Significance of Eco-Literacy, Risky Play and Pedagogy of Place in Child’s Early Experience

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Significance of Eco-Literacy, Risky Play and Pedagogy of Place in Child’s Early Experience

for comprehensive learning, both theoretical and practical teaching is very crucial. Usually, children tend to grasp and remember what they see more than what they taught by words. Subjecting children to nature as it is evidenced in the video 'Forest kindergarten' helps the student transform the classroom theories into reality. Children would acquire skills such as eco-literacy, pedagogy of place and risks they may encounter as they play and device ways to go about such risks when they fall due.

Pedagogy of place

What I observed in the forest kindergarten, there were rocks, flowing rivers, tall trees, logs of wood, thick forest and some open areas.  The water flowing in the stream was clear, but it contained aquatic creatures like such as earth warm—besides, logs of woods were evidenced in the rocky bed of the rivers. Most parts of the forest were covered with tall trees with no undergrowth bushes. Some other parts, of course, the smallest portion of the forest is covered with grass. The area covered by the forest was depicting both flat and sloping terrains.

The program objective for including pedagogy of a place in the study was likely to offer the children opportunities for Mathematics, art, science and construction play that is particular to the place. In the video, children were seen doing some counting of sticks with their teachers which was part of the counting done in mathematics during classroom learning. The open space in the forests enabled the children to observe the science of the sun as it sets.  The children enjoyed playing with creatures found in the field and enquired their teachers about the creatures' names. Children would learn construction play in the field by mixing water and soil using mason’s trowel to make mortar used in fastening bricks during literal construction. 

To achieve similar developmental objectives in the traditional childcare setting, I might use pictures in books and drawings in the walls board. For instance, I would draw trees, rocks and river then explain to the children how such factors support lives on earth. Besides, I might bring with me available items like logs of wood use it an example...