Join the Let's Go Outside Revolution

Over at my beautiful, kindred, spirited friend Marghanita’s blog I wrote a guest post about the enchantment of childhood and finding your inner core of love.  Marghanita is one of those very special people who continue to inspire me on my journey of unplugging children and reconnecting them with nature.  With the help of the Little Humbugs, Marghanita has a vision of allowing children freedom to play, explore and discover outside and bringing back nature into their lives. 

I admire Marghanita immensely for initiating the Let’s Go Outside Revolution.  A movement urgently needed to encourage parents to get back to the fundamentals of raising their children from the heart and inspiring them to embrace the outdoors.  Please support Marghanita and the Let’s Go Outside Revolution by visiting their website and joining the Revolution on Facebook.

- Anja

A proud Earth Hour Awards finalist

The amazing The Point Preschool in Oyster Bay, NSW, Australia, has a very strong commitment to the environment and education for sustainability.  Children at The Point Preschool look after their own gardens and animals, they learn about environmental health, they compost and recycle, and they grow their own food.  They learn about responsible use of water and energy, about waste reduction, fair trade, and living in peace with each other and nature.  Children at The Point Preschool are actively involved in sustainable practices every day and have every opportunity to connect with the earth.

The children of The Point Preschool and their teachers have been nominated in the top 20 national finalists for the first Australian Earth Hour Awards.  You can vote for The Point Preschool by going to the Earth Hour website and clicking on the picture on the right top row, a picture of the children with a baby possum.

In a time where too many children spend their early childhood years either inside playing with plastic toys or outside in an artificial environment composed of concrete, plastic, steel and rubber, we welcome preschools like The Point Preschool.  A preschool wholeheartedly committed to natural outdoor environments and involving the children in developing lifelong practices to ensure the respect and protection of each other and our planet.  Catherine and her team do an amazing job empowering and engaging sustainable young minds.  Please support the work of Catherine and her team at The Point Preschool and give them your vote.

You can read more about this amazing preschool at The Point Preschool website.

Update 27 March 2011: Congratulations to Catherine Lee who won The People’s Choice Award. The children at The Point Preschool can be very proud. Thank you to all who voted.

- Anja

Authentic experiences, involving the senses

Earlier this week we had the inaugural Nature Action Collaborative for Children (NACC) community forum meeting in Wellington. It was an inspiring evening.

Listening to people talking about experiences in nature that stood out for them made me realise how these  experiences have one thing in common. Usually they are real or very close to real, and they involve the senses. They are more often than not, authentic experiences.

As an early childhood teacher, authentic experiences are one of the core of my practice as I believe authentic experiences provide the real lessons we can learn from. They are meaningful and often purposeful. They teach, rather then entertain.

Our children’s world is inundated with toys, plastic or not, that only simulate or provide fake experiences that are short of purposeful engagement and leave nothing left to the imagination. Children have readily access to virtual worlds where all they have to do is to push a button to reset or restart without any lasting consequences. While many of these games are marketed under the banner “educational”, much can be said about the educational aspect of these games. They certainly do not teach  children to take responsibility nor do they provide crucial real life consequences. If a child doesn’t like the outcome or loses the game, a push of the button provides a new canvas to restart. Reality is that real life does not have reset buttons. It is easy to be a hero in a fake fantasy world, it is another story to show compassion, caring and love in real life. For that to learn, children need authentic experiences, experiences that nurture the heart.

Authentic experiences involve the senses. Many of the experiences in nature or natural outdoor play areas have the potential to be authentic, to be real, to be a first. Children feel the warmth of the sun, hear the singing of the birds, see the beauty of the butterflies, smell the fragrance of the roses, and taste the flavour of the blackberries. When all these senses are involved it increases the likelihood of becoming a memorable experience. Experiences that are enjoyed and remembered, that leave footprints on our children’s hearts, or in the words of Benjamin Zander, create shining eyes.

As teachers we owe it to our children to expose them to authentic, relevant experiences many children are lacking today. Baking our own bread, collecting eggs from the chickens, harvesting our own fruit, making our own paper, these are just a few of the daily experiences we have available for our children at our preschools. Running barefoot through grass, hiding behind a berry bush, jumping in a mud puddle, the ever changing theatre of nature is the ideal environment where children can be active and concrete learners. It is constantly changing, highly attractive and full of beauty. And on top of it all, it is authentic.

- Anja

Join me in connecting our children with nature

Last October I spend an amazing four days at the Working Forum on Nature Education for Young Children at the Arbor Day Farm in Nebraska. This forum was attended by delegates from around the world and I felt privileged to be there. It was inspiring and encouraging to listen and talk to so many people from many different backgrounds, who all share the passion to reconnect our young children with nature.

