“Over the past 50 years, environmentalists have succeeded in raising awareness, changing logging practices, stopping mega-dams and offshore drilling, and reducing greenhouse gas emissions. But we were so focused on battling opponents and seeking public support that we failed to realize these battles reflect fundamentally different ways of seeing our place in the world. And it is our deep underlying worldview that determines the way we treat our surroundings”
-David Suzuki, The Fundamental Failure of Environmentalism
Brief Overview
Relationships between humans and nature are diverse, complex, and contradictory. They are also influenced by the physical, social, and cultural environments and histories that they are part of. These relationships form environmental worldviews and are reflected in ECEC approaches to nature and outdoor play.
At one end of the spectrum is the view that humans are separate and superior to nature. In this view, the environment is primarily a resource for human use and benefit. At the other end of the spectrum is the view that humans are part of nature, and that all life and the systems that support it are of equal value. In this view, humans are responsible for caring for the natural world and living with it in respectful balance. Both views are situated in past and present individual collective experiences and culture with their merits and ethical questions.
In settler societies such as Canada there is an interplay of various and complex cultural, racialized, colonial and environmental historical traditions and legacies. The lines between these seemingly contradictory worldviews are often blurred, messy, and influenced by both power and privilege.
The Common World Framework (see the journal of childhood studies for more information) attempts to make this messiness visible and explicit in ECEC environments and is particularly relevant to ECEC outdoor and nature play approaches. In this framework, the belief that humans are part of nature requires full acknowledgment and exploration of the real inseparability between humans and all other human and non-human life on this earth; not only the beautiful pristine controlled nature, but the environments humans have created and currently share with all parts of this world. This includes both the shared histories, and their current and future impacts.
“…within the context of early childhood and education, common worlds are the actual, messy, unequal, and imperfect worlds children inherit and co-inhabit along with other humans and non-human beings and entities. […] Within this framework, childhood is approached as situated, collective, and relational rather than as a universal developmental life stage that is experienced individually. Children do not just grow up in a society, but they grow up in a world, and the world affects and acts on them—even as they act on it” (Nelson et al., 2018, p.8)
Key Takeaways
Nature Play occurs within natural environments like forests, trails, or green spaces where children can engage with items found in nature (Outdoor Play Canada, 2022). Outdoor Play describes play that occurs in broadly defined outdoor environments (i.e., playgrounds- natural, urban, rural; Outdoor Play Canada, 2022).Environmental Worldview refers to a person’s view of the relationship between humans and nature. It is made up of our experiences, our language and our culture. Ecocentrism is earth centered in that it views humans as nature and all life forms and their environments as equal). Anthropocentrism is human centered in that it views humans as separate from and superior to the natural world. These views may be influenced by our culture, our past/present experiences and the language that we use.
Drag and drop the terms ‘outdoor play’ or ‘nature play’ onto their matching photos. Press the ‘check’ button to view the answers.
Additional Resource
The fundamental failure of environmentalism
Written by Canadian academic, science broadcaster, and environmental activist David Suzuki, the article “The fundamental failure of environmentalism” offers some food for thought on environmental worldviews and how they shape our relationship to the earth, our actions and inactions, and specifically how they have prevented meaningful environmental change on a larger scale. Consider how this article might relate to approaches to nature and outdoor play in the early years. Specifically, how current approaches may serve to support children’s relationships to nature and while also reinforcing the disconnect between children and nature in their daily lives.
Children of the Poisoned River
In the CBC Article “Children of the Poisoned River”, we learn about how the poisoning of the water in Grassy Narrows First Nation from industrial pollution has impacted the community as a whole and in particular the young people. Reflect on how this article relates to Common Worlding Practices.
Reflect
Read the following article by James Edward Mills for National Geographic outlining the history of racism and segregation in national parks.
In this topic we have started to explore the diverse, complex, and at times contradictory relationships to nature that we hold and their impacts.
Reflecting on this article and your course learning thus far, consider how current approaches to nature and outdoor play might better address this and reflect an approach more in line with the Common Worlds Framework.
Experience
Seeing Relationships to Nature Around You
Go for a walk and look for reflections of the diverse, complex, and contradictory relationships to nature around you.
Is it clear what environmental framework is reflected?
Do you see multiple frameworks reflected through a single image?
Document your findings by taking pictures or sketching what you see and sharing what they communicate to you about nature in your journal this week.
References
Nelson, N., Pacini-Ketchabaw, V., Nxumalo, F. (2018). Re-thinking nature-based approaches in early childhood education: Common worlding practices. Journal of Childhood Studies, 43(1), 4-14.
