science, using the outdoors

Child Care Information Exchange 5/99 — 45

Summertime Science for School-Agers: Just for Fun? by Steven L. SnyderNurturing Environmental Awareness in Children by Kim HyersSharing Nature with Children by Karen StephensThe Adventure Outside Your Classroom Door by Sally HurwitzEnvironmental Education As a Teaching Tool by Anna Kelly

Photograph by Bonnie Neugebauer

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➤ Science, Using the Outdoors

Child Care Information Exchange ¥ PO Box 3249, Redmond, WA 98073-3249 ¥ (800) 221-2864

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Steven Snyder has a background inarchitecture and a lifelong respect

for science and nature. His 14years as a curator for the Toledo

Zoo specialized him for interactivedisplay development and interpre-

tation. In addition to his privatework consulting and developing

interactives, he manages museumprojects at the firm Exhibit Works,

Livonia, Michigan.

“Now hold on a second. You�re telling me I haveschool in the summer, too?� �Science?� �Give

me a break, Mr. Wizard. I just want to have fun!�Could those sentiments actually be a child�s firstimpression when he hears of a new summer scienceprogram starting up? What, don�t children trust us? Don�t they know it�s possible for grown-ups tohave imaginations and to be able to relate with themand have fun as well? Hey, it could happen! TheDiscovery Express, a franchise center headquarteredin Toledo, Ohio, is one particular child care facilitythat is making it happen with new and innovativeprograms. These programs promote the child�s individual talents and abilities by providing theseunsuspecting students the opportunities to learnabout their world through their own discoveries.

�We want our program to help us become known asthe science place, have any ideas?� Those were thewords of Lois Mitten, the founder of DiscoveryExpress, as she invited me to develop a science

curriculum for the summer school-age program. Developing exhibits for the Toledo Zoo provided mewith many years of opportunities for interpretation andobserving the behaviors of children; however, develop-ing curriculums was new to me, and a challenge Icouldn�t turn down.

As we began to dialogue about the Reggio Emilia philosophy, it became evident that the emergent curriculum would be well suited for the scientificmethod of inquiry. We had already developed anindoor environment that included many interactiveexhibits, so this newest location, with its natural settingof trees and streams, would be perfect for science-basedprogramming.

�There are only two ways to live your life. One is asthough nothing is a miracle. The other is as though

everything is a miracle.� � Albert Einstein

➤ How Do We Do It?

All right, let�s first take a look into the fascinating wayin which children�s minds work. With their unbiasedand unbridled imaginations, they clench their fists, andtheir pointed index fingers can shoot �real� bullets.Likewise, if they run fast enough with their armsstretched way out, they can actually experience flight.Whether you envy this mind power or find it dread-fully intimidating, these are the miracles we have tocompete with.

�What is essential is invisible to the eye, only the children know what they are looking for.�

� Antoine De Saint-Exupery, The Little Prince

by Steven L. Snyder

Summertime Sciencefor School-Agers:

Just for Fun?

covering the physical sciences. This fitting list ofconcept ideas meet class criteria by interpretingcomplex subjects with fun and creative sessionsdesigned to inspire and create role models.

1. Theatrical performance and interpretation style ofclass: As the instructor, I would dress in a differentcostume to represent a famous scientist, themes forthe lesson of the day, i.e., Copernicus, Newton, Einstein, etc.

2. Experiment-based lessons: Formulate imaginativetheories and discuss them: �What would happen if . . .� � then conduct experiments toprove or disprove and help develop the child�s critical thinking abilities.

3. Subjects would include, but not be limited to,math, geometry, geology, anthropology, and archaeology. We would study fossils, rocks, minerals, which could lead to field trips in primefossil-hunting grounds of the local area.

4. Use the children as participating models todemonstrate various scientific concepts, physics, orastronomy.

5. Invite a monthly �Special Guest� who would be a real, live scientist from the local area to visit anddiscuss her field of specialty and her working pro-jects.

➤ The Natural Ingredients

A chief asset of Discovery Express is its surround-ings of flora and fauna � which create a favorableenvironment for many projects and foster its becoming known as the science place. Many lessonscovering the natural sciences are possible where the individual talents of each child contributes tothe overall scope � and teachers benefit from morepredictable agendas.

Lesson possibilities:

1. Water: Take samples, look for presence of micro-biology, discover and discuss where the water camefrom, where it is going, how to make it cleaner.

2. Plants: Identification, relationships to insects andanimals, how much light is needed for growth,experiments placing the same type of plant in various lighting conditions, indoors and outdoors,then comparing those results.

3. Insects: Locate, collect, and study; camouflage,defenses, relationships to plants, birds, and humans.

We plan to have fun while educating these children byproviding opportunities to experience things and tolearn about their world through their own discoveries.We will get on their level, identify with them, promotecuriosity, be imaginative, and find out what it is theyare �looking for." If this has sounds of a mission state-ment, then it will be fulfilled without the use of a system that measures only the amount of informationretained, since that may barely determine the teachers�success, not the child�s potential.