The purpose of the Working Forum was to nurture the future generations of environmental stewards by creating action plans to reconnect the world's children with nature. During the forum the new Environmental Action Kit was launched. This Kit is available online for free and if you are involved with young children I strongly recommend you have a good look at it. The Kit is full with ideas, recommendations and research. An important section of the Kit is the Tools for Advocacy which includes the Universal Principles for connecting children with nature, developed by The Nature Action Collaborative for Children (NACC). Below is a video about the principles.



At the forum I was a member of the New Zealand team. It is our mission to take back both inspiration and knowledge we gained in Nebraska and to spread the message about the importance of children’s connection with nature. The team has decided to develop community forums in New Zealand, starting with one in Auckland and one in Wellington. The first Auckland meeting took place on Thursday 17 February. The first Wellington meeting is taking place on Monday 28 February.

This is an open invitation to any one who is involved with our young generation, be it as a teacher, professional, or parent, to join us in our global effort to unplug our children and to get them outside to connect with nature. If you can’t make it to the Wellington meeting, but would like to receive more information, email us. If you want to find out more about NACC initiatives in your country, contact your Leadership team member.

- Anja

Model as you Teach!

This upcoming weekend I will be presenting a workshop during the national MANZ Montessori conference "In Service of the Child" in Christchurch, New Zealand. The workshop "Beyond recycling, creating a sustainable community" focuses on nurturing sustainability as a frame of mind and as an embedded culture in early childhood settings. While preparing and researching about education for sustainability, and reflecting on our own practices at Tawa Montessori and Little Earth, I have come to realise how important it is to "model as you teach".

One of the aims of education for sustainability at our preschools is to help our children to understand that they are global citizens with shared responsibilities to the environment and humanity. This introduces them, amongst other things, to the concept of caring. For the children to really understand the concept of caring, they have to experience it. At this young age, children learn most from observing and doing, they need to see you model what you are teaching and they need opportunities to practice it. To foster or teach positive attitudes, you need to model positive attitudes. This means that as teachers, introducing our children to the concept of caring, we need to model the concept of caring.

While this may seem simple, I have found it one of the most challenging aspects of teaching. Not that I find it hard to model caring, or kindness. What I find hard is to truly model the frame of mind that is needed to foster these attitudes, especially when that frame of mind is transient. Teaching is a journey, you never stand still. A true teacher is a lifelong learner, and as I learn, my mind shifts.

The positive attitudes needed to support a thriving community need to be integrated in how we think. Becoming a sustainable community is a transformative journey. I am still learning, and I am learning by acting and experimenting. As I am still learning, and practicing, my modeling is not always what I say or teach.

Here is an example from one of our preschools. At Little Earth we take our children on regular walks to a nearby forest reserve full with Nikau palm trees. In the forest we show them how to look for insects, how to listen to the birds, how to feel the texture of the bark and how to smell the scent of the flowers, all in an unobtrusive way. We teach our children about respect for all living things, and talk about the branches and leaves on the forest floor and how they are potential homes for lizards and insects. During one of our walks I took one of the big fallen palm leaves back to preschool, for further exploration. Not long and the children started questioning me: "Why did I take this treasure from the forest?", "Why didn't I leave it where it belongs?", "Why did I disturb the homes of the many insects that live on the forest floor?" Did I model what I teach? What was my agenda? What was the children's agenda?

As teachers and as part of our own self review and reflection, we need not only ask ourself the question "Am I doing the right things, in what way does this activity contribute to a more sustainable living?", we also need to listen to our children. They are our biggest teachers. Their questions, observations and remarks show us that teaching goes beyond our practices, it is about what mind shifts we make as a result of our practices.

The transformative journey of teaching sustainability can be challenging, but very rewarding. At Tawa Montessori and Little Earth we have the privilege to learn from and with each other and the children as we share the journey. We are learning our way forwards to a more sustainable way of living. Reflecting on our own daily thoughts, decisions and actions help us learning to model as we teach, together!

As an educator or parent, does "model as you teach" come natural to you? What are your challenges?
- Anja

Engage, Empower, Enact

Sustainability and the Early Years, a conference to highlight key strategies for moving forward in early childhood education for sustainability. Professionals from Australia, New Zealand, USA, Sweden and Canada, gathered in Melbourne last week to engage in the field of Education for Sustainability (EfS) or Education for Sustainable Development (ESD), through keynote addresses, workshops and tours. I was privileged to be a part of this inspiring conference and for three days I attended workshops, listened to keynotes, took notes, talked to people, shared information, exchanged ideas, and shared good food, good drinks, and good company.

Education is humanity's best hope and most effective means in the quest to achieve sustainable development (UNESCO 1997). This powerful statement lead to the establishment of the United Nations Decade for Education for Sustainable Development (2005-2014). We are half way through the decade and many efforts have been taking place around the world. For those who would like to read more about some of these efforts I recommend the UNESCO publication, "The contribution of early childhood education to a sustainable society", (UNESCO, 2008), download as pdf.

