EVERYONE HAS A PLACE TO THRIVE - Positive Perspectives on Nature Explore Outdoor Classrooms in the Los Angeles Unified School District - Child ...
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EVERYONE HAS A
PLACE TO THRIVE
Positive Perspectives on Nature Explore Outdoor
Classrooms in the Los Angeles Unified School District
by Ranae Amezquita and Dean Tagawa
D
uring an observation in “The trees and the flowers are my the city, we can bring plants, trees and
Room 6, Leilani shared her favorite at my school,” Leilani said. grow a garden like you have at school.
enthusiasm about the Nature “My dad takes me on nature walks We have to be close to nature, because
Explore Classroom. The students and we collect leaves like the ones nature needs us like we need nature.”
often talk about the Nature Explore at my school. My mom planted two
Classroom with their principal, avocado trees so I can have trees, The students were excited to see the
because he makes a point to spend too.” avocado trees, and then began talking
time with them outdoors, engaging in about how they are bringing nature
activities and having discussions about Via Zoom, Leilani and her father to their homes. They have gained an
nature, birds and flowers. proceeded to show the students the appreciation and respect for nature
avocado trees they planted. Her father and understand their role in protecting
explained to the class, “If we live in our environment.
Ranae Amezquita is the director for Dr. Dean Tagawa is the executive
the Early Childhood Education director for the Early Childhood
Division in the Los Angeles Unified Education Division in the Los
School District. In her role, she Angeles Unified School District.
oversees instruction, principal Over the past year, early
professional development, assists education and transitional
with teacher evaluation and provides kindergarten programs in LAUSD
support for Early Education Centers, have grown to over 30,000 students.
© Los Angeles Unified School District
California State Preschool and Extended Transitional During that time, he has developed preschool inclusion
Kindergarten programs. She also serves as the district programs and implemented a new curriculum with a
representative on the Child Care Local Planning Commission focus on concept development and social emotional
for Los Angeles County. She was previously the principal of learning. Tagawa has been instrumental in building
Brooklyn Early Education Center, the first certified Nature Nature Explore Outdoor Classrooms for the students,
Explore Outdoor Classroom in Los Angeles Unified School making instructional technology a reality in the early
District. She continues to support the district’s Nature education centers, and has focused on bringing 23
Explore Classrooms through board presentations, staff dual language programs in Armenian, Chinese, Korean
development and ongoing advocacy for additional funding. and Spanish into the district’s preschool programs.
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MARCH/APRIL 2021 EXCHANGE
Many studies over the years have found Origins of a Project
that families living in urban environ-
ments are forced to use their attention The idea of creating natural play spaces in an urban school district began in
on awareness, instead of enjoyment 2009 with some very forward thinkers in the Los Angeles Unified School Dis-
and creativity. Kaplan and Berman’s trict. Three years later, Brooklyn Early Education Center held a ribbon cutting
research in 2010 and 2015 found that ceremony and became the first Nature Explore Outdoor Classroom in the dis-
natural environments help restore focus trict. Since that time, 10 more centers have cut ribbons and introduced NECs
and provide opportunities for increased to their respective communities. Based on a growing body of research about
attention. Focusing attention is a crit- the benefits of outdoor classrooms, LA Unified parents, principals, and staff
ical developmental milestone for young members are experiencing the benefits of these beautiful outdoor spaces.
children preparing for kindergarten, so
To understand the significance of what is being done, it is important to recog-
outdoor spaces are critical to a child’s
nize that LA Unified’s Early Childhood Education Division serves over 21,000
overall development. income-eligible families in its early education programs and another 8,000
preschool students with special needs. They are served through a variety of
Because of this, when the nation’s programs, which include preschool programs in more than 380 elementary
second largest school district embarked schools. In addition, the district maintains 88 early education centers that are
on its mission to create outdoor spaces stand-alone sites serving children 2-5 years old.
for children, the district conducted
intensive surveys, in order to determine As the pandemic has lasted longer than most anticipated, access to green
which school communities did not have space in many of these communities is highly limited. Many researchers have
access to a safe park near the school. also found that outdoor environments benefit students “in terms of their
The findings helped the district priori- development of social competencies and social relations such as self-esteem,
tize which schools needed to create safe self-confidence, trusting relationships, and the sense of belonging” (Becker,
Lauterbach, Spengler, Dettweiler, and Mess, 2017). Other researchers have
spaces for children to play.
also positively associated outdoor classrooms with lower levels of stress,
depression and anxiety (Kaplan, 2010). Ultimately, the district has a goal to
As we continued building outdoor
build outdoor classrooms in all 88 EECs. Currently, existing sites have provided
classrooms at sites throughout the
children and staff with the opportunity to teach, learn, and enjoy the outdoors
district, members of the early child- in urban communities.
hood education division met with
parents, principals, mental health
consultants and teachers in order to
discuss the impact the outdoor class-
rooms have had on their children.