�The greatest obstacle to discovery is not ignorance �it is the illusion of knowledge.� � Daniel J. Boorstein

There will be no test to determine �how SMART areyou?� Our program will enhance the spirit for learning,participating, and achieving. We are certain that all children are intelligent, and that learning is a very personal experience unique to each individual. There-fore, we shall believe in you, child. We know �howsmart you ARE!� We want our curriculum to help youuncover �HOW you are smart.�

➤ Challenges Become Achievement

Preplanning the program and choosing a method toteach some basic science, we first acknowledged a fewchallenges:

1. Involve a mixed-age group consisting of kinder-garten through fifth grade levels and maintain theinterest level of the older children while not going overthe heads of the younger ones.

2. Address a summer-time fun mentality; include aphysical exercise component. Some parents were con-cerned about �too much school� during what is sup-posed to be their child�s summer vacation.

3. Achieve a sense of accomplishment by completingprojects, but leave subjects open ended for the possibil-ity of continuation into the winter, or with the nextsummer group.

4. Use the existing property assets, including a woodednatural habitat, a small bridge, and a stream with peri-odic water levels.

5. Provide an agenda of activities that the staff teacherscan direct throughout the week between each class ses-sion.

➤ Physically Fitting

Reviewing the list of challenges generated many ideas


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Throughout the eight weeks, the program continued tobe fluid and dynamic. We attended to the children�sinterests and their diverging advances by reviewingtranscribed recordings of dialogue and progressions ofeach class, evaluating for commonalties, then preparinga revised agenda for the following week�s session. Managing the evolving program content was eased bysupportive and resourceful staff teachers who followedthe progress and created spin-off activities.Occasionally, at times of restlessness, we would spon-taneously break, go outdoors, and simply explore theenvironment. Finding and catching bugs, beetles, toads,grasshoppers, and even the �elusive� rocks, leaves,sticks, and dirt provided much stimuli and discussion.At the stream, one child, following the mud-collectingtrail of a wasp, grabbed the attention of all with his discovery; and the interest level led the way of animalarchitecture, home building, and animal adaptationswith subsequent projects.

�I would rather live in a world surrounded by mystery� than live in a world so small my mind couldn�t

comprehend it.� � Henry Emerson Fosdick

➤ Accomplishments

1. The �Living Museum� provided much learning out-doors and indoors. Crafts and collections contributed to an overall consolidated project. They built a pondand habitat models. The study of habitats, both urbanand natural, led to a field trip to Nature�s Nursery, alicensed rehabilitation facility for native wildlife, whichprovided close animal encounters.

2. A captive hog-nose snake became a learning experi-ence in animal husbandry, environmental needs, fieldresearch science, ledgers/field notes, release, tracking,and predicting migration.

3. The group learned about animal architecture, homebuilding, and special adaptations. These topics gener-ated many individual projects, created imaginary ani-mal structures, and contributed to the Living Museum.Topic related sidebar conversations between childrenoccurred.4. Bridge and pond interests paralleled and generatedtopics in mathematics, proportions, mapping, and mea-suring. We studied the mechanics of structures andshapes, which generated game playing, bridge modelsin clay, truss bridges with sticks, and a study of pho-tographed local bridges. Pond designs and mappingconjoined with the Living Museum project.

4. Birds: How to attract different species, build abackyard sanctuary, choosing the correct plants andfoods, and building birdhouses.

5. Animal Olympics: Kids invent games then com-pete with local wildlife, i.e., clock a bird flying fromone tree to the next then kids run the same distance;ant weight lifting, squirrel jumping, etc. Allows forart projects to design awards/invitations. Programstarts out academic but concludes in physical activities. Satisfies parents concerns about �toomuch� science conflicting with summer fun-timeneeds. Chart physical progress. Should promotemany humorous activities throughout the summerwhile the kids learn about physical achievementsand adaptations of the animals. The fourth and fifthgrade role could be as coaches and trainers for the K through third grade �athletes.� This program isdesigned to stimulate teambuilding and positiveinteractions between individuals of various ages,abilities, and interests. Family and friends attend the full Olympic competition and the presentationof medals and awards, ceremoniously concludingthe program and the ending of the summer session.

➤ Interaction and Reaction

�The greatest compliment that was ever paid mewas when one asked me what I thought, and thenattended to my answer.� � Henry David Thoreau

My anxieties faded quickly as the first sessionunfolded, while the children and I got to know eachother through simple conversation and story telling.Interests emerged as they drew favorite pictures.Each in turn was offered an explanation to theirmind�s most puzzling inquiry from the �AnswerGuy,� who received plenty of support as the chil-dren constructed their own theories and assistedwith creative rebuttal.

A simple question opens many different perceptionsand viewpoints. �What�s the difference between a tomahawk and a hatchet?� asked Eli, age eight. Agrown-up�s perspective might see very similarobjects, and much can be learned from that; butfrom a child�s point of view, the differences areimportant matters. One object may be a tool to per-form a task, while the other was a way of life. Onewas manufactured, the other was made. One of themhas technology-refined materials, the other takesadvantage of the available natural materials. Whichrocks make good tools? What minerals make goodrocks? There are many stories an object can tell.


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5. I introduced and discussed animal locomotion andtold stories of animal oddities and amazing feats, partlyto test the Olympics project concept, and in part just forfun.