At the start of the Melbourne conference, Julie Davis, first keynote speaker, elaborated on sustainability education for young children. "With support, protection and education, young children can be resilient and positive about the state of the world and their place in shaping healthy, just and sustainable futures." (Julie Davis)

It is evident that today's children are aware of environmental issues and can be very sensible and insightful in their thinking. It is imperative that early childhood education is recognised as the starting point for a lifelong learning within education for sustainability (the Göteborg recommendations 2008). ESD is the contribution of the world's education, public awareness and training systems to learning our way towards a more sustainable future.

Unless someone like you cares a whole awful lot, nothing is going to get better, it's not.

- The Lorax, by Dr. Suess

As early childhood educators we are trained to engage children in activities and experiences, our emphasis is on empowering the children in our care. We "do" recycling, we "have" a wormfarm, we "save" rainwater. We engage, we empower, but how do we enact?

Enacting sustainability is more than acting out. Sue Elliott, in her closing keynote, summed it up in one keyword, mindshift. We need to work on "collective and multiple mind shifts creating an embedded culture of sustainability." EfS goes "beyond practices: it is about people and what mind shifts we make as a result of enacting practices." (Sue Elliott)

How are we transformed by the experience? How does it impact on our daily thoughts, decisions and actions. How can we make this journey happen at a deeper level?
What are your thoughts?
- Anja

Pavement outside The Ian Potter Foundation Children's Garden, Melbourne
(thanks Sue)

Environmental education for young children

The latest Catlin Arctic Survey reveals that the Arctic seas will be largely open in summer within ten years (Science Daily, 15 October 2009). In 2020, our preschool children will be teenagers, and on their way to adult hood. As teenagers they will make important decisions that will have an impact on their study, jobs, partnership and their way of living. As our upcoming leaders they need attitudes, values, knowledge and skills that enable them to make passionate, innovative, compassionate, and creative choices that will have a positive impact on our environment and contribute to a sustainable future. These dispositions need to be nurtured in early childhood and environmental education should play and important role in this.

“Young children may not be old enough to understand why they should be concerned with environmental neglect, but they are old enough to appreciate the beauty of the world and to begin developing good habits (Spodek, 1991).”

Environmental education needs to start at an early age, not with imparting knowledge, but with hands-on experiences with nature. Free play in the outdoors, opportunities to interact with the natural world through discovery and exploration, are crucial to young children's healthy development. It's difficult to teach children regard for nature during the school years if they haven't had the chance during early childhood to fully understand what the concept means.

Young children tend to develop emotional attachments to what is familiar and comfortable for them. The opportunities we give them to interact and develop a relationship with the natural world, will help them to develop tools for environmental responsibility and ecological understanding. With young children sometimes spending up to 50 hours per week in early childhood settings, early childhood educators have an important role. Opportunities for our young children to explore the wonders of plants, bushes, trees, flowers, and animals are diminishing. We have to give them time and places to explore and interact with nature and living elements before they can understand it well enough to want to look after it.

Both our preschools, Tawa Montessori and Little Earth Montessori are Enviroschools. As an enviroschool we are committed to building a sustainable community. This is reflected in our carbon conscious practices and operation principles, our living curriculum, a supportive community, and our natural environment.

However, we can do more, with the children being our first priority. We can involve them at a level that is meaningful and understandable to them. Because children tend to naturally take care of what they love, we need to nurture their love for the earth. Teaching our young children to be aware of their natural surroundings and to take care of those surroundings by participating in them is a crucial aspect of environmental education for young children. We can introduce our young children to a sense of simplicity, to take only what is needed, without wasting, and to place the common good above personal comfort.

Connecting our young children with the natural world, giving them a time and place to freely interact with nature, and introducing them to good environmental habits at a young age, are important key factors in our journey to a more sustainable community.

Later this week I will fly across the Tasman. The EEEC (Environmental Education in Early Childhood), is hosting a conference about Sustainability for the Early Years, which I will be attending. The conference in Melbourne (AUS), titled Engage, Empower, Enact: Sustainability and the Early Years, focuses on strategies for moving forward in early childhood education for sustainability. With international keynote speakers, practical workshops and discussion papers, I am looking forward to three days of having my mind challenged, being inspired and gaining new knowledge, values, skills, and attitudes. Teaching is a lifelong journey!
- Anja

Little Earth Montessori - a new enviro preschool

Children are our most vulnerable group in society, and the most susceptible to unhealthy environments. Many children spend several of their formative years in an early childhood centre. These centres play an important role in determining long term health, educational achievement and future success of our children and it is important to really think about the kinds of environments we are creating for our children.

Two years ago we conceived the idea of building an enviro preschool, with the aim to provide a healthier and more ecologically sustainable preschool education for our children. We are very excited that Little Earth Montessori Kapiti is currently under construction, due to open later this month.

Little Earth Montessori Kapiti will be a purpose built preschool, guided by the educational philosophy of Dr. Maria Montessori. Our vision is to provide a high quality early childhood education for three to six years olds in an environmental friendly, sustainable environment where children can experience the beauty of nature and nurture their sense of wonder and be engaged in a holistic, nurturing and natural way.

