9/21/2017 Building Outdoor

Memories
Pathways to Stewardship & Kinship

TO: Mary-Lou
FROM: SUSAN PEACOCK
 Building Outdoor Memories Project
Pathways to Stewardship and Kinship Summary
QUESTIONS
a) What is the purpose of the “Pathways to Stewardship and Kinship” document and who
is the audience that the document was designed for?
The pathways to stewardship and Kinship is a document that was created so that

parents and people in professions that influence children would have a guideline and

diffident strategies that could teach children about the world and the environment. The

environment and aspects of nature many people only acknowledge in passing, instead

of being connected to and engaged with the world we interact with everyday.

This document is a guideline that can help teachers, communities, parents to

incorporate a way to teach children the value and appreciation for nature and all that is

given and provided for us, though our care and involvement. It was created to give

educators and parents to teach and instill a sense of ownership and responsibility

towards earth and the environment.

(Pathways to Stewardship and Kinship, 2017)

b) What is “Stewardship?” Offer some concrete examples of what you believe stewardship
is including some that you may have experienced as a child.
Stewardship is a sense of ownership and reasonability towards people, places and the

environment in our care. Setting goals and acting on them, hat a geared towards the

betterment or maintaining the planet and its resources. (Pathways to Stewardship and

Kinship, 2017) Children are having more and more limited access to the natural

environment and the involvement in care, maintaining or adding to the growth of

 natural resources. When I was growing up I feel that I was introduced to having a sense

of ownership and responsibility to the environment just through what we did at home

and the activities we did during the summer.

I grew up with going to a trailer park along Lake Ontario where we were apart of fishing

clubs. The club held monthly meetings that was focused on the maintenance and

improvement of the fishing community for Lake Ontario. We spoke of ways that would

help with the salmon and rainbow trout population and the clean up of the lake water.

They had fish release days where they would release young salmon and trout into the

lake with the hope that we could, as a community improve or maintains the natural

resource and its habitat that was getting damaged because of over fishing. So, for me

when the document talks about stewardship, this is what comes to mind for me. As a

child, I got to see first hand what it means to Be responsible, respectful and part of a

community that is focused on the habitats and environments and willing to help find

new or old ways that would work towards those goals.

c) Indigenous Teachings: Offer insight into how the indigenous perspective can and will
support our understanding of connecting children to nature. ( See pgs. 10, 11 & 26-28)
Given the talk we had in class Indigenous perspectives and teaching I feel it important to

teach children, regardless of race or heritage the teachings that indigenous people and

give us. Their view on connectivity and having an ever-changing relationship towards

each other and in turn the planet and what nature provides us. How it adapts and

changes, but its connected to a reason, has purpose and influences the environment

from the smallest piece of the ecosystem to the largest. To be able to show and teach
 these connections. To give purpose to everything that is, and to learn to respect and

honour that connection.

The Stewardship document touches on this by describing the 4R’s, respect, relationship,

reciprocity and responsibility. That everything is connected in one way or another. Their

teachings indicate that respect is to have an awareness of the world and the connection

and interconnections of the environments. To build a relationship based on that

awareness of those links that are found because of that awareness. To be able to have

reciprocity, an appreciation and to give thanks to what is provided. To not take with out

giving something back. “through reciprocity, we can build health and true sustainability”

(Pathways to Stewardship and Kinship, 2017,27) and lastly connected to that is

responsibility, to also act upon what we see, and understand of the world and nature

around us. (Pathways to Stewardship and Kinship, 2017

d) Values: Learners are asked to summarize each of the following values found in the
document and offer examples connecting the value to personal life experience.( See
pgs. 14-20)
 Respect for each other and nature: Share ideas on how does this value speaks to you
and offer an example of what you may have experienced in your life that showed
respect in nature.
Camping in the summer, clean up and maintaining the beaches, lakes and places we

visited. Growing up we would spend the whole summer at a campground that was just

down a channel that connected to Lake Ontario. We grew up understanding maintaining

the campground, cleaning up the property and proper waste management so avoid

littering. We would barricade and block off areas we may have found new life. I cannot

remember the name of the bird but there was one that would often lay its eggs in the
 gravel and stone path that was along the waters edge. If we found the mother

protecting the eggs, or even spotting the nest if there was not parent bird around, we

would put up a bright yellow rope, so that the rest of the people at the camp ground

would be aware of them and to walk around it and to leave it in piece so t that the birds

could hatch and protect their young without unnecessary distribution or destruction

from the people using the park.

At home, we have a large vegetable garden, that provides us with fresh home-grown

food for the summer and often frozen and saved and used in the fall as well. Yet without

proper maintenance and care? The garden dies, the food rots and the plants don’t have

proper space to grow. So, for me respecting that, is to care for it. To water, and weed, to

understand what would grow well and where it should go.

 Sense of Awe and Wonder: Summarize this value offering examples of times that you
experienced a sense of awe and wonder in nature.