Interestingly, our activities that produced topics at pre-vious sessions resurfaced and joined others into newthemes with common interests and projects. Some areasonly partially pursued created opportunities to revisit,become independent projects, or for continuation to thenext year. We rarely discouraged the children whenthey frequently shared personal experiences or newsevents that caught their ears. These accounts, appearingto have little to do with the topics at hand, capturedinterests; but, more importantly, they put to ease thetimid members, which resulted in their greater partici-pation.

The group overall responded with a great deal ofenthusiasm as we wrapped up the program. �I want tocome back here next summer.� �Can you do this againnext year, Mr. Steve?� Those words enhanced my ownsense of accomplishment as I heard the children�s voiceof approval. I suspected they had abandoned their fearof summer school early on in our new adventure. Fromtheir perspectives, I realized their main concerns wereto have something to do (play) and to avoid boredom(fun). Perhaps there was, however, a very personalintention to learn. It is up to us to provide opportuni-ties.

�The playing adult steps sideward into another reality;the playing child advances to new stages of mastery."

� Erik Erikson, Childhood and Society

To obtain detailed information or a transcript of classactivities and observations, you may contact the authorby phone (419/474-3774) or e-mail([email protected]).


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Children of today will inherit a planet that isnÕt veryhealthy. We can no longer view our planetÕs

resources as inexhaustible. We must be educated andaware of our impact on its atmosphere, fresh water,soils, forests, and oceans.

There is nothing we can do to change the past; we canonly try to create a better and brighter future. It beginswith a shift in perspective: it is high time to leave netsand bug jars behind on our nature walks and bringcameras and magnifying glasses along (and maybe alarge plastic bag to pick up trash). We can respect thateach thing has a place. Each natural thing has a pur-pose; each bug has a job. Each dried leaf will eventuallydegrade into nutrient-rich soil to feed the tree fromwhich it fell. Nature wastes nothing. In my class, wesay, ÒIt belongs to the earth, not us.Ó

Beginning this process in the early years, when atti-tudes toward the world around them are forming, isessential. Doing this will help to give young children anew perspective Ñ a simple idea Ñ from which theycan begin to grow.

There are many lessons around us that can help con-nect children directly to the wonders of our planet. TheteacherÕs role in creating environmental awareness is tomodel awe, respect, and wonder. Teachers must showdelight with each new discovery and teach respectfulobservation of the life around us.

It is not required that the teacher have a broad base ofknowledge in environmental education, or even a greatcurriculum. It requires only a shift in perspective cou-pled with a big dose of enthusiasm and sincerity.

There are many things that we can do to increaseopportunities for observation in our classrooms and on

our playgrounds. The more things we find tonotice, the more children will begin to understandthat they are part of a global community, and notthe center of one.

One way of helping children learn to be aware oftheir environment is to ask questions that requireopinions and ideas, not facts, such as: Where doyou think that insect is going? Have you ever seenone like this before? IsnÕt the sky beautiful today?Would you like to paint a picture of the sky?

Talking with children is much more effective thantalking to them. By involving them in discussions,they focus on what is being said.

It is important that we do not take our surround-ings for granted. Taking time to watch the plants,animals, and weather around us is a great way ofmodeling respect for them. Celebrate the first buds

NurturingEnvironmental Awarenessin Children

Kim Hyers began teaching Montessoriin 1984. Since then, she has beenworking within two fields: traininganimals and teaching children. Herexperience with zookeeping and herconcern for the environment, alongwith her teaching, led her to com-bine the two fields. She was the out-reach coordinator for the Aquariumof the America’s Department of Education where she developed and taught outreach programs. Her

long-range goal is to publish earth awareness curricula which reflect and promote a deep ecology ethic.

by Kim Hyers

Hanging feeders or bird houses in yards or outsidewindows is a wonderful way to attract birds to yourarea. Providing nesting materials such as shreddednewspaper, hay, or straw will draw birds to your yard.Watching them provides endless opportunities forlearning about migration, beak types, and species.

Trees and forests are the lungs of our planet. We couldnot survive without them. Clear cutting of forests is aworldwide problem. Not only does it destroy habitatsand oxygen-making trees, but it also loosens soils con-tributing to mud slides and massive flooding. In andout doors, one can plant almost anything: flowers, veg-etables, bulbs, and trees. A curriculum called ProjectLearning Tree can be obtained through your stateÕs agri-cultural and forestry department. It is easy to use andvery educational for teachers as well. The curriculum,which has all one needs to teach about plants and trees,is cost free after attending a workshop.

Planting a tree each year is important. We have a mapletree that makes wonderful helicopter seeds. We havesent these seeds home with the children on earth dayso that they and their parents can plant at home.

On a planet mostly covered by water, itÕs hard tobelieve that clean water is becoming scarce. Water con-servation is very important. Learning about the earthÕswater cycle can be fun and easy. Condensation andevaporation make a huge circle. There is neither onemore nor one less drop of water in our planet thanthere was when dinosaurs roamed. It just makes thatcircle over and over again. As condensation becomestoo heavy, it falls in the form of snow, ice, rain, or hail.As it falls, some of it becomes polluted by the dirty airthrough which it falls; some gets polluted by thedumping of waste in rivers, which dump into oceans.Everything is connected.

