Seeking relationship with nature is not new. Nor is it exclusive to those who inspire environmental activism within our societies. From birth, children are mesmerized by the sway of wind-blown leaves on trees; the symphony of bird songs, the silence of snow, the wiggling of worms, the magical appearance of ladybugs after a long winter, and the trajectory of water when their rubber boots jump into puddles; Children remind us that the natural world is filled with mysteries, beauty, wonder and awe.
Thinking about Rain
It was fall near the beginning of a new school year when I heard 3-year-old Tara’s theory about rain on the school playground. Tara was already standing looking skyward when I came out of the school. She motioned for me to come over and asked me a question she seemed to have been mulling over in her mind…
Tara (child): Do you think it’s going to rain?
Susan (educator): Hmmm. I don’t know. What makes you think it might?
Tara points to the section of the sky that has darkened with clouds.
Tara: There are lots of clouds.
Susan: And that means it could rain?
Tara: Yes! I know what rain is. (Certainty rings in Tara’s voice)
Rain is pieces of clouds that fall out of the sky.
(Tara hesitates, studying my expression, and reveals her source of information.)
My brother told me that.
Susan: Does that mean we can find pieces of clouds on the ground?
Tara: No. It goes down into the ground. You can’t see it.
We both stood quietly for a moment looking downward. I was thinking about cloud bits disappearing into the ground and I wondered and asked….
Susan: So, is snow pieces of clouds too?
Tara: No (Tara said this very quickly.)
Susan: I wonder what snow is?
Tara: I don’t know. (Tara speaks these words slowly, as if deep in thought)
Tara’s desire to understand what she saw and experienced in the sky, her gathering of evidence about how to read clouds in their languages of shape, colour, light and dark, drew me in. Her upward gaze grounded me in a profound awareness that nature has infinite knowledge to share with those who listen. We depend on the more-than-human world within every nanosecond of our human existence. Children and adults alike feel inspired by the more-than-human world – its beauty, complexity, and quiet wisdom.
As educators of young children, Earth Day is a time to reflect. How am I tuning into children’s wonderings and evolving relationships with the natural world?
“The disposition to see, with an open heart and curious mind and humble spirit, both reflects and sustains a particular way of understanding one’s relationship to the natural world and one’s role in it. When we strengthen in children the disposition to participate fully in the majesty and the delicacy of the natural world, we strengthen such a capacity in ourselves, and we learn alongside children how to be ecologically literate.” (Ann Pelo, Goodness of Rain, p.47)
Nature is not ours to dominate. Seeing the natural world as a collection of resources for humanity takes us away from a sense of incredulity, of respect, of humility, gratitude, and reciprocity. It takes us away from seeing ourselves and nature as kin.
“To nurture ecological identity in young children, we invite them into relationship with the world beyond walls and with the creatures that live there. We invite them into ethical thinking anchored by the compassion that comes from caring and engaged relationships. We invite them to come home to the Earth, and to live honorably in that home.” (Ann Pelo, Goodness of Rain, p. 43-44)
In her book “The Goodness of Rain” Ann Pelo offers educators and carers of children simple yet powerful strategies to deepen a sense of kinship with the natural world.
Authors of the The Children’s Environmental Kinship Guide offer guidance as well, suggesting a four-pronged approach to deepening how we see and act as co-inhabitants with the more-than-human world. Building on the curiosity of children’s longing to understand and be part of this beautiful powerful planet, we engage them in learning about, in, with, and for nature.
As educators and carers of children, we have a pivotal role in leading and empowering children, families, and one another with thought and heart-filled actions.
Children are always observing adults’ words, actions, and reactions. When do they witness our attentive listening to the more-than-human world? How could our work with children and families deepen a sense of kinship with the natural world?
