Current nature-based initiatives link to Humber College’s 2018-2023 Strategic Plan, which positions “Healthy and Inclusive Community” as one if the strategic pillars, and identifies “Health and Well-Being” as one of Humber’s core values.
The Forest Nature Program was started in 2016 as a partnership between Humber’s Department of Early Childhood Education and the Humber Child Development Centre.
The goals of the Forest Nature Program (FNP) are to:
Located on the Humber College North Campus, the Natural Playground was built out of a unique collaboration between the Humber Childhood Development Centre, the development fund, the department of Early Childhood Education, and the Humber Arboretum’s horticultural program. The space serves infants, toddlers, and preschoolers, and includes sand play, musical instruments, climbing structures, and gardening areas. In addition to the diverse play opportunities, this site also has unique topographic features and winter interest.
The Nature Education Group (NEG) is a cross-disciplinary working group co-chaired by the Early Childhood Education department and the Humber Arboretum to promote engagement in nature for students, faculty, children, families, and the wider community of practice implementing nature education. The NEG is aligned with the priorities of both the Faculty of Health Sciences & Wellness and the Humber Arboretum: exemplary programs and practice, student success, training and professional development and research.
Since 2017, Humber’s Early Childhood Education Department has partnered with University College Lillebaelt (UCL) to provide experiential learning for students from both institutions. In addition to a focus on social inclusion and pedagogy, UCL has a long tradition of incorporating nature into pedagogical practices. Many early learning settings in and around Odense have nature embedded into the curriculum. http://www.thelocal.dk/20160331/is-danish-parenting-as-wild-as-the-world-thinks
The goals of the partnership are to:
Partnership with University College Lillebaelt
Since 2017, students in Humber’s Early Childhood Education Diploma Program have the opportunity to complete a 5-week field placement in Odense, Denmark, with one of our partner institutions, University College Lillebaelt. The experience (mid-May to mid-June) includes field placement, class visits, and a rustic camping trip, and provides students with the mandatory 25 days of field practicum for their winter or summer semester. Students also complete the Global Citizenship Certificate by the end of their placement.
The field placements are with local Forest Schools, a part of Denmark’s history since the 1950s.
See one of our graduates, Ranjit Saini in the local Odense news during her 4th semester placement >
"Their uses of the forest and natural playground will be extremely transferable to the schools I will be working with in my future." – Debbie
"I would love the opportunity to do another placement abroad and would jump at the opportunity to return back to Denmark to complete a placement. This experience has also sparked an interest in learning more about outdoor education around the world and looking into furthering my studies in this area abroad." – Rebecca
"I learned so much about what can be explored within the outdoor environment, such as methods of enhancing empathy and risk-taking play among children." – Pearl
The Humber Arboretum offers numerous free workshops and educational experiences throughout the year related to ecology, gardening, and sustainability. Participating in as few as two CCR Certified events can earn students an activity listing on their Co-Curricular Record:
Attend at least two (2) Humber Arboretum workshops or public events which have been designated as CCR eligible.
But why stop at Level One?
Attend at least four (4) Humber Arboretum events that have been designated as eligible for the CCR Gardening Specialty. Options could include gardening workshops facilitated by the Etobicoke Master Gardeners, one-off lunch and learns on gardening for the environment, or planting events.
Attend at least four (4) Humber Arboretum events that have been designated as eligible for the CCR Nature and Ecology Specialty. Options could include birding and citizen science workshops held in association with Bird Studies Canada, conservation events run by the TRCA, hands-on workshops removing invasive species, or other activities.
How It Works
Humber College in partnership with The Back to Nature Network, is excited to offer “Ready...Set...Wonder!” a new guide to assist early childhood education professionals in providing opportunities for children to connect with nature on a regular basis. In this practical guide you will find a large number of nature prompts for the early learning and care educator that are simple, and easy to introduce with readily available materials. To get the most out of the guide and the principles the prompts are based upon, we recommend using it in its entirety.
Thank you to the early learning and care community across Ontario for providing input, and the following organizations for offering support during creation of the guide: Royal Botanical Gardens, Evergreen, Forest School Canada, YMCA of Greater Toronto, and Nature of Kids.
Disclaimer: Use of the Ready...Set...Wonder guide is at the user's discretion. Humber College will not be liable or responsible for any damages, errors, omissions, injuries, misuse, or dissatisfaction caused by downloading and/or using the guide. It is the user's responsibility to ensure that the activities in the guide are carried out safely, and adhere to the standards and/or curriculum laid out by the user's institution and governing body.
Low Res: 4.8MB - Fastest Download
Hi Res, no crop marks: 55.7MB - ideal if sending to local computer printer
Hi Res, with crop marks: 58.4MB - ideal if sending to external printer
French Version - web
French Version - print
Our commitment to connecting children with nature is supported by partnerships both within and outside Humber College.
(Re) Storying Place: The Willows Forest Nature Program
This research explores how might places within the Humber Arboretum may be collectively known and experienced differently through place-specific and Indigenous stories. By thinking with place, the research explores how collective engagement and inquiry may contribute to re-storying young children’s place encounters and reshaping place-connected pedagogies within The Willows forest nature program.
Engaging in positive activities (interventions) have been reliably shown to increase positive emotions and subjective sense of wellbeing. Positive psychology interventions are theoretically-grounded and empirically-validated instructions, activities, and recommendations that are designed to enhance wellbeing and subjective sense of happiness. Current literature explores the healthy benefits of implementing positive interventions and increasing the experience of positive emotions. Studies have found happy people report frequent experience of positive emotions, infrequent experience of negative' emotions, enjoy higher levels of success, health, and social connection. Exposure to nature demonstrates elevating outcomes similar to the implementation of positive interventions. Research has demonstrated exposure to nature offers a number of benefits such as; better health, reduced stress, faster recovery from illness, increased sense of self efficacy, etc. This research hopes to build on the findings within positive psychology and environmental psychology as a way to use nature as a means to supercharge positive interventions creating a richer experience of life for individuals as they seek and engage in ways to increase their subjective sense of happiness and wellbeing.
Who is John the Snail and When Can We Meet Him?: Parent Perspectives on Children's Engagement in a Forest Nature Program
Louise Zimanyi and Olga Rossovska
Parent perspectives on how time spent in nature and natural settings influences their child’s play, learning and holistic development and their connection to the natural world. This research explores:
What benefits do parents recognize when they expose their children to nature?
How do parents perceive the importance of nature for their child’s development?
What may be barriers that prevent parents from exposing their children to nature?
Study of Learning in a Natural Environment using an IPE model
Julie Valerio and Carol Reid, Stacey McPhail, Dean Dickinson, Tina Greco, Melanie Sifton, Amanda Dyer
Current research in nature education education emphasizes a multidisciplinary approach to student learning. This project provided opportunities for Humber students from the Early Childhood Education, Horticulture and Landscape Design, and Occupational Therapist Assistant and Physiotherapist Assistant programs with the opportunity to engage in a hands-on, experiential nature education workshop series at the Centre for Urban Ecology and Humber Arboretum. The course was evaluated using qualitative and quantitative measures to assess students’ perceptions of learning in the natural environment and their knowledge and attitudes towards interprofessional learning.