CEHD News outdoor education

CEHD News outdoor education

Getting kids with autism and other NDDs out into nature

Despite a brutal late winter and spring in Minneapolis, a hearty team of children with autism and other neurodevelopmental disabilities (NDD) and their families more than doubled their average time outdoors during a six-month project exploring the health benefits of interacting with nature. Mollika “Molly” Sajady (MNLEND Fellow, 2018–19) and her mentor, Andrew Barnes, M.D., an Assistant Professor of Pediatrics at the University of Minnesota Medical School, co-led the project as part of ICI’s Minnesota Leadership Education in Neurodevelopmental and Related Disabilities Program (MNLEND). Sajady is the mother of Luca (pictured last fall at age 8–10 months) and is a Developmental-Behavioral Pediatric fellow physician at the University’s Voyager Clinic, a developmental-behavioral clinic. After playing outdoors during the summer months, children are physically and mentally fit, but with the start of fall, it can be difficult for families to keep children healthy and connected to nature when the weather turns cold. Using motivational interviews and goal-setting, Sajady and her Voyager Clinic colleagues coached 28 participants on specific strategies for reaching their targets for outdoor activity.

Beginning in February, the team asked families about how much outdoor time they averaged per week over the past year and their new goal. After discussing what participants like to do outside, staff guided them to make a reasonable action plan. If families struggled with ideas, staff offered to search for parks or outdoor spaces close to home. The goal-setting and accountability were motivators, but all participants contributed to the project’s success, Sajady said. For example, some families tied in educational opportunities when they were outside together, such as discussing the benefits of vitamin D with their children. Others defied the cold winter weather by simply wearing more warm clothes. Some families said they would like the clinic to organize more outdoor activities.

Following up on the families’ requests for expanding outdoor opportunities, Sajady is working with the Minnesota Department of Natural Resources to educate health care providers about the developmental and health benefits of encouraging children to spend more time in nature. As part of this community partnership, staff hope to create a database of accessible and sensory-friendly parks in Minnesota. Voyager Clinic also plans to combine nature interventions with anxiety treatment programs for children with NDD. “Children with neurodevelopmental disabilities and their families deserve to take advantage of the health benefits of spending time in nature by finding enjoyable, accessible ways to get outside,” says Sajady.

Why Getting Outdoors Is So Good for Us

And How Early Childhood Professionals Can Help Kids Get the Benefits

Today’s blog post comes from Ariel R. Blanchette, a graduate student in occupational therapy at St Catherine’s University. Ariel volunteered at the 2019 MN Early Intervention Summer Institute, helping out with a session on Using Nature-Based Play in Early Childhood Programs to Support Development for All Children. The presenters were Sheila Williams Ridge, Director of the Shirley G. Moore Lab School at the University of Minnesota, and Anna Dutke, Nature Preschool Teacher and Nature Preschool Program Developer with Prior Lake Savage Area Schools. Williams Ridge is the author, with Julie Powers, of the book Nature-based Learning for Young Children: Anytime, Anywhere, on Any Budget.

I had a blast at the Summer Institute as a volunteer this year. It was a great opportunity to learn more about early intervention and early childhood education. In the session that I helped with, I learned about the importance of nature in childhood development and strategized with peers about how to incorporate elements of nature and nature-based play into classroom environments. We discussed a lot over the two days, but really focused on different ways to use nature (leaves, sticks, rocks, treasure hunts, bugs, etc.) to accomplish Individualized Education Plan goals and meet standards for kids in early childhood programs.

Let’s zoom out for a moment from sticks and bugs to big questions like why and how. The truth is, as Ridge and Dutke made clear, not all classrooms have four walls. Outside is a classroom and kids engage in learning in a different way outdoors than they are able to indoors. Nature-based play contributes to their social, emotional, and physical health. Nature experiences can also help adults to engage some children whose behavior we may find challenging. It’s good for children, it’s good for our relationships with them, and it’s good for our classrooms as a whole.

The Center for Early Education and Development (CEED) offers several related online courses. This fall, CEED is offering Challenging Behavior in Early Childhood: Bridging Educational and Mental Health Strategies for Child-Specific Interventions. In spring 2020, courses will include Infant/Toddler Movement and Brain Development: Understanding the Critical Connection and Preschooler Movement and Brain Development: Promoting the Critical Connection.

Photo of Sheila Williams Ridge presenting a PowerPoint slide to attendees inside a classroom
We spent some time in a more traditional classroom…
Photo of participants standing on the bank of a pond on a sunny day
…and we also experienced nature-based learning.

Need more persuasion? I recommend doing the homework that Ridge and Dutke assigned to Summer Institute attendees. (It will take you less than half an hour, and then you will probably want to head outside!) They assigned these three TED talks that shed light on some of the problems that nature-based play just might be a solution to.

The REAL Reason Children Fidget, and What We Can Do about It. Pediatric occupational therapist Angela Hanscom presents an evidence-based TED talk urging us to get outside with kids.

The Decline of Play. Researcher Peter Gray makes the case for free play to support children’s social and emotional development.

Nature Is Everywhere. We Just Need to Learn to See It. Environmental writer Emma Marris advocates for us to find nature not just in the wilderness but also in our own neighborhoods—no matter where we live.

I asked Ridge and Dutke what they thought was most important for participants to accomplish during this session. They had two answers:

  • They wanted participants to have solutions to the challenges of bringing students outside to a natural space (as opposed to a playground). 
  • They wanted participants to develop new ideas on how to incorporate the natural world into their own classrooms. 

I asked them what one thing they hoped participants would incorporate in practice tomorrow.  They hoped participants would walk away from the Summer Institute understanding the importance of nature-based learning in their classrooms and how to advocate for it.

Photo showing a long table covered with books about outdoor learning at home and at school
There are many resources available for professionals and parents alike.
(Pictured here are resources that are suitable for reading in a hammock.)

Ridge and Dutke encouraged participants to start small if that is what you (or your program) are ready for. Some resources to get ideas include:

And since we are in Minnesota, here’s the National Weather Service’s wind chill chart.

Thanks to our presenter, participants, and volunteer Ariel R. Blanchette, and to the Minnesota Department of Education’s Division of Early Childhood Special Education—sponsors of the Summer Institute for the past 36 years. Enjoy the outdoors this summer!

Urban Wilderness Canoe Adventure Program Findings Spotlighted by Mayor and Foundations

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Timothy Sheldon, research associate at CAREI, and Dr. Marti Erickson, founding Director of the University of Minnesota’s Children, Youth, & Family Consortium, presented the findings from CAREI’s three-year evaluation of the Urban Wilderness Canoe Adventure (UWCA) Program to Saint Paul Mayor Chris Coleman and several foundation leaders. Over 12,000 Twin Cities youth and their families participated in the program in 2012. Day and overnight canoe trips on the Mississippi River introduce young people to the outdoors, connect them to caring adults, and transform the lives of young people by helping them make lasting connections to the natural world. CAREI’s evaluation of the UWCA program assessed the impact of the program activities on the attitudes and behaviors of participating students. The evaluation found that the program: (a) positively influenced students’ attitudes about the river, the environment, and science; (b) resulted in more positive connections to peers and adults, (c) promoted personal development, and (d) increased leadership skills. For more information, you can access Sheldon’s recent report on the UWCA program evaluation.