new york; connecting children with nature - rain gardens and community gardens

8/3/2019 New York; Connecting Children with Nature - Rain Gardens and Community Gardens

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A System to

Connect Children &

Nearby Nature

By: Roberta M. McConochie, LA, [email protected]

A Framework System to Connect Children with

Nearby Nature; 2010, Morgan State University


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Current

Challenges:

Children

Urban Places

Nature

vs.

vs.

vs.

Alienated Connected

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Thesis Research

Inventory studies: 4 Maryland sites: 3

in Baltimore & one in county.

Identify categories of communityresource;

Identify age-related learning needs;

Test conceptual system to connectchildren with nature on fifth site.

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Four Study Sites Differ ingeography/topography, urban form, density, land-use mix.

Baltimore-N Baltimore-South Baltimore-East Anne Arundel

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NEARBY

RESOURCES:

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TYPOLOGY of RESOURCES

Generic Categories

1. Patch (Forest Patch): Local area of native vegetation, originally

part of a larger system. Many patches include exotic and/or

invasive plants as well as local natives.

2. Home. Residences of the local community; places where

many local schoolchildren, their &/or caregivers reside.

3. SME's (Subject Matter Experts). Persons involved with local

institutions, organizations & businesses, who can provide informal-

learning input (e.g. instruction, example, learning materials) about

one or more aspects of local nature.

4. Other places of nature including e.g. greenery, creeks, local

soil, stone, wildlife habitats, as well as gardens, trees, etc.

"Central" schools' grounds are included in this category.

5. Land Features including topography, resulting flow of water;

related and enabled views of nature and natural systems.

6. The central school's building, both exterior and interior, where

children spend the large majority of their school days.


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Types of Community Resources

1. ForestPatch

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2. Home3. SMEs (Subject-matter Experts)

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4. Natural Places;5. Land features

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6. School Building

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Learning Need Typology

TYPOLOGY of CHILDREN'S NEEDS

Generic Categories

a. Nurturing: Taking respite, sheltering, hiding; in a quiet area

and in the context of nature.

b. Energizing. Engaging in active running, jumping, walking &

other physical activities.

c. Ordering. Learning and creating systems of order among

objects, places, procedures, behaviors.

d. Connecting. Engaging in cooperative endeavors viapartnerships, teams, groups, possibly with a mentor.

e. Achieving. Taking on individual responsibility, leadership for

environmental project, probably with help of a mentor.

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Types of Childrens Needs

1. Nurturing

4. Connecting 5. Achieving

2. Energizing 3. Ordering

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Examples of Application

Bench-wall planters. Take-home nature kits.

Recycling rooftop and other water runoff into e.g.waterfalls, fountains which treat/remove pollutants andstore water for irrigation.

Community food and flower gardens under mentorshipof community residents, leaders.

Restoration / clean-up projects, e.g. parks, creeks, lots

Bug collection & identification.

Wayfinding & mapping.

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Bench-Wall Planter

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Example: Bench-Wall PlanterFRAMEWORK APPLICATION

BENCH-WALL-PLANTER (e.g. at library)

a. Nurturing. Planter's bench provides places for kindergarten children to sit & view

plants, read labels, nibble on edibles.

b. Energizing. First & second graders can help dig, run and fetch, mulch, and carry bags

of soil; also, with supervision, help weed and plant.

c. Ordering. Third & fourth graders can, with assistance, draw maps of existing

plantings, make plant labels; help create and follow rules for use of the planters and the

plants; create weeding, watering schedules and help involve younger children.

d. Connecting. Fourth and fifth graders can help create groups to serve as work teams;

these older children can also serve as mentors and leaders. An adult facilator is

required to coach and mentor task-focused teams.

e. Achieving. Fifth graders can, with help from mentors, study gardening methods &

designs; evaluate them and recommend improvements; chart productivity over more

than one season tracking e.g. weather patterns and plant productivity.

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Neighborhood / Home Gardens

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Example: Take-Home Nature Kits

FRAMEWORK APPLICATION

HOME / FAMILY NATURE STORIES, PROJECTS

a. Nurturing. For youngest children, a plant, poster, other natural object to

contemplate, nurture with the help of significant others.

b. Energizing. For first or second graders, take-home activity nature kits, e.g. nature

games, scavenger-hunt-type activities for child.

c. Ordering. For third and fourth graders, kits for map drawing of home, nearby streets

and area features; classification projects, e.g. leaf collection, identification.

d. Connecting. Take-home-kit for fourth and fifth graders to ask elders about their

childhood nature-related experiences, memories, family legends.

e. Achieving. Individual, higher-order home projects for older children, e.g. gardenproject; pet training; with help of local mentor who is not a family member).

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Group Exercise: Planning

Children-Nature Connections

1. Individually or with a partner you know:Pick ONE age group & an appropriate

age-related need to address:

Nurturing

Energizing

Ordering

Connecting Achieving

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Children-Nature Connections1. Pick ONE age group.

2. Focus on one specific resource: Forest patch

Home(s)

Subject Matter Expert

Other place of nature

Land Feature

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Children-Nature Connections1. Pick ONE age group: identify a developmental need.

2. Pick a resource.

3. Outline your program: congratulations onthe grant that covers your budget.

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For Example1. Garden-club tree identification & signage

project for 3rd graders to order nature);

2. Climate studies for 5th graders to track

e.g. wind, precipitation, sunrise-sunsetwith local SME from hardware store.

3. Neighborhood stream clean up projectwith age-appropriate tasks, supervision.

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A System forConnecting Children &

Nearby Nature

By: Roberta M. McConochie, LA, Ph.D.Based on R. McConochie Masters Thesis,

A Framework System to Connect Children with

Nearby Nature; 2010, Morgan State University

new york; connecting children with nature - rain gardens and community gardens

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