenwood — spend every morning at the Bryant Pond 4-H center (which also serves as a summer camp), and return to the main high school to have lunch and take math and elective classes. As part of the program, the freshmen engage in intensive community-building exercises, including tending to animals, learning to rock climb, running a restaurant — and coaching each other as they run for student government.\u003c/p>\n\u003cp>“This style of learning, this family atmosphere that we have here, it’s a real positive in kids’ lives,” Dole said. “The kids just have opportunities through this program that are really quite astonishing.”\u003c/p>\n\u003cp>David Murphy, who has served as the district’s superintendent since 2002 (and has worked in the district since 1984), explained that the approach was born of necessity. “High school is not really working for most kids,” he said. “And it’s certainly not working for small schools with rural kids.”\u003c/p>\n\u003cp>Prior to 2014, students were distracted and disengaged, often doing the bare minimum to graduate from high school (if they did at all). To change these attitudes toward school, Murphy reasoned that the district needed to reimagine students’ first, pivotal year in high school, after they move from eighth to ninth grade. “If that transition feels scary or intimidating for kids, or if they don’t feel supported, or if they just feel overwhelmed, it’s hard to get that time back,” he said.\u003c/p>\n\u003cp>Working with Ryder Scott, the statewide director of the University of Maine 4-H Camp and Learning Center, Murphy created a program that merged outdoor and farm-based education with academic instruction, ultimately creating a faculty of five: a humanities teacher, a science teacher, an outdoor education teacher and two 4-H professionals. Together, they created a curriculum that incorporates state academic standards into personalized learning projects that reflect students’ particular needs and interests, such as caring for the campus goats and planting a self-sustaining classroom garden.\u003c/p>\n\u003cfigure id=\"attachment_53900\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53900\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar-2-e1561704488910.jpeg\" alt=\"\" width=\"1920\" height=\"1258\">\u003cfigcaption class=\"wp-caption-text\">Tara Pocock, an educator and 4-H professional, fixes the rain gutter on the campus barn. \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Additionally, they take advantage of private grants to support, among other experiences, a class trip to Washington, D.C. — which is particularly meaningful for the many students who have never traveled outside western Maine — and a mentorship program for students who have experienced trauma.\u003c/p>\n\u003cp>Dole said that this holistic, student-centered paradigm has changed her approach to teaching — for the better. Now, she said, as she approaches her lesson planning and her teaching, she asks herself questions she never asked before: “Do I need every kid to really deeply understand plate tectonics? versus, as a 14-year-old, What does it mean to be a student? What does it mean to work in a group or get along with others? Or to communicate in an effective manner? Or to be a positive force in your community?”\u003c/p>\n\u003cp>Though the program is still relatively new, schools leaders say students’ academic growth (as measured by standardized tests) has improved, and an external report by the Maine Mathematics and Science Alliance found that students themselves reported an increase in their sense that they can make a difference in their communities and that they are learning skills that will help them in the future. However, according to faculty and students alike, the benefits of TFA’s approach are difficult to quantify.\u003c/p>\n\u003cp>EB Hoff, the candidate for treasurer, put it succinctly. At the end of her speech, she smiled at her classmates and spoke of their next chapter, 10th grade: “I can’t wait to start making a difference.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about outdoor project-based learning for ninth-graders was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53892/how-daily-farm-work-and-outdoor-projects-make-learning-in-high-school-better-for-teens","authors":["byline_mindshift_53892"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20877","mindshift_21117"],"featImg":"mindshift_53896","label":"mindshift"},"mindshift_53149":{"type":"posts","id":"mindshift_53149","meta":{"index":"posts_1591205157","site":"mindshift","id":"53149","score":null,"sort":[1551251560000]},"guestAuthors":[],"slug":"more-green-spaces-in-childhood-associated-with-happier-adulthood","title":"More Green Spaces in Childhood Associated With Happier Adulthood","publishDate":1551251560,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The experience of natural spaces, brimming with greenish light, the smells of soil and the quiet fluttering of leaves in the breeze can calm our frenetic modern lives. It's as though our very cells can exhale when surrounded by nature, relaxing our bodies and minds.\u003c/p>\n\u003cp>Some people seek to maximize the purported therapeutic effects of contact with the unbuilt environment by embarking on sessions of \u003ca href=\"https://www.npr.org/sections/health-shots/2017/07/17/536676954/forest-bathing-a-retreat-to-nature-can-boost-immunity-and-mood\">forest bathing\u003c/a>, slowing down and becoming mindfully immersed in nature.\u003c/p>\n\u003cp>But in a rapidly urbanizing world, green spaces are shrinking as our cities grow out and up. Scientists are working to understand how green spaces, or lack of them, can affect our mental health.