Each group of stakeholders was able to
articulate the benefits for their children
of time in nature classrooms.
Digging for Bugs: © Los Angeles Unified School District
Parent Responses
Parents have reported that their
high-energy children are calm and
focused during learning outside in
the Nature Explore Classroom, as
compared to indoors, where they are Safe celebration at a ground-breaking ceremony during the
often overwhelmed and have a hard
pandemic. Left to Right: Dr. Dean Tagawa, Executive Director,
time focusing. Outdoor play has many
Sheila Taylor Hardy, Principal, Kelly Gonez, Board President and
benefits, and parents have seen them
firsthand, going so far as describing Martha Borquez, Director.
them as ingenious. This play encour-
ages children to be creative, discover
10 OUTDOOR LEARNING ExchangePress.com
EXCHANGE MARCH/APRIL 2021
listen to the sounds in their environ-
ment and enjoy the beauty outdoors.
These interviews also confirmed
findings around Attention Restora-
tion Theory which is founded on the
concept that the beauty, peace, and
exposure to nature supports better
concentration and improved focus
(Kaplan, 2010). ART therapy is often
© Los Angeles Unified School District
referred to in mental health literature,
as it supports the health benefits of
natural environments.
Many parents who have participated in
centers with NEOCs have taken their
learning home by creating gardens
in small spaces, discussing nature on
Making music in nature activates the senses and engages the walks with their children, and incor-
whole body. porating natural objects in their indoor
and outdoor play. Children run to
smell the flowers and observe insects
new things, and take risks and try new the information on the internet and and worms in their environment.
activities. Their increased vocabulary have a discussion about it. The family They understand the connection to
and knowledge of plants, vegetables, is learning together! Many families sustaining the environment. Teachers
insects, recycling, protecting our envi- have extended the learning at home have also made connections through
ronment and trees is incredible. by creating gardens, taking nature virtual learning, by teaching from the
hikes and engaging in conversations NEOC to support children’s emotional
When families have the opportunity about the “noticings” they have when well-being. A teacher at Brooklyn EEC
to observe their children in the mud outdoors. They are taking time to connected with her students through
pit and digging for bugs, they quickly
understand and appreciate the value of
play and the learning that takes place
in the Nature Explore Classroom.
Interviews also show that children’s
attitudes about going to school
changed. During one of his visits to a
Nature Explore Outdoor Classroom,
LAUSD’s chief facilities director Mark
Hovatter stated, “A little child came to
me and asked me why I was coming to
their park?” This child’s perspective is
an important piece as many children
do not see their campuses as learning
centers, but as parks where learning
© Los Angeles Unified School District
occurs.
One parent noted that her children
are curious about insects and their
impact on the environment. They ask
her questions, and when she cannot
answer their questions, they look up
Working with dirt encourages calm concentration.
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the grapevine growing in their garden.
They discussed size, color, shapes and
length of vines that they observed.
This lesson was conducted throughout
the month, with students excited to
chart the growth and changes they
observed.
Nature Classrooms and
© Los Angeles Unified School District
Special Education
Our interviews also included the
examination of the relationships
between other early educational
professionals who worked at these
sites. We were able to connect with
principals, teachers, and mental Nature Explore Classrooms are intentionally designed with distinct
health consultants. For example, the areas for different activities, such as playing with sand.
preschool special education teacher
at Glassell Park EEC noticed the
immediate effects the environment atmosphere is also a testament to the they plant and wait to see the growth
has on her students. Her class is called efforts by the principals at these loca- of their garden.
Preschool for All Learners Collabora- tions.
tive Classroom. Ms. Conley reports, “We have observed that the calm
outdoor environment has also bene-
“As the PAL/CC teacher at Glassell The Mental Health fitted the staff, as it provides great
Park EEC, I spent a great deal of time Connection opportunities for the staff to ground
outdoors with the students. This aligns themselves through the use of all
with my own philosophy of educa- Deyanira Vera, psychiatric social their senses, enhancing the ability to
tion. Therefore, I have always sought worker in LAUSD, stated, “During our be present to support the students.
to maximize my students’ interactions time spent outdoors, we have observed The NEOC also offers opportunities
with the natural world. It is a dream the benefits for many students, espe- for staff to use it as a form of posi-
job. Having spent many years as a cially for students who experienced tive distraction, when supporting the
substitute teacher at a school in Boyle strong emotions and needed time for students with self-regulation.”
