“We're Trying to Find Cool Things in the Forest” – Exploring Children’s Curiosity and Creativity in the Outdoors

Debra Harwood; Min Huang; Monique Somma

Vol. 15 No. 1 (2022) IEJEE

“We're Trying to Find Cool Things in the Forest” – Exploring Children’s Curiosity and Creativity in the Outdoors

Debra Harwood
Min Huang
Monique Somma

Published November 20, 2022 | Pages: 33-42 | Views: 933

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Abstract

Curiosity and creativity are crucial for children's learning and engagement within their worlds. However, research on creative teaching that also addresses children's curiosity is quite limited. In this case study, we adopted visual methods in combination with video-stimulated recall dialogue (VSRD) to explore children’s experiences in a Forest School (FS) program in Southern Ontario. As researchers, we were particularly interested in the nexus of children’s curiosity and creativity in the process of learning. Participating children, aged 6-12 years, wore GoPro cameras to document their lived experiences in the FS. Informed by constructivism, we examined data vignettes, querying the role of curiosity and creativity within children’s entanglements in the natural environment. The results indicate that open-ended materials within nature invited and sustained curiosity and creativity. Children tended to gravitate to the complexity and ambiguity offered within the natural environment. The research findings have implications for educators, namely the importance of the choice of materials and approaches to support and prioritize children’s curiosity and creativity in learning processes. Implications for inviting educators to capitalize upon inquiry moments and the unknown were also evident.

<p>Curiosity and creativity are crucial for children's learning and engagement within their worlds. However, research on creative teaching that also addresses children's curiosity is quite limited. In this case study, we adopted visual methods in combination with video-stimulated recall dialogue (VSRD) to explore children’s experiences in a Forest School (FS) program in Southern Ontario. As researchers, we were particularly interested in the nexus of children’s curiosity and creativity in the process of learning. Participating children, aged 6-12 years, wore GoPro cameras to document their lived experiences in the FS. Informed by constructivism, we examined data vignettes, querying the role of curiosity and creativity within children’s entanglements in the natural environment. The results indicate that open-ended materials within nature invited and sustained curiosity and creativity. Children tended to gravitate to the complexity and ambiguity offered within the natural environment. The research findings have implications for educators, namely the importance of the choice of materials and approaches to support and prioritize children’s curiosity and creativity in learning processes. Implications for inviting educators to capitalize upon inquiry moments and the unknown were also evident.</p>

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Keywords

creativity, curiosity, learning, outdoor learning and teching, pedagogy, qualitative research

Affiliations

Debra Harwood

Brock University

Min Huang

Brock University

Monique Somma

Brock University

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How to Cite

Harwood, D., Huang, M., & Somma, M. (2022). “We’re Trying to Find Cool Things in the Forest” – Exploring Children’s Curiosity and Creativity in the Outdoors. International Electronic Journal of Elementary Education, 15(1), 33–42. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1898

Author Biography

Debra Harwood

Debra Harwood is a Professor of early childhood education at Brock University. Debra’s research focuses on outdoor learning and pedagogies for both pre-and-in-service educators.

Min Huang

Min Huang is a Ph.D. candidate in the Joint Educational Program at Brock University, Canada. Her research interests are technology-supported teaching and learning, student motivation, and learning engagement.

Monique Somma

Monique Somma is an Associate Professor within Brock University’s teacher education program. Her research focus is related to inclusive education and equity for students with exceptionalities.