2 Human-Nature Relationships

Relationships between humans and nature are diverse, complex, and contradictory. They are also influenced by the physical, social, and cultural environments and histories that they are part of. These relationships form environmental worldviews and are reflected in ECEC approaches to nature and outdoor play.

At one end of the spectrum is the view that humans are separate and superior to nature. In this view, the environment is primarily a resource for human use and benefit. At the other end of the spectrum is the view that humans are part of nature, and that all life and the systems that support it are of equal value. In this view, humans are responsible for caring for the natural world and living with it in respectful balance. Both views are situated in past and present individual collective experiences and culture with their merits and ethical questions.

In settler societies such as Canada there is an interplay of various and complex cultural, racialized, colonial and environmental historical traditions and legacies. The lines between these seemingly contradictory worldviews are often blurred, messy, and influenced by both power and privilege.

The Common World Framework^[1] attempts to make this messiness visible and explicit in ECEC environments and is particularly relevant to ECEC outdoor and nature play approaches. In this framework, the belief that humans are part of nature requires full acknowledgment and exploration of the real inseparability between humans and all other human and non-human life on this earth; not only the beautiful pristine controlled nature, but the environments humans have created and currently share with all parts of this world. This includes both the shared histories, and their current and future impacts.

“…within the context of early childhood and education, common worlds are the actual, messy, unequal, and imperfect worlds children inherit and co-inhabit along with other humans and non-human beings and entities. […] Within this framework, childhood is approached as situated, collective, and relational rather than as a universal developmental life stage that is experienced individually. Children do not just grow up in a society, but they grow up in a world, and the world affects and acts on them—even as they act on it” ^[2]

Key Takeaways^[3]

Drag and drop the terms ‘outdoor play’ or ‘nature play’ onto their matching photos. Press the ‘check’ button to view the answers.

Additional ResourceS

• The fundamental failure of environmentalism
  By David Suzuki published in Rabble.ca, May 1, 2012.
  The fundamental failure of environmentalism offers some food for thought on environmental worldviews and how they shape our relationship to the earth, our actions and inactions, and specifically how they have prevented meaningful environmental change on a larger scale. Consider how this article might relate to approaches to nature and outdoor play in the early years. Specifically, how current approaches may serve to support children’s relationships to nature and while also reinforcing the

• Children of the Poisoned River
  By Jody Porter, CBC News.
  In Children of the Poisoned River, we learn about how the poisoning of the water in Grassy Narrows First Nation from industrial pollution has impacted the community as a whole and in particular the young people. Reflect on how this article relates to Common Worlding Practices.

Read and Reflect

• Read Here’s how national parks are working to fight racism by James Edward Mills published in National Geographic June 23, 2020.
  Mills outlines the history of racism and segregation in national parks. ​In this topic we have started to explore the diverse, complex, and at times contradictory relationships to nature that we hold and their impacts. ​
• Reflecting on this article and your course learning thus far, consider how current approaches to nature and outdoor play might better address this and reflect an approach more in line with the Common Worlds Framework

Experience: Seeing Relationships to Nature Around You

Go for a walk and look for reflections of the diverse, complex, and contradictory relationships to nature around you. ​

• Is it clear what environmental framework is reflected?
• Do you see multiple frameworks reflected through a single image?
• Document your findings by taking pictures or sketching what you see and sharing what they communicate to you about nature in your journal this week.