Growing with very early mornings, where my poppa would walk my sister and I up at

dawn to go fishing. Foggy morning, misty mornings, bright sun rises and sunset. Seeing

the wildlife. Loons and many other birds along the channel leading into the lake, all

signing and greeting the new day. Despite the early start, I remember my sister and I

eye cuddled up with our grandparents on the boat, refusing to go into the cubby to

sleep until we saw the channel and all the birds along the way. We would be in awe

every time we went. We did that journey almost everyday and yet we still made a point

of watching the sunrise and the wildlife on our way to the deeper ends of the lake in

order to fish.
 We have many flower gardens at home, that has a verity of wildlife interact with them.

Hummingbirds, Oreos, butterfly’s, bees, chipmunk, woodpeckers… Taking time to watch

them as they move about our yard, to be able to appreciate and see how they move and

interact, how they eat, dig for food, or the hummingbirds their races around the yard as

they chase each other off away form the flowers and feeders.

Each day there is something that is awe inspiring from nature, that we just need to be

open to seeing. The deer in the fields in the fall and winter, the fox that runs through

the woods out back, the bear that blunders down the road and into the woods near the

river. There is so much that I cannot just settle on one type of moment to the next. But

as a child, definitely the boat trips down the channel and seeing the wall of birds signing

and flying as the sun rose for the day. That type of moment is one that I am thankful to

have been able to experience so often growing up.

 Natural curiosity and discovery: What does this value mean to you and expand sharing
a time that you were curios and discovered something really special in nature as a child.

As a child my sister and I would often meet up with our cousins at least one or two

weeks each summer. With them would were given the opportunity to explore on our

own more often then not, so long as we stayed with our group and our parents knew

which route we were going to get to where we wanted to be. We grew up in the country

where we could explore the rivers, and forests, and in the city with our cousins we

would find the parks, and rivers and streams that we would go through. Barefooted,

getting wet and muddy and trying to capture the tadpoles, the crayfish, finding the

shells on the beaches, the feathers in the fields, the beaver dams that were built just
 down the river. There is so many, when one the trailer parks was just getting built next

to the one we were at for the summer, the dirt being dug up and disturbed lead t us

climbing those piles and finding ladybugs, worms, and crickets. We were given those

opportunities to explore, to ask questions and experiment. We weren’t limited to our

backyard and the neighbourhood park.

 Sense of Place: Share an example of a place in nature that you feel particularly
connected to and why.
For me, I had stopped really seeking out place in nature to sit and connect with. Until

two years ago, I decided I wanted to build and make my own flower garden. I spent

hours tilling the ground, shaping and designing how I wanted it to look. I now have a

huge circle garden with a half moon shaped stone wall that is built on the top half of the

garden. Tall colorful flowers along the back, semi tall flowers in the middle with ground

cover and shorted blooming flowers along the front. Fairy statues and lights through

out. I find that now that place is “mine”. I created it, I maintain it and I add to it as I feel

like it. I take some time each day to look out at it, to watch the birds, butterfly’s and

bees interact with it. Spending time each week to care for it, and to go and just sit near

it on nice sunny days.

 Sense of Gratitude: How might supporting children’s, and our own sense of gratitude,
support our connections to nature and help us to become stewards of the natural
world?

Having a sense of gratitude towards nature, what is provided for us and what we have I

feel ties right into what we as Early learning educators are trying to do on a regular

basis. To have a connection with the children, with the families, with our co-workers and

community. In nature, it is easy to see those connections develop. At home, we have a

 vegetable garden. Yet without my grandmother’s knowledge and willingness to plant

and harvest food for our family, I never would have learned how to do that for myself.

We care for the garden and in turn we get food for our meals, to share the abundance

with our neighbours. Connecting to grandma and just respecting the land. We share

those memories of working in the garden, of digging in the soil, of watching the plants

grow. As educators, we can facilitate those feelings of responsibility, appreciation and

respect towards ourselves, our communities, our land, and in turn the world and the

environments. If we can facilitate this type of appreciation and respect then children

will be able learn and grow up with memories of being out in the woods, of being in the

fields, raising animals, going fishing. If the children have that sense of connection,

belonging and understanding then they are going to want to protect it. To help maintain

and take on the responsibility of supporting the natural world.

 Interconnectedness: Belonging and feeling connected to living systems can be a difficult

journey for some. What might the barriers be for children or adults to feel more
connected to nature?

Our lifestyles and the way that society is now is a huge barrier on children establishing

and maintaining an understating and connection with nature. There is so much fear and

uncertainty out there. Parents not allowing children to explore and experiment outside

of their back yards.

Busy schedules that limit the time children have with friends and family out in nature.

Schools, parks, friend’s houses, sure they all are easy places to get to and convenient

when on a tight schedule of works school and obligations.