Together with Tawa Montessori Preschool, our preschools will be enviro-preschools with the aim to operate in harmony with the natural environment. We make use of recycled and recyclable materials, and we operate in a sustainable manner, all where possible. Our new Little Earth Montessori Kapiti preschool uses green and sustainable design principles and is built in healthy and sustainable ways as much as possible.

Direct exposure to nature is essential for healthy childhood development, - physical, emotional, and spiritual. Never before have children been so plugged in—and so out of touch with the natural world. Child advocacy expert Richard Louv directly links the lack of nature in the lives of today’s children—he calls it nature deficit—to some of the most disturbing childhood trends, such as rises in obesity, attention deficit disorder, and depression.

To unplug our children, Little Earth Montessori Kapiti will create a naturalised outdoor environment where our children can develop respect and caring for the Earth, where they can join in hands-on interaction and discovery and where their natural curiosity can be met with sensory experiences. This magical place will hopefully reconnect our children with the natural world and create a future generation that values and preserves nature.

In the meantime, stay with us while we finish the lining, apply the paint, install the kitchen, lay the flooring, build the decking, landscape the garden, construct the fences, develop the parking, build the shed, add the lighting and, last, but not least, add SOUL. Stay tuned.
- Anja

Happiness, it is all about experiences

Philosophers since Aristotle have questioned the meaning of happiness. We are all in pursuit of happiness. Some find it, some find it and loose it, and some never find it. People tend to relate happiness to money. Social scientists have always warned that more money does not mean more happiness. People who have enough money to buy food, and other basic life necessities, are not always more happier with more money. While more money may enable you to buy more things, these things do not always give you a more happy feeling.

A recent study at San Francisco State University has found that buying experiences, such as holidays and going to the movies, gave people more happiness than buying material things. The initial joy of acquiring a new object fades over time as people become accustomed to seeing it every day. Experiences, on the other hand, continue to provide happiness through memories long after the event occurred. An experience that gives richness to your life will create a feeling of happiness that will last for months or even years to come. For whatever you can afford, you'll maximise your happiness, and the happiness of others around you, if you spend it on a life experience, experts say.

How many of our children today have shelves, cupboards and boxes full with material things or toys at home? While already possessing plenty of toys, how many of these children are regularly receiving a new toy or object? What message are we giving our children if we place so much importance on material things. We say, "Look at me! I have a Barbie doll, a Dora the Explorer backpack, a Ben 10 t-shirt." We are giving these children the message to measure their self worthiness on what toys or material things they have. If they haven't got the latest toy craze they feel inadequate.

"[Children] are not understood, because the adult judges them by his own measure: he thinks that the child's wish is to obtain some tangible object, and lovingly helps him do this: whereas the child as a rule has for his unconscious desire, his own self-development. Hence he despises everything already attained, and yearns for that which is still to be sought for...His own self-development is his true and almost his only pleasure."

- (Maria Montessori, The Montessori Method, 1912, p.356)

Children in our "rich" countries do not need more toys or more gadgets, they need experiences to aid their self-development. Barry Schwartz in his recent 2009 TED talk on our loss of wisdom, talks about the lack of practical wisdom in today's society: "Wisdom depends on experience, and not just any experience". Schwartz continues how we need practical wisdom "because it's what allows other virtues -- honesty, kindness, courage and so on -- to be displayed at the right time and in the right way."


Driving your child from soccer practice to ballet dancing, from piano lessons to language lessons, may make your child more knowledgeable or skillful or even brilliant, it will not make your child more wise. While children do need to become knowledgeable and skillful to be successful later in life, they also need unscheduled free time to have a childhood of play and exploration where they can have experiences that will give them wisdom and enrichment.

Two trends are developing: children's health is declining with an increase in obesity, diabetics and depression and children's exposure to the natural world outside is diminishing. Research is showing there is a link between these two trends. The spirit of nature runs through all living things and connects us to each other and to our natural environment. Research shows that outdoor experiences help reduce negative stress and protect psychological well being in children. Access to the outdoor world of nature is crucial to a child's healthy development. We, as adults, can change the trend of children's disconnection with nature.

Rather then buying more toys, we can "buy" our children more experiences. And the good news is, this can be free. Your own backyard, and your own neighbourhood provides plenty of opportunities for your child to have meaningful authentic experiences. At our preschool we do not have a shed full of outdoor toys. But we do have a whole yard full of experiences. There is weeding to be done, compost to be turned, holes to be dig, logs to be climbed on, seeds to be scattered, pets to be fed, grass to be cut, insects to be observed, flowers to be watered, rocks to be turned over, stumps to be jumped of, bark to be ripped and a whole lot more. Bethe Almeras (the Grass Stain Guru) writes in her blog about "10 can't-miss childhood moments" and "10 more can't-miss childhood moments", moments that create long lasting childhood memories. Positive childhood memories contribute to a feeling of happiness in later life.

