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The group research assignment and presentation have several purposes

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The group research assignment and presentation have several purposes. The first and most important goal is to locate and conduct an interview with an ECE in the Ontario system. We had picked Emily Moxam as the ECE for our interview. She is presently employed as an ECE in a primary school in Ottawa, Ontario. The necessity to evaluate themes during the interview led to creation of a research paper, which was the assignment's second aim. Early childhood educators guide children through activities that promote intellectual, physical, and emotional development while ensuring their safety and well-being (Job bank, 2021). ECEs, for example, conduct activities by telling or reading tales, teaching songs, taking children to local areas of interest, and giving opportunities for children to express themselves creatively via painting, dramatic play,

music, and physical activities (Job bank, 2021).

Nature-based learning uses nature and our surrounding communities to cultivate substantial, resilient, and engaged learners with a sense of place and the confidence to lead in their communities and around the globe (Nature-Based Learning, 2021). ECEs are essential in children's growth and awareness of the natural environment. They take the children outside and teach them about the value of nature. Nature is necessary to children for a variety of reasons.

Connecting with natural environments helps children to learn by doing and exploring different

concepts. Children think, question, and form theories in nature, developing curious minds

(Benefits of nature for kids, 2020). For example, when judging the distance between two rocks

before jumping or considering where insects go in the winter, children constantly think about

when they are in nature. Nothing else can provide authentic learning like these experiences

(Benefits of nature for kids, 2020).

The paper will further indicate the methodology, research design and process, the

outcomes/findings, and the analysis/reflection of the interview with our ECE in the Ontario

system. Each part will incorporate outside resources and knowledge gathered over the semester.

As a result, the sections may be extensive and filled with material explaining the thinking behind

the interview and all the information we gained from it.

Methodology

The term methodology refers to the overarching approach and reason for our research,

which consisted of an interview with our early learning educator (McCombes, 2019). We studied

and researched the value of nature-based learning in early learning contexts while developing our

methodology. For example, we needed to create numerous questions to ask the ECE to select the

best technique that best meets our objectives. We began by dividing the questions into two

categories. The first half consisted of five questions about nature, while the second section

consisted of three questions about teaching. The first five questions were: What do you think

about nature-based learning within the classroom? Do you have a teaching philosophy? If so,

what is your classroom teaching philosophy? What is something nature-related that you recently

learned or discovered? What do you think about the phrase: "There's no such thing as bad

weather." What occurs in children's behaviour when switching from being in an indoor

classroom to being outdoors within nature? The second three questions were as follows: Could

you provide an example of a time you used creative nature-based methods to teach a concept?

Can you describe how you would use nature and play to impart knowledge while keeping to the

education guidelines? What are some of the essential skills you help your students develop?

These questions enabled us to gather the knowledge required to comprehend nature's

significance in the early learning environment. We hoped that these questions would not only

help us understand nature-based learning but also prompt us to consider how nature affects the

development of children.

Research Design

The term "research design" describes the overarching approach someone selects to

integrate the various study components coherently and logically, thereby ensuring that they will

successfully address the research problem; it serves as the guide for the data collection,

measurement, and analysis processes (Research guides: Organizing Academic Research Papers:

Types of research designs, 2013). A variety of factors influenced the research design of the

interview. The initial factor was determining the research study approach to use when conducting

the interview. We had both quantitative and qualitative methods in mind. We learned that

quantitative research was being done, and it may be utilized, for instance, to comprehend ideas,

concepts, or experiences (Streefkerk, 2019). We conducted an interview using open-ended

questions, a relatively typical qualitative approach. For example, the interview helped us design

the project to have the necessary flexibility to offer a complete grasp of the topic under

consideration (Bax, 1997). However, we opted for a quantitative strategy over a qualitative one

because, in our opinion, it would produce the most significant results and information. For

instance, employing a qualitative approach would have challenged the interviewing process. As a

result, this was the first factor that affected the interview's research design. Choosing the

appropriate research design was the second factor. Explanatory research, as we had learned,

would be the ideal form of research design. Explanatory design is a tool we utilize to better

examine our views on nature-based learning in early learning environments. For instance, the

interview we did will clarify the research topics' what, how, and why and the unknown facets of

the issue (Bhat, 2018). As a result, this was the second factor that affected the interview's

research design.

