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Learning Theories and JuneBugs

Flow State Theory: Flow is a concept developed by Mihaly Csikszentmihalyi which describes a state of optimal engagement to an activity. There are 8 traits that Mihaly uses to describe when an individual is in a flow state, which are as follows:

  1. Complete concentration on task

  2. Clarity of goals and reward in mind

  3. Transformation of time: someone in a flow state loses all sense of time 

  4. The effort is intrinsically rewarding

  5. Effortlessness and Ease

  6. Balance of challenge and skills

  7. Actions and awareness are merged

  8. A feeling of control over the task 


Forest school facilitates a state of flow in its participants by giving children full autonomy, uninterrupted time, and allowing the children time to engage in activities that are within their skill set, but still challenging. 


Flow Theory at JuneBugs: I can think of many examples of children experiencing a flow state at JuneBugs. One that comes to mind is a 3 year olds determination to climb a big rock. The first time she encountered the rock, she tried to climb to the top. She was able to get a onto the rock, but experienced an overwhelming feeling of fear when she needed to make the moves to get on top of the rock. She cried with frustration and gave up on climbing the rock. The next day when she came back, she was determined. I think I can safely assume that she was thinking about that rock at home, because it only took her a few minutes to successfully climb the rock! She was so proud of herself, but was now faced with the problem of getting down. With some encouragement and help from a teacher and her friends, she was able to figure out a way down. This little girl spent a big chunk of time climbing up and down the rock. Trying new ways of moving her body, new foot and hand holds, figuring out every possible way to get up and down. This girl had found an activity that was just challenging enough, yet within her skill set. She was intrinsically motivated by the feeling of accomplishment and was able to lose all sense of time, fully engaged in the activity. She was in a state of flow!


Loose Parts: Loose Parts Theory is introduced to us by Simon Nicholson. Nicholson describes loose parts as objects that children can freely manipulate - objects that don’t have an assigned use. Nicholson argues that the more loose parts you have in an environment, the more creative and engaged children will become in their play. 

In an outdoor setting, nature is ripe with open - ended materials, such as; rocks, sticks, mud, leaves, ect. 


Loose Parts at JuneBugs: We see Nicholson’s theory of loose parts play out all the time at JuneBugs. A stick becomes a sword or bow and arrow. Mud and dandelions become ingredients for the World's Best Chocolate Cupcakes (™), and the mulch becomes the only currency accepted at the bakery. Once I helped a group of children tie pieces of bark together to create “fairies” and they played as if they were plastic tinkerbells from a McDonalds happy meal.  When children are given the freedom to take ownership of their play, there is no limit to what they can imagine. 



Research 

What does research say about outdoor learning and outcomes for kids? A number of studies have shown that there is increased academic performance and more positive attitudes about school in outdoor education environments. We see this at JuneBugs when students are excited to come to school everyday and engaged in their learning. Using inquiry-based learning, we introduce things like literacy and math through the natural environment and support students as they show interest. Children at JuneBugs often ask about different signs  in the park and we talk about the letters and the sounds they make to build words. Children even ask to do literacy drills so that they can learn all the letters in the alphabet. 


 Learning outdoors is active, and increases children's physical, mental and social health as well. Learning in nature has also been correlated with reduced symptoms with children experiencing ADHD. We see this at JuneBugs when kids who might be bouncing off the walls in a more traditional school are able to focus on a single activity, sometimes for hours. Children are given the space and time to work through social issues, such as sharing, taking turns, and making amends. 


Learning outdoors also helps children develop a sense of place, developing stronger environmental stewardship and civic engagement. Children at JuneBugs notice negative changes in the environment such as litter or an unkept bathroom. They even care about erosion and will avoid playing in areas that are showing signs of being overused. We talk with the maintenance workers and see their value in keeping our park beautiful so everyone can enjoy nature.




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