Project WET (Water Education for Teachers) is a curriculum available through:

The Water Course201 Culbertson HallMontana State UniversityBozeman, Montana 59717-0570

Teaching children about Òzoo animalsÓ as a unit is oneof my pet peeves. There really is no such thing as aÒzoo animal.Ó Zoos are places that have captive wildanimals on exhibit for the public to view. They alsoeducate visitors and sometimes breed endangeredspecies. Teaching children that the animals come fromall over the world is a giant step towards making a zoovisit educational.

of spring and the last leaf falling in winter. Keep ajournal or calendar to record when nature eventshappen. Record the childrenÕs observations as wellas your own. This encourages the children to bemore tuned in to their environment.

Young children are only aware of their own envi-ronments and lives. ItÕs the only reference pointthey have. Showing them that the world is vast anddifferent everywhere is another way to help themunderstand that they are only one part of a globalcommunity.

Using globes and maps of the world can easilybecome part of almost any group time or lesson.When you read a story that comes from or is abouta place, find that place on a globe with the group.Talk about and imagine what places may be like Ñuse National Geographic pictures to help childrenvisualize and begin to understand that the earthhas endless variations of landscapes, skin colors,languages, foods, wildlife, and cultures. They areamazed and intrigued to learn that not all childrengo to school or eat at McDonaldÕs.

Learning the basics about the planet is also easierusing a globe to illustrate. The imaginary red line is the equator, which is the warmest place on theearth. Around the equatorial belt is where all rainforest and coral reefs are located. The weathernever gets cold there. As one moves toward thepoles, the weather gets colder, being coldest at thepoles. Three-fourths of our planet is covered bywater. Our atmosphere is what makes our planetcapable of sustaining life. Using saran wrap around a globe will help illustrate how thin our layer of protection is, and that Òouter spaceÓ is actually veryclose.

Using insects in the classroom is a wonderful wayto practice learning to observe respectfully. Thereare some nature/science stores that sell butterflykits and ant farms. There is also a company calledInsect Lore which you may call at (800) LIVE-BUG.Insect Lore offers a large variety of insects, books,and curricula to go with them.

While hatching and watching the insectsÕ metamor-phosis and growth, the children can make books,draw pictures, and keep calendars. Discuss whatwe see as the changes take place. After you haveobserved the insects, they can be released, whichfurther illustrates their right to be in their naturalenvironments. Bye bye butterfly!


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Endangered species are often discussed before a zoovisit. Today, species are disappearing more quickly thanever in history. The main reason for this is loss or pollu-tion of habitat. Protecting habitats is the only way tohelp endangered species. What is the point of savingthem if there is nowhere for them to live?

Project Wild and Aquatic Project Wild are other invalu-able resources for educating children and teachersabout wildlife. Project Wild may be located throughyour local wildlife and fisheries department or localfish and game departments.

There are, of course, many ways to reach children andto help them care about the environment. Each teacherand classroom should follow its interests and developits own ways of knowing and loving this planet ofours. Each young child, exposed to an attitude of won-der and respect toward our planet, will not take forgranted the world around them. Protecting our envi-ronment will be part of their life work, a legacy theywill leave to their children.


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Butterflies. They gracefully trace blue skies with iridescent wings. Etched with designs that rival

stained-glass art, theyÕre a Òsymbol of the soul.ÓThereÕs no denying it, butterflies are the prettiestinsects around!

The butterfly garden is colorful and fragrant. It willintrigue kidsÕ curious minds and soften their heartstoward nature. With you as guide, theyÕll learn tocare for and protect earthÕs creatures. And butter-flies need it. By destroying habitat and using pesti-cides, humans put a stop to the butterflyÕs dance.Fell Arboretum shows us how we can change ourways, before itÕs too late.

The butterfly garden didnÕt happen by chance. Ittook purposeful planning. Strolling in the garden,youÕll see a butterfly haven in action!

This garden gets full sun; the butterflies need it forwarmth and food. Colorful flowers with varyingblooming time provide butterflies food from springthrough fall frost.

You canÕt get butterflies without caterpillars, so thisgarden includes Òhost plants.Ó Butterflies lay eggson them; when caterpillars hatch, they instinctivelygorge on the host plant. (Some butterflies arefinicky. The monarch only lays eggs on milkweedplants. Why? Milkweed is all her caterpillars willeat. And you thought YOU had a picky eater!)

Birdbaths and rocks collect rain to become butterflywatering holes. The garden has bushy plants of different heights so butterflies and caterpillars canÒhide outÓ from predators like birds and prayingmantis. ItÕs handy shelter in harsh weather, too!

Those are butterfly garden basics. But thereÕs muchmore to discover. To lure children to a winged sanctuary, following is a Òseek and findÓ challenge.

Items to Seek and Find¥ Birds like to eat butterflies and caterpillars. Find

good places for butterflies to hide!¥ Butterflies get thirsty. Where can they find water?¥ Find a butterfly eating. What flower is it? What

plant does a caterpillar like?¥ Butterflies come in rainbow colors. Name all the

colors you see.¥ Many creatures live in the garden. What insects live

with the butterflies? (Spiders are arachnids, so youcanÕt count them!) What birds, mammals, or reptileslive in the garden?

¥ Butterflies like flowers of all sizes. Find a tall one,short one, and a teeny-tiny one.

¥ Watch a butterfly resting on a rock with wings outstretched. What is it doing?