Happiness for your child is giving them experiences that will enrich their lives, create long lasting childhood memories and cultivate wisdom. And with the world of nature at your doorstep, you can start right now!
- Anja

The Earth needs our young people

"Young people can be the most effective leaders in the children and nature movement."

- Richard Louv

In his latest post, Young Leaders Rising, Richard Louv (Field Notes from the Future) writes about young people becoming leaders in the children and nature movement. I have written before about the challenges of finding new environmental leaders (Who are going to be our environmental leaders of tomorrow?), especially in an era where young people are preoccupied with cellphones, screens and mp3 players. But there are PICC teens out there (Teenagers who rock!). Although not in droves just yet, they are on the increase.

The upcoming generation of teens and young adults is often called "entitled" and "self-centered," but not particularly self-directed, loyal or ethical. However, on the other hand, they are, tech-savvy, nimble, enthusiastic and achievement-oriented. Young people are energetic and talented. They are ambitious, bright and eager to learn. And with the right attitudes they could just be the people our Earth needs. Adept at social networking, they bring innovative communication styles and potential new tools to the cause. Tools they can use to network with each other, across borders, and to support and encourage other young people to become leaders in the children and nature movement.

Louv, in his post, discusses the need for a career focus related to connecting peope to nature. While you can learn certain traits, connecting comes from within the person and personal experiences are essential. We, as parents and teachers, play a crucial role here by giving our children the opportunity to free and unstructured experiences in natural settings. Plant the seed when they are young, and engage them when they are teens.

Children & Nature Network, with founding support from the Sierra Club: Building Bridges to the Outdoors and corporate support from The North Face has launched the Natural Leaders Network, to engage a new generation of "Natural leaders" - teenagers, college students and other young people. In New Zealand the Enviroschools Foundation aims to nurture a generation of innovative and motivated young people, who instinctively think and act sustainably.

Around the globe, the Earth needs our young people.

- Anja

photo source: © AMWGLN

Awesome Teens #1

From time to time I meet some pretty awesome teens who are making a positive impact on the environmental status of our planet or who are still in touch with nature and its beauty. Teens with Passion, Innovation, Creativity and Compassion, or as I call them, PICC Teens. I hope that sharing their positive attitude will inspire others...

Meet the first Awesome Teens: Brittany and Femke.

Brittany and Femke are two Wellingtonian teenagers, sixteen and seventeen years old. They spend part of their summer holidays studying global warming and are setting up an enviro-club at their school. Their goal is to make their school an award winning Enviroschool. As part of their enviro-club work they have written and created a powerful informative slideshow about global warming, a report for school council and a handbook for club members to help and guide them into being a more environmentally friendly citizen of the earth.

Brittany and Femke are launching their enviro-club this month with a video they created. You can watch their video "Wake up America, CSJ Enviroclub Promotion Music Video" on YouTube.

The two girls hope that members of the enviro-club will influence their friends and classmates to become a more caring citizen of the earth. Their message: The earth is our home, therefore we should respect it, and teach others to protect it.

They believe that their school's students need to understand and take responsibility for the beauty of the land and health of our ecosystems. They are on a mission to make their school a bronze member of the Enviroschools programme by the end of this year.

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Eyesonnature asks ...

You girls gave up several beautiful summer days to research global warming, what triggered that?
Brittany: We are very passionate about it. We thought about it last year. As year 13 we want to do something that we can give back to the school and the community and that is interactive with the students.
Femke: We actually got really annoyed how people leave on the lights at the school, which triggered the thought to create an enviro-club.

You spend several days researching global warming, what are some of the most concerning issues you discovered?
Femke: That the earth temperature has risen by 0.74 c in the last century. And about 4 million sq km arctic ice have already melted.
Brittany: 2005 was the hottest year on record. Lots of animals are becoming extinct as their habitats are being effected by global warming.

How did your friends react when you told them about your enviro plans?
Brittany: They thought it was cool and wondered why they didn't think of it.
Femke: Their enthusiasm shows they will support us.

Why do you think your school needs an enviro club?
Brittany: We need to get the ball rolling.
Femke: Chilton (Chilton Saint James School) talks about growing tall poppies, well we should really show them we can make a difference and we are able students.

What is Enviroschools?
Brittany: A collaborative programme run by the Enviroschools Foundation and it equips students with the knowledge of the effects of global warming and it helps schools become more environmentally friendly.

How do you think Enviroschools will benefit your school?
Femke: It gives us more publicity and we can get an award. The students will be better equipped with more environmentally friendly life skills.

Now you have the approval of the principal, what is your next step?
Femke: A meeting with school council followed with the official launch at school of the enviro-club, followed by first meeting.
Brittany: We want to attract members.

Brittany and Femke, good luck with the launch of your enviro-club.
Brittany & Femke: Thank you.