 Schools not providing as much outdoor activities, that are not and afterschool curricular

sport. Field trips that are to places, like Ganeraska Forest or the outdoor Education

center. From what I remember we had 2 trips in grade 7 and 8 and some random ones

to the education center in the younger years. Schools have changed or are starting to

re-establish forest kindergartens, and other outdoor education aspects into their

programs. Having and maintain gardens that provide fresh produce for the school, that

is grown and cared for by teachers and students. Yet we had gotten away from all of

that, or had very limited access to such programs, that children are growing up not

understanding or fully respecting the world, and all the natural environments. The sense

of responsibility has been reduced, and taking care of nature gets overlooked. Being

able to help children make those connections to nature, to have a sense of responsibility

and an understanding of actions and how they effect not just them, but everything

around them, is an important aspect of being and early learning educator.

 Mentorship: Share a story of someone in your life who influenced you to be in the
outdoors and build connections to nature.

My grandmother, with the gardens, flower and vegetable. For as long as I can

remember, we have always had gardens to tend too. Our neighbours had a vegetable

garden of their own, and we would often trade and share the produce between us,

during growing season. Gramma is the one that spent time each day outside. She would

share stories of when she grew up and the family working on the farm. She would show

is how to grow and care for the vegetables and share our joy when we found new buds,
 or if the tomato had ripened and we got to put it in our salad. I view my poppa as a

mentor as well. Through him we were taught how to fish, why the fishing club held

meetings and why it was important to care for the environment and give back what we

could. With out all their influence, I doubt that today I would be minding my own

garden, finding new fruits and vegetables to try growing to have that pride and sense of

accomplishment when I know go out to pick something to add to dinner.

My grandfather, caring for our property, the park and fishing.

 Overcoming fears: This may be a reality for some individuals. How might you, as an
educator, support children in overcoming fears they may have with outdoor life?

If I, myself as an educator know about nature, of participating or engaging in activities

that are outside, then I would belter be able to find positive things that may help that

child. To be able to talk and describe of things I have seen or done while being outside.

To share pictures, ideas, stories. To take small moments in time to encourage the

children to notice things about nature that they like. For me, even living in the country

and as much as I like the quiet life, away from city lights and constant noise, I have

never like going outside at night. To walk even on my own property to let the dog in. I

know that most wildlife is more scared of us them we are of them, or they have the

sense to turn away and hide from sight when faced with the unknown, yet if I cannot

see where I am going, where the edge of the property meets the woods, then I still, as

an adult get anxious and do my task as quickly as possible. To understand that children

will encounter the same type of fear, I carry a light with me so that I am calmer and

better able to see.

 Creative Expression: Explore artistic ideas that you can see when working with children
in nature. Share examples of anything you have done, to share with others, the beauty
of nature.

My neighbour and I, go for nature walks. We bring our camera’s and take time if not

each week, at least once a month to go for a hike. Where I live, there is a lock system at

the top of one hill hat is surrounded by trees, fields and trails for walking. Going the

other way, we have hills, woods, bike trails and an area along the river that is next to

rapids and small falls. I have many photos of sunrise and sunset in different locations, of

deer in the fields, and birds in the garden. To bring in the photos, or have children take

time to take photos of their own that is around where they live.

Scavenger hunts are a fun way for children to explore the outdoors, and for them to

incorporate art together. Gathering leaves, and sticks for crafts. At work, I had one boy

mention something his teacher had done with the class the year before. When I asked

them what they would like me to try and add into our days at the summer camp, he

asked if we could do fall crafts. Specifically, mason jars with leaves glued to the jar, with

lights and maybe some other things like acorns inside it. We had a rock painting session

at one point as well. The Children had to find a decent sized rock that they liked, while

we were at the park, and that afternoon they got to create something with it. We had

smiley faces, and flowers. We had monsters and fairies. One said they had painted the

sky, with dark colours and white dots for the stars. At home, my niece helped with

making a fairy garden design, building fences and houses out of stone and wood. She

had many trials and designs to work out for her garden. She found long grass to replaces
string, flowers and sticks to make fairies. Children will work through concepts of design,

architecture, and find multiple uses for the materials that they look for. During

placement, we had and inquiry about stones and crystals. I brought in crystals and

stones and created a display for the children to explore. The different sizes, the different

colours, refined and natural ones. We talked about where each type was typically found

around the world, and as a result I had two boys spend their entire afternoon at the

park looking for quarts in the stone and gravel. They brought me rocks with different

colours, with sparkly designs and asked if I would like them for my collection. At the end

of the day I had one ask me if the stones could be made into jewelry. To take what we

talked about, to going out and finding interesting stones, to then asking if something

would be made with it? I loved it. I make jewelry and for me it was easy to tell him that

yes, they could. He asked me how it would be done. I had photos of some of my work

with wire wrapping gemstones and explained how I did, and that there were other out

there who could make huge, elaborate pieces and that its not limited to just the way I

do it. I find children will automatically notice the beauty and wonder in nature. They will

ask questions on how and if they can do something with, to or because of it. It’s our job

as educators to foster that and to encourage those moments of inspiration.

 References
Pathways to Stewardship and Kinship, (2017) Pathways to stewardship and kinship: raising Healthy

children for a Healthy Planet. Peterborough, CA