¥ Search out a garden bench. Lay back and watch a butterfly pass by. Describe its flight.

¥ These are common butterflies. How many can youspy? Ñ monarch, tiger, swallowtail, black swallow-tail, spicebush swallowtail, cabbage white, red-spotted purple, painted lady, red admiral, comma,question mark, yellow sulphurs, blues, mourningcloak, great spangled fritillary, viceroy.

¥ Butterflies love the nectar of these flowers. Circle allyou can find: bee balm, black-eyed susan, butterflybush, butterfly weed, cardinal flower, coreopsis, cosmos, day lily, goldenrod, hollyhock, honeysuckle,lantana, lavender, marigold, milkweed, nicotania,petunia, phlox, purple coneflower, salvia, sunflower,thistle, trumpet vine, yarrow, and zinnia.

I wish I could be there when the kids jump up andsqueal, ÒHey, I found it! I found it!Ó But thatÕs not whatÕsimportant. WhatÕs important is that YOUÕLL be there.

Sharing Nature with ChildrenA Tour to Inspire You:

Butterfly Garden at the Metcalf School on the Campus of Illinois State University

In 1980, Karen Stephens became director of Illinois State University Child Care Center and instructor in child development for ISU Family and Consumer Sciences Department. She writes a weekly newspaper column, “Keeping the Young at Heart,” and is the author of a high school textbook, The Child Care Professional.

by Karen Stephens


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Preschool children love the out-of-doors. For manychildren in preschools and child care centers, the

time for outdoors is their favorite time of the day. Butfor directors and teachers, the playground can be anarea of constant concern.

Administrators are looking long and hard at their cur-rent playgrounds and finding them unacceptable froma developmental and safety standpoint. An increasenationally in the number of injuries and subsequentlawsuits has forced those involved with young childrento pay special attention to the equipment and mainte-nance of their playgrounds.

Teachers feel the need to make the playground more ofan extension of the classroom in terms of learning. Andparents are demanding more than an exercise-onlyplayground for their children. So, how can we make themost of this expensive and expansive area?

➤ Don’t Forget the Power of Play

Playgrounds for the most part have taken a back seat toresearch in the classroom. The National Association forthe Education of Young Children describes play as thekey component of a developmentally appropriate pro-gram, but offers few guidelines for the out-of-doors(Bredekamp & Copple, 1997). Research supports thevalue of play regardless of whether youÕre inside oroutside. Play promotes problem solving, languagedevelopment, creativity, social skills, discovery, andmotor skills (Johnson et al., 1987). Teachers and admin-istrators understand the potential play has for thedeveloping child and they support it with materials,time, and space to play daily. This awareness in thepower of play is a big part of the inspiration for areassessment of our outdoor environment.

➤ Types of Playgrounds

Within the last few years, early childhood educatorshave been reexamining their traditional play yards andare seeking exciting equipment and approaches to out-door play. These new nontraditional playgrounds fall

into three basic categories: designer playgrounds,adventure playgrounds, and creative playgrounds.

■ Designer playgrounds are planned by profes-sional architects. They are visually beautifulwith lush landscaping and a variety of commer-cial and natural material structures.

■ Adventure playgrounds are child centered,with an abundance of raw materials available,and a play leader on hand to lend assistance ifneeded. There is building, digging, gardening,animal care, outdoor cooking, water play, andplay with the basic materials of sand, dirt, andwater. Adventure playgrounds were originallydesigned to give children an opportunity to dowhat adults do outdoors.

■ Creative playgrounds are somewhere betweenthe other two. They are designed using com-mercial play equipment and natural and foundmaterials such as railroad ties and truck tires.

Which type of playground is the right one for yourcenter?

➤ One Adventure-Type Playground

Ask Ky Murphy, the director of the SummerhillChildrenÕs House in Enid, Oklahoma. KyÕs play-

Sally Hurwitz is pursuing a Ph.D. in curriculum and instruction inearly chldhood education at Arizona State University. She is anacademic professional at ArizonaState University West’s College of Education and has 17 years experience teaching young children. Her research focuses onplay and playgrounds.

by Sally Hurwitz

The AdventureOutside Your Classroom Door

there was a playground available, they chose to dig andbuild with the construction scraps. This basic need chil-dren have to create was the inspiration for adventureplaygrounds in Europe and later in the United States.

There is not one adventure-type playground design that works for all centers, but there are some key com-ponents to bring the spirit of this kind of playground toyour site:

■ A wide variety of equipment and materials must beavailable for children to choose from. New playstructures can be built, torn down, and reconfig-ured with the materials on hand by the playgroundparticipants. These loose materials might includetires; large snap-together plastic blocks; planks touse for ramps, slides, and balancing; carpentrywood and tools; rope; and plastic piping. Alsoincluded here would be the natural materials ofsand, dirt, and water. The list is endless and giveschildren opportunities to invent and create.

■ A large storage area is essential to house tools andsupplies.

■ A supportive staff is critical to lend a helping handin moving materials and facilitating play withappropriate questions and dialogue. Staff membersare necessary to ensure multiple opportunities forchildren to be real-life problem solvers.

■ Educated parents and staff must understand thevalue of play. Young children should have anextended outdoor play period, a minimum of 30minutes once or twice daily.