Protecting the blue heart of the planet

I can still feel that leap of enthusiasm, and real joy, at the prospect of finally getting out to the beach, and running around. But probably the most important thing, to me, aside from just the freedom of it and the power of it, was the kind of creatures that you could see along the beach, that you can't find anywhere else

- Sylvia Earle

In early February, TED2009 took place in California. TED stands for Technology, Entertainment, Design. The annual conference brings together the world's most fascinating thinkers and doers, who are challenged to give the talk of their lives in 18 minutes. The talks and presentations are truly amazing.

This year, ocean researcher Sylvia Earle, one of the three 2009 TED prize winners gives an outstanding talk. The scientist takes us on an amazing journey of education and enlightenment with intelligence, humor and humility. She gives an informative, inspiring talk about the rapid decline of the ocean, the blue heart of our planet. Watch her talk below or go here for more download options.



Sylvia Earle is awarded the 2009 TED Prize for her dedication to the global ocean and its marine life. With more than 6,000 hours underwater and four decades of exploration in, research on, and advocacy for the ocean world, Dr. Earle’s work is dedicated to educating the public on the importance of the world ocean both in our daily lives and the health of the planet. She has marked the devastating effect of man-made pollutants on ocean life. She tells people about the life that exists in the ocean, hoping to make them understand how crucial it is, at this moment, for human beings to change the way they treat the seas. Ninety-seven percent of the earth's water is ocean, so it is absolutely crucial that, in order to keep the earth a habitable place for humans, the oceans must remain as they have slowly evolved over the millennia.

The TED Prize is awarded annually at the TED conference and, in addition to a monetary prize, grants the winner “One Wish to Change the World”. Dr. Earle believes there are still "Hope spots, large enough to save the ocean".

"I wish you would use all means at your disposal -- films! expeditions! the web! more! -- to ignite public support for a global network of marine protected areas, hope spots large enough to save and restore the ocean, the blue heart of the planet."

"There are still places in the sea as pristine as I knew as a child. The next ten years may be the most important in the next ten thousand years. The best chance our species will have to protect what remains of the natural systems to give us life." says Dr. Earle. "My wish is a big wish, but if we can make it happen it can truly change the world and help ensure the survival of what actually is, as it turns out, my favourite species, that would be us."

Sylvia Earle's advocacy for the fate of the oceans makes her a true ambassador and champion of one of the world's most precious resource. You can help by at the very least passing on the link to this great TED presentation and sharing Sylvia Earle's wonderful story in hope of educating and inspiring others to take action. In Dr. Earle's words:

"For the children of today, for tomorrows child, as never again, NOW is the time"

Teenagers who rock!

According to a recent Auckland University report on the health and emotional wellbeing of New Zealand's young people, the Youth07 study reports that today's teenagers are battling high rates of abuse and violence, bulging waistlines and bing-drinking habits, among other concerning habits.

Previously I wondered about teenagers and their connection with nature when I posed the question "Is my teenage daughter really out of touch with nature?". Last month, the Children and Nature Network website posted a similar question in an article about high school student's interactions with nature.

Reading the Youth07 report I look at the teenagers that have come into my life, as friends and accomplices of my teenage son and daughter, who are thirteen and sixteen years old. It is most likely you will know a teenager who sits in front of a screen for most of the day, is attached to a cell phone unconditionally and has plugs in their ears non-stop. And anybody who is parenting a teenager knows about the turbulence in emotions parenting a teenager may bring. New Zealand's parenting gurus Ian Grant and John Cowan wrote a brilliant book about parenting teenagers "The White Water Rafting Years". With two teenagers in our family, it does feel sometimes as if we are negotiating white-water rapids. However, if you have ever done white water rafting, or as in my case, white water kayaking (yes I kayaked the famous Petawawa River in Ontario), you will also know about the thrill you experience after you have safely negotiated the rapids. I'd like to share one of these thrills with you.

Just like many New Zealand teenagers, Femke and Brittanny, sixteen and seventeen years old, own a cellphone, an Ipod and other gadgets. They have readily access to computers and televisions. Throughout the year, the girls are bogged down with homework, internal testing and NCEA exams. Femke and Brittanny attend one of New Zealand's top private girl schools. A school with strong traditions, values, principles and high expectations. A school also where strong leadership is modeled and encouraged. However, the girls feel there is one crucial thing at the school missing. The school does not have an environmental group. So these summer holidays the girls took it upon themselves to examine the feasibility of an enviro club at their school.

While their friends went camping, or hung out at the beach or were watching movies, Brittanny and Femke retreated in their bedrooms and researched global warming, sustainable practices, Enviroschools membership and environmental education. They collated plenty of material and wrote a plan, created a slideshow and prepared a presentation speech for the principal. Back at school they went to see the principal, after having made an official appointment through her p.a.. There they presented their proposal to create an enviro club, and for their school to become an Enviroschool. Their report identifies and describes the "what, why, when and where " of an enviro club at their school.