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.pnas.org/content/early/2019/02/19/1807504116\">published \u003c/a>Monday in the journal \u003cem>PNAS\u003c/em> details what the scientists say is the largest investigation of the association between green spaces and mental health.\u003c/p>\n\u003cp>Researchers from Aarhus University in Denmark found that growing up near vegetation is associated with an up to 55 percent lower risk of mental health disorders in adulthood. \u003ca href=\"http://pure.au.dk/portal/en/persons/kristine-engemann(3dbd45ee-ff79-42bb-b2f7-5f2d2a3caa62).html\">Kristine Engemann\u003c/a>, the biologist who led the study, combined decades of satellite imagery with extensive health and demographic data of the Danish population to investigate the mental health effects of growing up near greenery.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The scale of this study is quite something,\" says \u003ca href=\"https://www.kellylambertlab.com/about\">Kelly Lambert\u003c/a>, a neuroscientist at the University of Richmond who studies the psychological effects of natural spaces. Smaller studies have hinted that lack of green space increases the risk of \u003ca href=\"https://www.nature.com/articles/srep28551\">mood disorders\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29573946\">schizophrenia\u003c/a> and can even affect \u003ca href=\"https://www.pnas.org/content/112/26/7937\">cognitive development\u003c/a>.\u003c/p>\n\u003cp>But more practical factors, like socioeconomic status, family history of mental illness, and urbanization can also have large effects on mental health. Wealthier families, for instance, might be able to afford to live in neighborhoods with more access to nature and also have access to other wealth-related resources that could enhance childhood development.\u003c/p>\n\u003cp>To isolate the effects of nature from so many potential confounding factors requires a large and rich data set. The Danish Civil Registration System is just that.\u003c/p>\n\u003cp>Created in 1968, the system assigns a personal identification number to every Danish citizen and records gender, place of birth and parents' PINs. A PIN links individuals across multiple databases, including mental health records, and is updated with changes of residence. \"It's an incredibly rich source of data,\" says Engemann. The researchers' final data set comprised nearly 1 million Danes who were born between 1985 and 2003 and for whom they had longitudinal records of mental health, socioeconomic status and place of residence.\u003c/p>\n\u003cp>Satellite data extending back to 1985 allowed the researchers to calculate vegetation density around each residence. Unfortunately these data can't distinguish an old-growth forest from an overgrown field, but in general the more greenery that is packed into a plot of land, the higher the vegetation density.\u003c/p>\n\u003cp>Armed with these data, the researchers compared the risk of developing 16 different mental health disorders in adulthood with how much green space surrounded each child's residence. And because they had yearly income, work history and education level, they could weigh the relative contribution of green space against socioeconomics of the parents and neighborhood.\u003c/p>\n\u003cp>After accounting for those potential confounding factors, the researchers found that growing up near green space was associated with a lower risk of developing psychiatric illness in adulthood by anywhere from 15 percent to 55 percent, depending on the specific illness. For example, alcoholism was most strongly associated with lack of green space growing up, and risk of developing an intellectual disability was not associated with green space.\u003c/p>\n\u003cp>The strength of the association between green space and risk of psychiatric disorder was similar to other factors known to influence mental health, like socioeconomic status. According to Engemann, it is estimated that about 20 percent of the adult Danish population will suffer from poor psychiatric health within any given year, making these slight changes in risk potentially important.\u003c/p>\n\u003cp>\"Green space seemed to have an association that was similar in strength to other known influences on mental health, like history of mental health disorders in the family, or socioeconomic status,\" says Engemann. What's more, the effect of green space was \"dosage dependent\" — the more of one's childhood spent close to greenery, the lower the risk of mental health problems in adulthood.\u003c/p>\n\u003cp>Engemann cautions that the study does have limitations: \"It's purely correlational, so we can't definitively say that growing up near green space reduces risk of mental illness.\" Establishing cause and effect for variables like these is incredibly difficult, according to Engemann.\u003c/p>\n\u003cp>Still, the breadth and depth of data used for this analysis add to the circumstantial evidence linking green space and mental health. \"The effect is remarkable,\" says Lambert. \"If we were talking about a new medicine that had this kind of effect the buzz would be huge, but these results suggest that being able to go for a walk in the park as a kid is just as impactful.\"\u003c/p>\n\u003cp>The greenery association with better mental health held across both rural and urban areas of Denmark. \"You could grow up in very urban areas but still have reduced risk if you're surrounded by green spaces,\" says Engemann.