Adventure playgrounds are not without their problems.Keeping your playground fully stocked with loosematerials is a continuous job, so be prepared to spendtime scrounging for new materials the children can use.Because of the nature of the loose materials used, youroutdoor environment will not look as attractive as amore conventional playground. This may not be a con-cern for your center if you have appropriate fencingenclosing your play area. Teachers and aides using thiskind of playground take an active role in setting outmaterials and facilitating play. Therefore, administra-tors must ensure that their staffs are well prepared to befacilitators and co-players with the children. Liabilityand safety have been found to be less of a problem onadventure playgrounds as there is a great deal of evi-dence that this type of play environment is as safe asother types of playgrounds (Frost, 1992; Vance, 1982).

ground illustrates the unique approaches to out-door play being seen across the United States. Onany given day, you can find children caring for animals in the small petting zoo. They may care for,feed, and pet goats, chickens, ducks, and even adonkey. Or they may prefer to play kick ball in theopen field area. On this adventure-type playground,you will not find a typical multilevel deck and postclimbing structure, but rather a castle, a large pirateship, a fort, and a playhouse with its own carport forfast food pick up in the drive-by window. In addi-tion, there is a large garden area for growing fruits,vegetables, and flowers.

This outdoor space is a good example of meetingthe play needs of the children by use of imaginationcoupled with abundant materials. The playgroundis a homegrown effort that was designed by Ky and her partner, Nancy Heim, and built by localcontractors. The area for outdoor play is extremelygenerous (a half acre) but to date, with 110 toddlersthrough kindergarten age children, they have neverhad any concerns with safety or liability.

➤ Not All Playgrounds Are Created Equal

There is no doubt that playground design anddevelopment has had a recent revival, largelybecause of the safety and liability issues with olderplaygrounds. But many see teachersÕ and adminis-tratorsÕ concerns for safety as the force toward ster-ile landscapes and fixed equipment that has littleplay value for children. This emphasis has turnedsome playgrounds from child-centered environ-ments to structured center environments. Dr. TomJambor of the University of Alabama, an indepen-dent playground designer, feels passionately that asearly childhood educators we have reduced play-ground design to a single play structure that maybe beautiful to look at but lacks lasting play valuefor children. He cites the growing concerns forsafety and the strict guidelines from the ConsumerProduct Safety Commission and the Americanswith Disabilities Act for this trend. For him, todayÕsplaygrounds are Òboring.Ó SummerhillÕs play-ground may be the exception to Dr. JamborÕs state-ment, but it is certainly not alone.

➤ What’s Ideal?

The first adventure playgrounds were designedshortly after World War II by an architect whobecame fascinated by the children playing in thevacant lot next to a construction site. Even though


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replaced with thoughtful environments that arefunctional and exciting for those who play there.We know there is no single ideal playgrounddesign, but rather many ways to design a develop-mentally appropriate outdoor environment foryoung children.

We want children to be given every opportunity tolearn and develop in all aspects of play. Whenadults provide well-designed adventure-type playenvironments, children extend their understandingand thinking. They identify problems and chal-lenge themselves to solve them. When centers des-ignate the playground as a play-only area, theydevalue its potential for learning. Instead, think ofthe playground and outdoor play as central toextending the learning of the classroom. Whenadults deny appropriate play experiences to children because of their concerns with the acquisition of academics, keeping children clean, or a less than perfect weather day, they deny themthe opportunity to participate in an activity thatcritically distinguishes children from adults.

➤ References

Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early child-hood programs serving children from birth through age 8 (Revised Edition). Washington, DC: National Association for the Education of Young Children.

Frost, J. (1992). Play and playscapes. Albany, NY:Delmar.

Johnson, J. E., Christie, J. F., & Yawkey, T. D. (1987).Play and early childhood development. Glenview, IL:Scott, Foresman & Company.

Vance, B. (1982). Adventure playgrounds, theAmerican experience. Parks and Recreation, 17(9), 67-70.

➤ One Success Story

The Houston Adventure Play Association (HAPA) is anon-profit organization dedicated to addressing school-age care with this exciting playground concept. To date,two true adventure playgrounds have been organizedat Houston area elementary schools. These sites providea wonderful opportunity to see adventure playgroundsin action. Mark Twain Elementary School and TijerinaElementary School worked with HAPA to create safeand exciting places for children. Both sites offer arts and crafts, gardening, animal care, woodworking, andplay with the natural materials of sand and water. Aspecially trained staff works cooperatively with groupsof children as they invent and create with the materialsavailable. These playgrounds have proved extremelypopular with the children and the school staff.

➤ The Curriculum Outdoors

Teachers, administrators, and parents are realizing thatthe indoor curriculum can be easily integrated out-doors. The fact that activities are outdoors does notmean that they are any less important for the children.In fact, outdoor environments can easily complementthe developmentally appropriate indoor early child-hood program. Teachers must learn to plan the outdoorenvironment much the way they plan indoors. Learningcenters, such as the art center, housekeeping, and thelibrary Ñ along with prop boxes and building blocks Ñshould be regular features outdoors. Most activitiesplanned for indoors can just as easily be moved out-doors.

The ideal playground is developmentally appropriate,safe, and meaningful for children Ñ and allows the cur-riculum of the classroom to be explored out of doors.

