NAAEE

Affordances are the possibilities for meaningful action that the physical environment provides. Such possibilities are often viewed in relation to inanimate entities and the opportunities they provide for physical activities, such as running, building, and climbing. Research on affordances stemming from nonhuman animate organisms is scarce. This study extends the related body of research by focusing on “small animals” as one type of affordance for young children in a forest setting.

Data for this research was drawn from three sub-studies of a broader project investigating the affordances of natural areas that attract preschool children’s attention and activity. Sub-study 1 consisted of observations of 21 children (age 3-5) during self-directed activities at different forest sites. The observations were conducted by one of the researchers who accompanied the children in the forest on 24 days across different seasons of the year. The researcher also conducted interviews with three staff working with the children in the forest. Sub-study 2 was based on a survey completed by staff from 178 outdoor preschools in Denmark. The survey included questions about advantages and disadvantages of time outdoors in green settings. Sub-study 3 involved one- to two-day visits to 10 outdoor preschools in Denmark. Observations and interviews with staff during these visits included inquiries into the advantages and disadvantages of operating outdoors. Findings from all three sub-studies were discussed with forest preschool staff to verify that related conclusions were consistent with the staff’s experience.

Field observations showed children being fascinated by small animals (such as insects, worms, snails, and frogs) and becoming engaged in first-hand activities with them. Their activities often took the form of exploring (e.g., searching for and finding wild creatures), performing (e.g., handling and releasing small animals), and creating (e.g., building nests and acting out animal roles). Staff member responses to the surveys indicated that children’s interactions with small animals “appeared to ignite wonder and awe.” Staff members also noted how children’s interactions with animals promoted understandings about life cycles, habitat, and other features of ecosystems. Many of the teachers indicated that experiences with a variety of creatures helped establish deep and positive relations between the children, the creatures, and their habitats. For some children, initial disgust or fear of small creatures “changed to interest, and later to enthusiasm or at least tolerance.” Observations and survey responses indicated that the presence of creatures “fueled reflection and dialog between children and between children and staff members.” Data also indicated that teachers played a role in helping children develop caring behaviors towards the animals.

This research provides “a deep understanding of affordances of creatures for preschoolers.” This research also suggests that experiences with small creatures may promote young children’s understanding of and care toward the natural world.