Process

The steps involved in carrying out our research were many in the process portion.

Finding our ECE who works inside the Ontario system was the first step. When we all got

together and discussed finding one, we discovered that one of us had previously worked at a

nearby elementary school. That classmate then got in touch with ECE, whom she had previously

worked with, and asked whether she would want to participate in our assignment. When she

finally replied in the affirmative, we began working on the assignment's written question section.

We then generated ten questions and sent them via email to our professor. After receiving their

response, we revised eight questions before sending them to our ECE. Then, we asked our ECE

the questions we had. Due to the short notice and our packed schedules, providing a paper

including all the questions would be more practical than doing a face-to-face interview. Doing it

this way will enable us to get the most accurate information possible. After completing

everything, we emailed our consent document to our ECE with the document filled with

questions. The consent form will enable us to get documentation of the interview's conclusion

and our authorization to utilize Emily Moxam as our ECE and use all the information she

provided. As a result, we used these procedures to gather all pertinent data when asking our ECE

about nature-based learning.

Outcomes/Findings

After receiving the answers to our questions back from Emily Moxam, we have found that she

strongly believes that nature-based learning should be a part of the classroom and that it's

"Essential for children to interact with the natural world through various means of learning.

Nature-based learning can be brought into the classroom to provide learning experiences with all

four frames" (Moxam, 2022). One of our questions included if she has a teaching philosophy in

her classroom, as this is a vital teaching question that every educator should have, and she

responded that she believes every child is competent and capable. Emily Moxam believes that

"Each child views learning through a different lens and extracts what they need from their

learning experience. It is my belief that, as educators, we follow the children's guidance on their

learning, as every child is an expert in their own learning. Learning is a journey that each child

embarks on their own, and we are here to support their journey, not conduct it" (Moxam, 2022).

When asked about something nature related that she recently learned or discovered when

engaging with nature in her learning, she found that there are foxes that would come into their

yard. Emily thought that since their school was in a very loud and busy area, there wouldn't be

any foxes wandering around. Although given that, she finds it "interesting to investigate with the

children as they saw the foxes through the window" (Moxam, 2022). In nature learning,

educators have to be always ready to play no matter the weather, whether it's cold, rainy, snowy,

or sunny, we as educators should always be prepared and ready to engage with the children.

Emily believes that all weather has value in early learning. All-weather provides different

opportunities to experience and interact with nature in a variety of ways. Rain can provide the

opportunity to talk about capacity with children. Snow can provide the opportunity to talk about

different states of liquids. Wind can provide the opportunity for stem challenge with paper

airplanes or windmills" (Moxam, 2022). There's a big change in children's behaviour when

switching from being in an indoor classroom to being outdoors in nature due to how they think

they should behave and how they want to engage in risky play. Emily has observed that "when

switching from an indoor to an outdoor environment, children are more likely to take risks in

their play. In the classroom, messy play often results in children worrying about messy clothing"

(Moxam, 2022). Nature-based learning lets children engage in risky play without worrying about

making any mess while staying indoors. Emily Moxam incorporates a lot of nature-based

methods to teach concepts in her classroom and states that "Nature and play are a part of the

kindergarten curriculum; therefore, we must use both in order to meet the requirements of the

four frames" (Moxam, 2022). An example of this includes her taking the children out on nature

scavenger hunts outside to “gather natural materials to bring into the classroom to do math

lessons with natural materials and ten frames" (Moxam, 2022). We have talked about many times

in this class and in our other courses how important it is for children to develop resilience.

Modelling resilience is the most effective way to teach it. We are all exposed to stressful

situations. Use coping and calming techniques. Deep breathing can be an effective

stress-reduction technique. Label your emotions and talk through your problem-solving process

at all times. Because they do not fear falling short of expectations, resilient children are more

likely to take healthy risks. They are inquisitive, brave, and rely on their instincts. They are

aware of their limitations and push themselves to step outside of their comfort zones. This helps

them achieve their long-term goals and solve problems on their own. Emily Moxam has stated

that this is vital to her as an ECE "One of the most important skills that I try to help all my

children develop is resiliency. To be able to bounce back in a healthy manner and persevere

through adversity is a skill that will be needed throughout life" (Moxam,2022).