The Youth07 report doesn't portray a very positive picture of our youth today. About a third of the teenagers admit to watching more than three hours television or spending at least three hours sending text messages each day. And only 4% are involved in volunteer communities like Greenpeace. Grant and Cowan write in "The White Water Rafting Years", "Today's teenagers have bought into shallow materialism to a far greater extent than earlier generations. Most of them define their future goals (if they have any) purely in material terms. They may not see the spiritual and emotional shallowness of this, but they do experience the "soul-rot" of it."

In our modern world, there seems to be a lack of connection between our teenagers fast living patterns and natures slow moving rhythms. Teens have much fewer opportunities nowadays to turn their attention to nature.
Having said that, environmental issues like global warming, poverty and over exploitation are issues teenagers are more aware and knowledgeable of today then we ever were. And not all teenagers turn to tv and videogames when faced with boredom.

Femke and Brittanny found a passion, caring for the environment and the future of the planet. They initiated their own actions and presented their ideas to the appropriate authority. Encouraging teenagers to identify and pursue their individual passions allows them to take charge of their own lives and hence emerge as natural leaders. The girls proposal for the school to become an Enviroschool, and to educate their fellow students about the effects of global warming, and what they can do to make a difference, has been positively received by the principal. Their proposal now awaits approval from the school council. Regardless of the outcome, approval or disapproval, to see young teenagers take initiative and leadership with passion, innovation, creativity and curiosity (the PICC attributes), brings hope to our future and a real thrill. You girls rock!

Jane Goodall: Awakening a sense of wonder

World famous conservationist Dr. Jane Goodall visited Wellington last October. Goodall is best known for her study of chimpanzee social and family life. She is an accomplished speaker, you can watch her latest September 2008 TED talk here. As an environmentalist and humanitarian Dr. Jane Goodall has a firm belief that young people, when informed and empowered, can indeed change the world. She believes it is essential that parents and other mentors of children guide them to make meaningful connections with the natural world. To help accomplish this, she founded Roots & Shoots in 1991, an international environmental and humanitarian programme for youth of all ages. With tens of thousands of young people in almost 100 countries, the Roots & Shoots network connects youth of all ages who share a desire to create a better world.

Recently I came across this video, shot in 1997. In it Jane Goodall expresses the importance of enabling children to form a close relationship with nature, joined by several other environmentalists. If you have 26 minutes to spare it is certainly worth watching.



While the video was shot more then ten years ago, the concerns expressed then are very real today. The increased urbanisation and increased population around the world has strained the relationship between children and the natural world, says Goodall:"I find it terrible sad because I believe children are losing their childhood".

In the video Goodall expresses her thought that more and more people are aware of the fact that children do need to get closer to nature, but most schools and places do not take this into account. She is also terrified of what the internet is going to be, what it is going to do, with children watching more and more tv and playing more and more video games. More then ever our children do need help to reconnect with nature.

I enjoy the holidays, time seems to be irrelevant. Yesterday, after a hot sunny day, it had started raining in the evening and we admired a beautiful rainbow just before sunset. After finishing of some work and some reading I went into our spa pool, at a time the family and the neighborhood were already fast asleep. There was a silence I don't often hear. The rain had now stopped and nature seemed to be asleep. There was no hedgehog fossicking through the bushes, no insect chirping for a mate, no breeze rustling the leaves. The only sound was the occasionally raindrop falling from a leaf onto the earth and a morepork calling in the far distance. The stars twinkling above, the silence all around and the smell of the wet earth, created the perfect setting for some introspection about the year gone and contemplation about the year coming. This is the time of year we sit back, and think about where life is taking us, or where we are taking life, depending on how you view your life. Many of us will use this time to cast our minds forward into the new year and make resolutions.

I hope that nature and children will feature in your thoughts. Our children need us to take them outside, to put them in touch with nature, to let them play free. Let's go outside in the new year. While in 1997 there were Roots & Shoots groups in 29 countries, in 2008, there are well over 8,000 Roots & Shoots youth groups in almost 100 countries. In New Zealand there are currently Roots and Shoots groups in Auckland, Christchurch and Lower Hutt. Why not green your child and start a Roots and Shoots group in your area this new year?

Links:

• Children and Nature: Awakening a sense of wonder, with Jane Goodall, 1997
• TED talk: Helping humans and animals live together in Africa, by Jane Goodall, 2008

Who are going to be our environmental leaders of tomorrow?

Today, 7 years ago, New Zealand lost one of its heroes. Sir Peter Blake was tragically killed by pirates, while working on his expedition boat in the Amazon where he was monitoring global warming and pollution for the United Nations. Sir Peter Blake was the most accomplished sailor of our time, winning the Whitbread Round-the-World Race, setting a nonstop round-the-world record and winning two American cup races. When his active racing days were over, he remained at sea. First as head of expeditions for the Cousteau Society and later on his own. He sailed on behalf of oceanographic research and environmental awareness.