Play has always been a part of the day for our youngestchildren, but just setting aside time for play each day isonly the beginning. Teachers should be watching, ask-ing questions of the children, listening to their under-standing, and prodding them to stretch their ideas. Thegoal is for children to continue to develop their perspective taking, their symbolic thinking, their prob-lem-solving skills, and to learn to think creatively andflexibly during their play. This does not happen inde-pendently of an attentive adult. Time for play must beset aside each day, and a stronger connection must bemade for outdoor play and the implicit curriculum forchildren to receive the fullest benefit of this time.

In the last few years, we have seen a remarkableincrease in the improvements of playgrounds for youngchildren. Sterile, uninteresting playgrounds are being


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Anna Kelly is the education programmanager with Keep Cincinnati Beautiful

in Cincinnati, Ohio. She administers an education program that provides

resources and direct programming to Cincinnati schools. Environmentaleducation is her second career path

with her background being in elementary education. Anna taught

grades six through eight for eight years in the Archdiocese of Cincinnati

where she developed a passion for environmental education.

When educators hear the term environmentaleducation, a number of images pop into their

minds. These images could be of children plantingseeds to grow flowers for MotherÕs Day, testingstream water for pollutants, or cleaning up an illegal dumpsite on school grounds. The range ofeducational activities that utilize our natural envi-ronment is wide and often overwhelming. Bringingthe natural world into the classroom is a challengebecause of the wide variety of options. It can also be intimidating because of the knowledge base thatmany educators feel is necessary. These obstaclesare easily overcome with a little bit of knowledgeand desire.

Taking up the challenge could benefit a learningenvironment on many levels. All age children gain aconnection with the natural world in which theylive through environmental education. This connec-tion enhances not only childrenÕs knowledge of thenatural world but also empowers them to take aresponsible role in the future. Preschool age chil-dren are prime examples. When a young childbuilds a foundation which respects the earth, thefuture is opened for more learning and stewardship.

The use of the environment as a teaching and learningtool is valuable through all grade levels but is trulyvaluable in after-school settings. Many environmentaleducators believe this is true because the children inafter-school programs are not only being taught aboutthe environment, but environmental education is beingmodeled. Because they are not in a traditional schoolsetting, they see the topic as one which is real life andcan be acted on.

Environmental education can happen on many levels,and educators are often confused about the rationalebehind it. The discipline is broad and may be seen as anextraneous element of the curriculum. Many educatorshave embraced teaching about the environment, but itis often in the science area. National and state organiza-tions advocating the use of environmental educationhave or are in the process of creating documentation tohelp standardize guidelines for its inclusion across thecurriculum, and throughout society.

In 1990, the President signed the National Environ-mental Education Act. This Congressional mandate empowered the U.S. Environmental Protection Agencyto strengthen and expand environmental education asan integral part of its mission to protect the environ-ment. The Environmental Protection Agency then pro-vided guidance and funding to state level agencies inorder to assess the status of environmental educationand proceed with further expansion. Environmentaleducation, according to the EPA, encompasses all levelsof society and is a necessity to ensure a healthy, sustain-able future.

Other notable organizations have also created guide-lines for the use of environmental education in schools.The North American Association for EnvironmentalEducation and comparable state level agencies have cre-ated model curriculums which advocate integratingenvironmental education into all disciplines. Theseorganizations strive to guide educators toward using

by Anna Kelly

Environmental Education As a Teaching Tool

quality but have remained viable because of theiralignment with the state of Ohio proficiency objec-tives for science. The goal of many environmentaleducation organizations including Keep CincinnatiBeautiful is to work within the system to best edu-cate the adults of tomorrow. Because of the suc-cesses of our organization and others like us inCincinnati, environmental education is becoming agood tool which educators can use to build a strongprogram.

The resources available to teachers in the area ofenvironmental education in Cincinnati are vast.Over 25 notable organizations provide program-ming to schools. This is often the case in major cities across the country. Resources for educators todraw upon come from various sources such as zoos,

environmental education as a means for meeting thestandards already set by traditional disciplines.

The environmental education advocates have set guide-lines but the most vital step is that teachers and admin-istrators must make the decision to incorporate thefundamental principles of it into the school setting. Theenvironmental education topic the teacher chooses issecondary to the dedication to the principle behind thechoice. Once the choice has been made, the teachershould proceed with enthusiasm and utilize all theresources at his/her fingertips.

Environmental education is an educational topic thatoften brings the community into the school setting. Thisis often the case because the school may lack facilitiesor the educator may lack expertise or curriculum sup-port. Whatever the reason, children will benefit from adedicated teacher who knows when to go beyond theschool setting to develop a truly meaningful environ-mental education experience.

That brings me to my organizationÕs role in environ-mental education. I am the education program managerwith Keep Cincinnati Beautiful in Cincinnati, Ohio. Weare a non-profit organization working toward voluntaryrecycling, litter prevention, and community beautifica-tion through education and community involvement.As an affiliate of Keep America Beautiful, we have beenworking toward a better local environment for 20 years.Our organization provides the support schools, com-munities, and other educational organizations need tolead children and adults toward environmentallyresponsible habits.