\u003c/p>\n\u003cp>The study also can't address how different kinds of green space — and how people use it — affect mental health. Are forests more impactful than sparer park spaces? Do you need to actively use these spaces, or is simply growing up near greenery enough? These are questions Engemann hopes future studies can answer.\u003c/p>\n\u003cp>One large question remains: Why? What is it about growing up near trees, shrubs and grass that seems to boost resilience against developing mental health problems?\u003c/p>\n\u003cp>Lambert suggests the explanation might run deep, evolutionarily speaking. She says we evolved surrounded by green space, and something about being exposed to our \"native\" environment might have powerful physiological and psychological effects.\u003c/p>\n\u003cp>Additionally, more green space might simply encourage more social interaction, exercise, or decrease air and noise pollution, all of which are known to impact mental health. Even exposure to a wider diversity of microbes in childhood could play a role.\u003c/p>\n\u003cp>\"There are a lot of potential mechanisms to follow up on, but generally I think this study is tremendously important,\" says Lambert. \"It suggests that something as simple as better city planning could have profound impacts on the mental health and well-being of all of us.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is an intern on NPR's Science Desk. You can follow him on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/evolambert\">@evolambert\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Greener+Childhood+Associated+With+Happier+Adulthood&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Research suggests the more of your childhood that is spent surrounded by green spaces, the lower your risk of developing mental illness in adulthood, whether in the city or the country. ","status":"publish","parent":0,"modified":1551252056,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1091},"headData":{"title":"More Green Spaces in Childhood Associated With Happier Adulthood | KQED","description":"Research suggests the more of your childhood that is spent surrounded by green spaces, the lower your risk of developing mental illness in adulthood, whether in the city or the country. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"More Green Spaces in Childhood Associated With Happier Adulthood","datePublished":"2019-02-27T07:12:40.000Z","dateModified":"2019-02-27T07:20:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53149 https://ww2.kqed.org/mindshift/?p=53149","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/26/more-green-spaces-in-childhood-associated-with-happier-adulthood/","disqusTitle":"More Green Spaces in Childhood Associated With Happier Adulthood","nprByline":"Jonathan Lambert","path":"/mindshift/53149/more-green-spaces-in-childhood-associated-with-happier-adulthood","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The experience of natural spaces, brimming with greenish light, the smells of soil and the quiet fluttering of leaves in the breeze can calm our frenetic modern lives. It's as though our very cells can exhale when surrounded by nature, relaxing our bodies and minds.\u003c/p>\n\u003cp>Some people seek to maximize the purported therapeutic effects of contact with the unbuilt environment by embarking on sessions of \u003ca href=\"https://www.npr.org/sections/health-shots/2017/07/17/536676954/forest-bathing-a-retreat-to-nature-can-boost-immunity-and-mood\">forest bathing\u003c/a>, slowing down and becoming mindfully immersed in nature.\u003c/p>\n\u003cp>But in a rapidly urbanizing world, green spaces are shrinking as our cities grow out and up. Scientists are working to understand how green spaces, or lack of them, can affect our mental health.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.pnas.org/content/early/2019/02/19/1807504116\">published \u003c/a>Monday in the journal \u003cem>PNAS\u003c/em> details what the scientists say is the largest investigation of the association between green spaces and mental health.\u003c/p>\n\u003cp>Researchers from Aarhus University in Denmark found that growing up near vegetation is associated with an up to 55 percent lower risk of mental health disorders in adulthood. \u003ca href=\"http://pure.au.dk/portal/en/persons/kristine-engemann(3dbd45ee-ff79-42bb-b2f7-5f2d2a3caa62).html\">Kristine Engemann\u003c/a>, the biologist who led the study, combined decades of satellite imagery with extensive health and demographic data of the Danish population to investigate the mental health effects of growing up near greenery.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The scale of this study is quite something,\" says \u003ca href=\"https://www.kellylambertlab.com/about\">Kelly Lambert\u003c/a>, a neuroscientist at the University of Richmond who studies the psychological effects of natural spaces. Smaller studies have hinted that lack of green space increases the risk of \u003ca href=\"https://www.nature.com/articles/srep28551\">mood disorders\u003c/a> and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29573946\">schizophrenia\u003c/a> and can even affect \u003ca href=\"https://www.pnas.org/content/112/26/7937\">cognitive development\u003c/a>.\u003c/p>\n\u003cp>But more practical factors, like socioeconomic status, family history of mental illness, and urbanization can also have large effects on mental health. Wealthier families, for instance, might be able to afford to live in neighborhoods with more access to nature and also have access to other wealth-related resources that could enhance childhood development.