Analysis & Reflections

This semester, the main topic of conversation has been learning from nature. In numerous

classrooms, this idea is used by numerous teachers. Educators in our community may always

benefit from knowing more about the benefits of nature-based learning, even though this

information is becoming more well-known in the educational system. Nature-based learning

brings out so many amazing qualities and skills in children. A feeling of place and the

self-assurance to lead in their communities and the wider world are developed through

nature-based learning by utilizing the natural world and the communities around us (Foothills

School Division, n.d.). A great source to look back on as an educator is the How Does Learning

Happen document. Page 19 of this document explains that children, families, educators, and

communities may interact, learn, discover, and improve their surroundings by taking advantage

of the outdoors. A sense of belonging to the local community, the natural environment, and the

greater universe of living things may be cultivated by interacting with people, places, and the

natural world in their own community (How Does Learning Happen, 2014). Given that this

curriculum paper was created in Ontario, it is safe to presume that progress has been made over

time that exemplifies the advantageous approach to nature-based learning in early learning

programs. Although the benefits of outdoor play are increasingly being recognized by legal

authorities in Ontario, educators and parents still need to be reminded about the importance of

motivating and bringing children into the great outdoors. It is proven that children who engage in

outdoor play grow stronger physically and mentally, are more self-assured, and have superior

social skills (Kennedy, 2018). So why are more children staying inside then? There are two

possible reasons behind this. According to the National Trust study, children spend just over four

hours a week playing outside on average. This is inferior to the 8.2 hours their parents received

when they were children previously (Kennedy, 2018). The rise in technological use is a major

factor in this. Many classrooms are now dominated by technology, which limits children's access

to the outdoors. Though educators may view technology tools as an easy learning path, they are

really preventing students from developing critical skills that the outdoors may teach them.

Furthermore, a lack of knowledge of the numerous advantages that nature-based learning offers a

child is another factor in the lack of outdoor learning. A resource entitled Play Wales described

the play-based learning role on a child and explained that scholars have emphasized play's role in

the development of the adaptable and non-specialist behaviour required for our species to survive

as ecological and other conditions change. (Play Wales, 2003). It is especially crucial to note

when they stated that play has long been known to play a significant role in the development of

communication and social skills, aesthetic appreciation, creativity, and problem-solving (Play

Wales, 2003). Based on previous assignments and experiences, it appears that many instructors

in Ontario, notably Ottawa, seem to value outdoor play more. When considering the advantages

of outdoor play, it appears that more information is being shared about this method, which is

helping children develop progressively better. In a study conducted about outdoor learning, it

was shown that almost nine out of ten teachers had noticed that their students were happier after

learning outside (Soocial, 2022). This heralds a new era for outdoor education since it

demonstrates that teachers establish a positive impact when incorporating nature-based learning

into the classroom.

Emily Moxam, a participant in this research project, firmly believes in the advantages of

outdoor learning. My group mates and I decided to include questions throughout the

questionnaire that would allow us to contrast it with the perspectives of other educators in the

past and present. According to the research, it is evident that as teachers become more aware of

the advantages, the philosophy of outdoor-based learning grows more and more appealing to

them. As interviewees, Emily Moxam gave us the chance to comprehend the encouraging

attitude she exhibits toward her students when it comes to outdoor activity. She stated examples

such as incorporating scavenger hunts and reinforcing self-directed learning among the children.

This evidence demonstrates that she is adhering to necessary and significant materials including

How Does Learning Happen? Although they differ from the past, Emily Moxam's perspectives

on outdoor learning are relevant to the current state of the field. Many educators in the past did

not follow Emily's example and concentrated on spending little to no time outside. Teachers

throughout the globe are observing the benefits that nature-based learning has on a child's overall

skills and development as theory and practices advance. Emily's statement that "Nature and play

are a part of the kindergarten curriculum; therefore, we must use both in order to meet the

requirements of the four frames" serves as an indication of how she recognized the How Does

Learning Happen document and applied it to her classroom (Moxam, 2022). The four frames in

the document How Does Learning Happen are illustrated in this quotation. Belonging,

well-being, involvement, and expression are included in these four frames (How Does Learning

Happen, 2014). Emily emphasizes the value of exposing children to nature in order to develop

these skills. This is the ideal illustration of how to include these documents in the current

curriculum in order to guarantee that the children are attaining the best education possible.