Over 500 educators each year come to us for support,expertise, and resources. We have programs in placethat touch students directly, such as outreach presenta-tions and field trips, as well as those which aid theteachers in their instruction. Workshops are offeredwhich train educators in activities on the topics of litterprevention, waste reduction, and recycling. These arebut a few of our programs that strive to aid local educa-tors to integrate certain topics of environmental educa-tion into the schools of Cincinnati. Through activitiessuch as these, over 90,000 youth in Cincinnati havebeen a part of environmental education on various lev-els with the help of our organization.

The positive response of educators has challenged us atKeep Cincinnati Beautiful to continue to expand ourprograms. Each year, educators anticipate our program-ming and integrate it into their plans. Administratorscomment on the value of our programs and applaudKeep Cincinnati BeautifulÕs consistent message andquality. Our programs have been welcomed for their


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pLitter Prevention Outreach

Keep Cincinnati Beautiful has several different class-room presentations on all grade levels. All of theseprograms are presented by an education specialistand typically last one class period. Teachers areencouraged to organize action projects to follow upour programs. These projects range from playgroundclean-ups to planting gardens to beautify the schoolgrounds and thus deter litter.

Sample Classroom Presentation

The Wartville WizardGrades PreK Ð 3

This program utilizes the childrenÕs literature book,The Wartville Wizard, to introduce the causes andeffects of litter. In the story the citizens of Wartvillehave the bad habit of littering. The wizard ofWartville is tired of the mess and puts a spell on the people. The litter then sticks to the person wholitters. The spell is removed once the people realizetheir habit is bad and promise not to litter anymore.

Without any introduction, the presenter either readsor paraphrases the book depending on the age of thegroup. The book is then followed up with a gameand discussion to reinforce the causes, effects, andsolutions of litter. During the game the children aregiven litter which they stick to blown up cut outs ofthe characters. While they come up one at a time tostick on their litter, they give a possible cause of thelitter and a way the litter could be avoided. Thegame and discussion are age appropriate and allowstudents to brainstorm how they can be a part of thesolution.

Madden, D. (1986). The Wartville wizard. New York:Macmillan Publishing Company.

park boards, state departments of natural resources,solid waste companies, and local non-profit organi-zations. For programming on solid waste topicssuch as recycling, waste reduction, litter, and com-posting, a good resource is a Keep America Beauti-ful affiliate in your region. Many affiliates offerprogramming to schools which includes outreachpresentations, field trips, and contests. Anothersource of information and/or programs is the gov-ernment body that oversees issues such as garbagecollection, waste reduction, or litter problems. Thiscould be a county or city office that focuses itsattention on educating the public about waste dis-posal. Sanitation divisions and solid waste dis-tricts/authorities may also provide valuableresources and programs for solid waste education.Locating the agencies is the first step; but once aneducator begins the process, it will be clear thatthere are people and organizations to help.

Environmental education has been a visible part ofour educational system since the 1970s; however,we are now at a turning point. Moving into the nextcentury with environmental education as an inte-grated part of the educational experience of ourchildren is a goal all educators should embrace tohelp ensure the development of well informedfuture decision makers. Keep Cincinnati Beautifuland thousands of others have taken this challengeand are there to help you.

➤ References


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Creating a Classroom Worm Bin

Vermicomposting (worm bin composting) has become apopular way to recycle kitchen waste. Worm bins can bekept inside, do not need much material, and do not create odors if maintained properly. In three or fourmonths, the finished vermicompost can be used to startseeds, transplant seedlings, or use around trees andshrubs as fertilizer.

Materials10 gallon plastic container with lid

(must be ventilated with holes over entire bin)1 pound red worms Ð approximately 500

(can be purchased from bait or pet stores)Leaves or shredded paper (with soy based ink)Spray bottle with declorinated water2 cups of soil (not potting soil)2 cups of food wasteTray to place underneath container

AssemblyPlace leaves/paper into container. Mix in the soil, foodwaste, and worms. Spray the mixture with water throughthe mixing process. The mixture should be as damp as awrung out sponge but not dripping. Place the containeron the tray propped up a few inches to allow drainage.Place the bin out of direct sunlight in a location that isconsistently room temperature.

Tips for Maintaining the Bin1. Replenish food waste and bedding when they have

been noticeably reduced.2. Do not put meat, cheese, or anything with oils on it

into the bin.3. When replenishing food waste, it should be broken

into small pieces and buried.4. Once a week, spray down the mixture with water

and mix thoroughly.5. After four months, the vermicompost should be

harvested. Let the container stand open for a time so the worms will move to the bottom. Scrape thevermicompost off the top. Replenish the bin as ifstarting over again. DonÕt worry if some of theworms are taken out. The worms have multipliedover the months and there are plenty of worms tomaintain the bin.

Appelhof, M. (1993). Worms eat our garbage. Kalamazoo,MI: Flower Press.

Alliance for the Environment, et al. (1998). Ohio EE 2000:A strategic plan for environmental education in Ohio. Draft. Environmental Education Council of Ohio.

Leiberman, G. A., & Hoody, L. L. (1998). Closing theachievement gap: Using the environment as an integratingcontext for learning. State Education and EnvironmentRoundtale.

National Environmental Education Advisory Council(December 1996). Report assessing environmental educationin the United States and the implementation of the NationalEnvironmental Education Act of 1990. U.S. EnvironmentalProtection Agency.

science, using the outdoors

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