Heights, where the entire environment self-regulation. The nature exposure
was concrete and steel, I was immedi- provided these students a calm and
ately struck by the light-heartedness accessible space to regulate in a safe The View from the
and joy that I witnessed upon my move and effective manner. We have seen Principal’s Office
to Glassell Park EEC. The natural the children engaging in exploration
environment produces a more relaxed with so much curiosity, when learning Viken Kazarian, principal at Arminta
atmosphere among the staff and the about the plants and the animals/ Early Education Center, stated that
students, without sacrificing attention insects that inhabit the environment. he has seen a difference in the behav-
to professionalism and the preschool We have also seen children demon- iors of children who have access to a
learning foundations.” strating empathy towards one another, Nature Explore Classroom and those
as well as towards nature’s inhabit- who have the traditional asphalt play-
The increased exposure to natural
ants. We constantly saw students’ ground. He explained that children
environments mentioned by Ms.
excitement in learning about worms, in the NEC are engaged and show
Conley is another example of how
rollie pollies, and sharing their joy in interest in activities both indoor and
ART therapy becomes naturally
showing and sharing with others. The outdoor, whereas those in asphalt
embedded into these locations. The
children have demonstrated patience as environments lacked engagement with
idea that she felt the joy and relaxed
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EXCHANGE MARCH/APRIL 2021
materials and activities and have a He talked about their size, shape, color Since 100 percent of the preschool
difficult time staying on task. and weight as he continued to collect children in the district’s programs
them. He was engaged and focused qualify because of an identifiable
Ernestine Lara, principal at Escalante and was excited to share his rock need, it has been critically important
EEC, said, “I have witnessed how chil- collection with everyone. that these preschool children have
dren’s challenging behaviors de-esca- an opportunity to play and learn
late when they are in our Nature in a natural environment. Coupled
Explore Classroom. It is amazing to Conclusion: with COVID-19 and the fact that
observe the difference and impact that We Will Not Stop There LA Unified is a vast, urban district
nature makes on our students. A child covering 710 square miles, children are
who is angry or sad and may be having Teachers and staff at the district’s spending less time exposed to natural
a rough day inside of the classroom Nature Explore sites are often found environments. However, the district’s
immediately transforms to an explorer eating lunch and walking around early education programs continue to
of nature once the door opens and they outside. You can regularly observe push back against this trend. In turn,
see our beautiful outdoor environ- them during their breaks and lunch children are developing attention resto-
ment.” periods relaxing in the peaceful envi- ration, cognitive growth, and physical
ronments. Many of them have stated development from participating in
Once outdoors, students are able to they use the park-like outdoor spaces these programs. There are also long-
investigate the natural world. Principal to de-stress. During the pandemic and term behavioral benefits associated
Lara added, “I cannot say they had the subsequent closure of the district’s with each of these, as children carry
one favorite thing to do, because I have 86 early education centers, a staff these attributes into adulthood. The
observed students engaged in watering member at Escalante EEC reduced importance of what the parents and
the plants, building with logs, stacking her stress by maintaining the outdoor early education professionals shared
rocks, collecting leaves, creating with classroom. She would begin each day will continue to inform the division’s
loose parts, sharing magnifying glasses at the center walking and beautifying work moving forward, as we work to
to look at the insects, and exploring the gardens by planting seeds, pulling bring an outdoor classroom to each of
the feeling of mud on their hands.” weeds, and watering. our centers.
Another principal describes an active “I hope my work here will make the In closing, we are looking to broaden
child that had difficulty engaging in kids happy when they return, and I our programs, so that every child in
activities inside the classroom but who, am anxiously awaiting a return to an early education center will have the
when outside in the Nature Explore normalcy,” she said. opportunity to experience a nature-
Classroom, became an avid “rock based learning environment.
collector.” Each day he searched for, During regular operation, parents
as he called them, “interesting rocks.” can often be seen relaxing outside in “Safe places for children to learn and
small groups or play is a right that all children should
by themselves, have,” says Dean Tagawa, executive
as they watch director for the early childhood educa-
their children tion division. “We have completed 11,
get in their last broken ground on the next three, and
opportunities planned the next 22 sites. And we will
for play before not stop there!”
heading home.
The staff member
at Escalante EEC Reference
© Los Angeles Unified School District
added, “Nature
has a calming Berman, M., Jonides, J., & Kaplan
effect on the body S. (2008). The Cognitive Benefits of
as you take in the Interacting with Nature. Psychological
beauty, fragrant Science.
breeze and sounds
around you.” —D—
Even snack time takes on a special flavor outdoors.
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