Take a Walk! Tips for Incorporating Natural Environments in Early Science Experiences

By Erin Haack, M.Ed., Williams Elementary School

Dr. Michelle Fazio-Brunson, Northwestern State University of Louisiana

“Science in preschool through college should be viewed more as a verb than a noun. It is not so much a body of knowledge as it is a way of thinking and acting. Science is a way of trying to discover the nature of things” (Charlesworth & Lind, 2010, p. 76).

One important role early childhood educators play is designing learning environments in which young children have opportunities to explore, discover, and question their surroundings (HeadStart, n.d.).  While this is more easily done in the classroom, facilitating play in safe outdoor spaces allows children to have meaningful exploratory opportunities in a more natural setting.  Incorporating early science experiences in the natural environment helps foster children’s curiosity, observational skills, and ecological awareness (Kiviranta et al., 2024). According to Summers et al., a child’s exposure to nature is a critical component of physical, social-emotional, and cognitive development (2020).  Considering that some teachers feel overwhelmed when planning science experiences for young children, this post aims to share practical examples of how to incorporate outdoor learning in daily play experiences. Specifically, we share how young children can gain knowledge, skills, and positive dispositions toward learning through nature walks. 

Nature Walks

Most young children enjoy nature walks.  Nature walks are flexible in that they can be done at any time of day and any time of the year. When repeated regularly, children witness firsthand how their surroundings change as seasons change. Nature walks can be completely open-ended, or they can be designed to help young children develop specific science, technology, engineering, art, and mathematics (STEAM) skills such as counting, sorting, making patterns, observing, recording, and utilizing science equipment. Through nature walks on school grounds or nearby parks, children gain cognitive skills by observing insects, plant life, weather patterns, and seasonal changes as they count, sort, or make patterns with found objects (Ashbrook, n.d.). They also build social-emotional skills as they work and play together, sharing findings with peers. Finally, they strengthen fine motor skills as they use tools such as magnifying glasses, pick up things like sticks and leaves, and record observations in science journals. We present activities addressing each of these skills below.

Counting, Sorting, and Making Patterns 

Nature walks are a meaningful way to involve children in counting, sorting, and making patterns. As children walk outside, they can collect natural objects such as nuts, twigs, small sticks, and leaves.  They can count the found objects, sort them into categories, and make patterns with them. Engaging with natural materials builds their vocabulary as they use descriptive words relating to the objects’ colors, sizes, textures, weights, densities, and other physical properties.

Observing and Recording 

Children can also practice observing and recording on nature walks. By using pencils and blank paper attached to clipboards, children can simply sketch what they see on the walk. Or, by utilizing scientific observation and inquiry skills, they can mark off various objects on a recording sheet as they spot objects in their surroundings.  This activity can be as simple as writing a check mark next to pictures of objects they spot, or it can be made more elaborate by encouraging children to tally the number of times each object is spotted. They can take this a step further by sketching objects they see. Create a chart with objects you know the children will find and leave some blank so they can add interesting findings to the chart. See below for a sample recording sheet and the Websites that follow with additional resources. 

Nature Walk Observation: https://www.teacherspayteachers.com/Product/Nature-Explorer-Kit-Nature-observation-sheet-FREEBIE-PAGE-11358103

Fall Nature Walk Observation Sheet: https://www.teacherspayteachers.com/Product/Two-Free-Fall-Nature-Walk-Observation-Worksheets-Differentiated-2841634

Nature Scavenger Hunt: https://www.teacherspayteachers.com/Product/Free-Nature-Scavenger-Hunt-Environmental-Learning-PreK-Kindergarten-8062632

Strengthening Fine Motor Skills and Using Science Tools

Nature walk activities can also strengthen young children’s fine motor development. For example, children can use child-safe tweezers to collect leaves, rocks, acorns, or other natural materials and then deposit them into containers and take them back to the classroom science center for further exploration.  After arriving back in the classroom, the children can use magnifying glasses, balance scales, microscopes, and other tools to explore scientific concepts and engage in discovery learning. Leaves and other relatively flat natural objects can be used to make rubbings. When children help collect the materials, they find these sorts of activities naturally motivating.

Summary

Ashbrook (n.d., para. 1) argues that “Every walk is an opportunity for children to learn about the natural world.” Indeed, natural environments provide endless opportunities for young children to engage in multisensory experiences while strengthening cognitive, social-emotional, and physical skills. Along with increasing vocabulary and content area literacy skills, children gain oral language skills through conversations in which they ask and answer questions about their surroundings. When children are given the freedom to explore and discover independently and to dive deep into topics that interest them, natural environments nurture scientific thinking, support holistic development, and build early environmental consciousness through developmentally appropriate play-based experiences. 

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References

Ashbrook, P. (n.d.). Turn any walk into a nature walk. National Association for the Education of Young Children. https://www.naeyc.org/our-work/families/turn-any-walk-nature-walk

Charlesworth, R., & Lind, K. K. (2010). Math and science for young children (6th ed.). Cengage Learning.

HeadStart. (n.d.). Importance of play in Early Childhood. US Department of Health and Human Resources. https://headstart.gov/curriculum/article/importance-play-early-childhood#:~:text=Play%20and%20Exploration&text=For%20example%2C%20young%20infants%20might,there%20is%20more%20to%20learn.

Kiviranta, L., Lindfors, E., Rönkkö, M. L., & Luukka, E. (2024). Outdoor learning in early childhood education: Exploring benefits and challenges. Educational Research, 66(1), 102–119. https://doi.org/10.1080/00131881.2023.2285762 https://www.tandfonline.com/doi/epdf/10.1080/00131881.2023.2285762?needAccess=true

Summers, J. K., Vivian, D. N., & Summers, J. T. (2019). The role of interaction with nature in childhood development: An under-appreciated ecosystem service. Psychology and Behavioral Sciences, 8(6), 142–150. https://pmc.ncbi.nlm.nih.gov/articles/PMC7424505/pdf/nihms-1612071.pdf

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Erin Haack is an experienced educational leader with over 20 years of teaching and administrative experience.  She currently serves as an assistant principal at an elementary school in Katy, Texas, where she supports students in grades prekindergarten through fifth grade.  Erin is dedicated to creating positive, student-centered learning environments that help every child thrive.   She can be contacted at erinshaack@gmail.com. 

Dr. Michelle Brunson directs the graduate programs in Early Childhood Education at Northwestern State University of Louisiana. She is passionate about helping her husband, the Natchitoches District Defender, remap the Cradle to Prison Pipeline to a Cradle to College Pipeline in Louisiana. She can be contacted at faziom@nsula.edu.