Growing Children’s Ecological Relationships Indoors

Abstract

Nature is increasingly situated as important in early childhood education, but the various definitions and societal constructs of the term nature impact our understanding of how children relate to the more-than-human world. Navigating nature through varying perspectives, this chapter considers the concept of simulation, privilege, and control in relation to children and the outdoor world. This chapter questions the anthropocentric value that is engrained within these relationships and looks toward the indoor classroom as a tool for educators within urban centers. Provided is argument that blurring the line between the outdoors and the indoor classroom may support children’s ecological understanding of the interrelated systems that run between the categories of human and nature. Personal narrative is woven throughout to queer the line between identity and theory and encourage reflection inward when interacting with the topic.