A Japanese perspective on outdoor education

In Japan "Shinrin Yoku" is a term that was coined approximately 20 years ago and is translated in English as "Forest Bathing". It was popularized by Dr. Qing Li who published a book about this traditional Japanese practice of spending time in nature and it's positive effects on our biology. As a Times Magazine article says: 

"This is not exercise, or hiking, or jogging. It is simply being in nature, connecting with it through our senses of sight, hearing, taste, smell and touch. Shinrin-yoku is like a bridge. By opening our senses, it bridges the gap between us and the natural world."

Having lived in Japan for many years, I was curious to discover how Japanese early childhood educators approached outdoor education and how they go about "bridging the gap between us and nature". 

The research on the benefits of spending time outside for adults and children is overwhelmingly positive.  Outdoor education is increasingly popular amongst western educators, especially since restrictions to indoor spaces have been imposed due to COVID-19.  While most of my training and the resources I use come from English-speaking countries such as Canada, the U.S., and the U.K., I was excited to find out more about Japanese outdoor early years programs.  Luckily, I was introduced to Minako Kitayama, the founder of Ecodomo, a non-profit organization that opened the Risu Yama No Hoiku Nouen, roughly translated as Squirrel Mountain Nursery Farm.  Of course, each Japanese outdoor program is different, but the unique vision of the educators at Risu Yama No Hoiku Nouen has provided me with new insights into outdoor education and a new perspective when working with children outdoors.

For approximately 6 months, I spent one day a week with the staff and children at Risu Yama. Located at the base of a small mountain called Togoku San, in Nagoya, Japan, Risu Yama focuses on the children's independence, overall wellbeing, and the development of their physical abilities.  It is not uncommon to see babies from one year of age carrying their own backpacks and two-year-olds walk 45 minutes up the mountain to have lunch at the shrine situated at the top.  By the time the children are five years olds, the mountain has become their playground, and if you go on a walk with them, they will share their favorite places and you might find yourself swinging from a curved tree truck or discovering a stream with a bridge you had never seen before. Yes, children get stung by bees once in a while, go home with cuts and bruises on a regular basis, and clothes get torn and muddied but the confidence and self-reliance they gain from these experiences are worth the occasional risks.  It is at Risu that I learned how resilient children can be when they are given permission to try things, take risks, and when adults learn not to interfere with children's play.  Climbing, crawling, jumping, and many other physical skills are closely observed and nurtured. Adults never help children climb, they only watch and encourage.  If a child is not able to climb a tree yet, they are encouraged to watch and learn until the time their body gives them the strength and agility to do so on their own. No need to rush things that will come in their own time. Interestingly, reading and writing are also framed in this way.  When children show curiosity about reading and writing the adults explain that these skills are "something to look forward to", "something that you will learn about when you are a bit older". Everything in its own time.

As a western educator, this was difficult for me to understand.  Why wouldn't you teach a child about phonemes and graphemes if they are interested in them? Minako and I had the opportunity to discuss her philosophy and beliefs around learning on several occasions. During these conversations, she explained that her goal is to help the children's limbic system develop first before focusing on the cognitive functions of the prefrontal cortex. If we make sure the "old brain" is well developed, it will provide the children with what they need to develop the "new brain" (prefrontal cortex) and their cognitive abilities later on. She believes that nowadays, society focuses largely on developing children's cognitive abilities from an early age and forgets the importance of their physical development.   By making sure that both areas of the brain are well attended to, we are helping children develop a strong foundation for their overall wellbeing.  Eating well, regular sleep patterns, spending time outdoors every day, giving many opportunities for the children to develop their physical abilities, these are things that are important for the educators at Risu Yama.

Spending time at Risu Yama made me reflect and wonder if I shouldn't be spending more time focusing on physical activity in my own practice as an early years educator.  With the current focus on academic achievement, I often feel that we are only valuing children for what they can do in reading, writing, and Math and forgetting all the other aspects of early childhood development, like nutrition, sleep, learning how our bodies move and what they are capable of, and more importantly, how to find a sense of wellbeing and a connection to nature.  By spending more time outdoors and providing opportunities for children to connect with nature daily, I believe the educators at Risu Yama are providing the children not only with a love of the outdoors which leads to environmental stewardship, but also the tools to take care of themselves and acquire a sense of wellbeing that will be a gift for the rest of their lives. 

I wonder, with wellbeing and environmental issues at the forefront of our current educational conversations, do you feel your program is preparing children wholistically?  Is learning to feel good in one's body as important as acquiring knowledge and skills? I would love to read your comments.

Happy wondering!

Anne Boudreau