Together with Sir Edmund Hillary (another great New Zealand hero), Sir Peter Blake rates high on my list of New Zealand people to admire. Both have left a legacy, not only because of their unsurpassed achievements in their chosen discipline, climbing, or sailing, but for what they did with their success and fame after they achieved the highest standards. Sir Edmund Hillary devoted much of his life to helping the Sherpa people of Nepal through the Himalayan Trust which he founded. Sir Peter Blake set up his Blakexpeditions, leading expeditions aboard the Seamaster, collecting data for environmental purposes. Rather then retiring, these people worked hard and shared their amazing vision and passion. In Sir Peter's words:

"Having vision is not enough. Change comes through realising the vision and turning it into a reality. It is easy to espouse worthy goals, values and policies; the hard part is implementation."

In December 2003, the Sir Peter Blake Trust was established in his memory. The trust aims to help New Zealanders make a positive difference for the planet through activities that encourage environmental awareness and action, and leadership development.The Trust wants to carry on Sir Peter’s work and keep his spirit and values alive for future generations through a range of initiatives, including the annual Sir Peter Blake Leadership Awards.

Sir Peter Blake had outstanding leadership qualities. With our planet in dismay, it is people like Sir Peter we desperately need. People who poses the, what I call, PICC attributes, Passion, Innovation, Creativity and Curiosity. Studies have shown that our environmental leaders of today were influenced by two main reasons. First, as young children, they were given plenty of opportunity for outdoor play. Secondly, parents or another respected adult were part of that experience. Here is a short YouTube video why nature based play is vital to early childhood education.



It is these hands-on experiences that nurture the PICC attributes. Time for children to explore and discover on their own lies at the heart of childhood. It nurtures children's artistic and creative capabilities, flexibility, intuition and their ability to internalise and to think outside the box.

Children who experience nature firsthand are far more likely to develop a joy for life and grow into caring adults. Our children today need opportunities to interact with nature in order to grow into the responsible leader of tomorrow. As a parent or teacher you can give them this time and model the enthusiasm, respect and care for our environment every time you are with your child.

Yes, we can

We have all seen, heard or read that Obama won the US elections. A historical moment. While Obama will have to prove his political skills over the next four years, he has already proven his exceptional strong orator skills. Obama gave a memorable victory speech. A remarkable speech that brought out emotion, brought people together and brought empowerment and transformation to the audience, as only great speeches can do. If you haven't already seen it you can watch the entire speech below.



A disciplined speech delivered by a disciplined man who run a disciplined campaign. But is wasn't only discipline that brought him the presidency. Obama's election campaign was of a high creative and innovative caliber. Creativity and innovation are the key dispositions for the Information age we are living in today, the 21st century. In this day and age, we need innovation to drive our economy, solve world problems, find solutions to medical problems and save our planet. Our children are going to be our future innovation leaders. While creativity and innovation comes naturally to children, it is lost along the road to adulthood. Helicopter parenting style, where parents hover over their children 24/7, managing their time and rescuing them when a difficulty arises, takes away children's resilience, own initiatives and problemsolving skills. These children are growing up without leadership skills, unable to make their own decisions, cope with anxiety, or handle difficult emotions. You can listen to an audio podcast interview here with Hara Estroff Maranoor, author of the book, "A Nation Of Wimps: The High Cost Of Invasive Parenting". I have not read the actual book, which is based on American experiences, and you will have to judge the credits for yourself, but most will agree that in New Zealand too there is an increasing trend of parents who are overprogramming their preschooler and overprotecting their schoolchild and that we have to be careful we are not raising a generation of fragile and burdened children.

Who are going to be our future creative leaders and daring innovators? Our education system, outdated and based on the Industrial age undermines our children creative and innovative thinking. Sir Ken Robinson, a prominent creativity and education expert gave a very interesting TED presentation about this issue in 2006, see link below. British reporter Riz Khan put together a 20 minute interview with Sir Ken last September, you can watch part one and part two below.

part one

part two

Children are the future. As parents and teachers we can help by giving our children more opportunities to explore and cultivate their creative and innovative mind. Children benefit greatly from exploring the natural world. Interactions with nature can be a powerful influence in shaping a young life. Growing up with time for playing outdoors and a personal connection to the natural world contributes to the child's future wellbeing and the contributions they will make to the world as adults.
We can help our children by giving them time and space to wonder, to ponder, to explore, to investigate, to dream, to imagine, to just be. We can provide greenspace, rather then screenspace, we can provide soft sheltered places rather then concrete asphalt jungles. If we can share with them the mysteries of the natural world and instill a sense of wonder, and if we can create environments that nurture multiple intelligences, visual thinking and resourcefulness, then we might raise a generation of innovative and creative thinkers who can be our leaders, ready to take on the challenges of tomorrow's world. And can we? In Obama's words, YES, WE CAN.


Links
• Sir Ken's 2006 TED talk.
• A Nation Of Wimps: The High Cost Of Invasive Parenting by Hara Estroff Marano.