\u003c/p>\n\u003cp>To isolate the effects of nature from so many potential confounding factors requires a large and rich data set. The Danish Civil Registration System is just that.\u003c/p>\n\u003cp>Created in 1968, the system assigns a personal identification number to every Danish citizen and records gender, place of birth and parents' PINs. A PIN links individuals across multiple databases, including mental health records, and is updated with changes of residence. \"It's an incredibly rich source of data,\" says Engemann. The researchers' final data set comprised nearly 1 million Danes who were born between 1985 and 2003 and for whom they had longitudinal records of mental health, socioeconomic status and place of residence.\u003c/p>\n\u003cp>Satellite data extending back to 1985 allowed the researchers to calculate vegetation density around each residence. Unfortunately these data can't distinguish an old-growth forest from an overgrown field, but in general the more greenery that is packed into a plot of land, the higher the vegetation density.\u003c/p>\n\u003cp>Armed with these data, the researchers compared the risk of developing 16 different mental health disorders in adulthood with how much green space surrounded each child's residence. And because they had yearly income, work history and education level, they could weigh the relative contribution of green space against socioeconomics of the parents and neighborhood.\u003c/p>\n\u003cp>After accounting for those potential confounding factors, the researchers found that growing up near green space was associated with a lower risk of developing psychiatric illness in adulthood by anywhere from 15 percent to 55 percent, depending on the specific illness. For example, alcoholism was most strongly associated with lack of green space growing up, and risk of developing an intellectual disability was not associated with green space.\u003c/p>\n\u003cp>The strength of the association between green space and risk of psychiatric disorder was similar to other factors known to influence mental health, like socioeconomic status. According to Engemann, it is estimated that about 20 percent of the adult Danish population will suffer from poor psychiatric health within any given year, making these slight changes in risk potentially important.\u003c/p>\n\u003cp>\"Green space seemed to have an association that was similar in strength to other known influences on mental health, like history of mental health disorders in the family, or socioeconomic status,\" says Engemann. What's more, the effect of green space was \"dosage dependent\" — the more of one's childhood spent close to greenery, the lower the risk of mental health problems in adulthood.\u003c/p>\n\u003cp>Engemann cautions that the study does have limitations: \"It's purely correlational, so we can't definitively say that growing up near green space reduces risk of mental illness.\" Establishing cause and effect for variables like these is incredibly difficult, according to Engemann.\u003c/p>\n\u003cp>Still, the breadth and depth of data used for this analysis add to the circumstantial evidence linking green space and mental health. \"The effect is remarkable,\" says Lambert. \"If we were talking about a new medicine that had this kind of effect the buzz would be huge, but these results suggest that being able to go for a walk in the park as a kid is just as impactful.\"\u003c/p>\n\u003cp>The greenery association with better mental health held across both rural and urban areas of Denmark. \"You could grow up in very urban areas but still have reduced risk if you're surrounded by green spaces,\" says Engemann.\u003c/p>\n\u003cp>The study also can't address how different kinds of green space — and how people use it — affect mental health. Are forests more impactful than sparer park spaces? Do you need to actively use these spaces, or is simply growing up near greenery enough? These are questions Engemann hopes future studies can answer.\u003c/p>\n\u003cp>One large question remains: Why? What is it about growing up near trees, shrubs and grass that seems to boost resilience against developing mental health problems?\u003c/p>\n\u003cp>Lambert suggests the explanation might run deep, evolutionarily speaking. She says we evolved surrounded by green space, and something about being exposed to our \"native\" environment might have powerful physiological and psychological effects.\u003c/p>\n\u003cp>Additionally, more green space might simply encourage more social interaction, exercise, or decrease air and noise pollution, all of which are known to impact mental health. Even exposure to a wider diversity of microbes in childhood could play a role.\u003c/p>\n\u003cp>\"There are a lot of potential mechanisms to follow up on, but generally I think this study is tremendously important,\" says Lambert. \"It suggests that something as simple as better city planning could have profound impacts on the mental health and well-being of all of us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is an intern on NPR's Science Desk. You can follow him on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/evolambert\">@evolambert\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Greener+Childhood+Associated+With+Happier+Adulthood&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53149/more-green-spaces-in-childhood-associated-with-happier-adulthood","authors":["byline_mindshift_53149"],"categories":["mindshift_192"],"tags":["mindshift_21078","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_21117"],"featImg":"mindshift_53159","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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