๐ Little Gardeners: How Nature-Based Learning Grows Young Minds
Introducing Four Leaves International School Tokyo โ a place where little hands discover big wonders.
In this modern world, where screens and schedules often fill most of our moments, we believe that every child wants and needs fresh air, muddy fingers, and the skillset of growing things, whilst growing with them too. Our nature based-learning program does more than teach science โ it encourages students to prefer naturistic activities rather than tablet activities, which boosts their confidence and immune systems that last a lifetime.
Four Leaves International School Tokyo ใธใใใใ โ ๅฐใใชๆใๅคงใใชไธๆ่ญฐใ็บ่ฆใใๅ ดๆใงใใ
็พไปฃใฎไธ็ใงใฏใ็ป้ขใในใฑใธใฅใผใซใงๅคใใฎๆ้ใๅใๅฐฝใใใใใกใงใใใ็งใใกใฏใในใฆใฎๅญใฉใใใกใซใๆฐ้ฎฎใช็ฉบๆฐใๆณฅใ ใใใฎๆใใใใฆๆค็ฉใ่ฒใฆใชใใๅ ฑใซๆ้ทใใๅใๆฑใใๆฐๆใกใใใใจไฟกใใฆใใพใใๅฝๆ กใฎ่ช็ถใๅบ็คใจใใๅญฆ็ฟใใญใฐใฉใ ใฏใๅใซ็็งใๆใใใ ใใงใฏใชใใ็ๅพใใกใใฟใใฌใใใฎๆดปๅใใใ่ช็ถใฎไธญใงใฎๆดปๅใๅฅฝใใใใซใชใใ่ชไฟกใไธ็็ถใๅ ็ซๅใ่ฒใใใจใ็ฎ็ใจใใฆใใพใใ
Why Nature Matters in Early Childhood
Richard Louv (2008) famously described โnature-deficit disorderโ โ the growing gap between children and the outdoors. Decades of research suggest that when children spend time in natural spaces, they gain:
๐ฟ Stronger focus and self-regulation. Taylor and Kuo (2009) found that even a short walk in a park improves attention.
๐ฟ Rich language and storytelling skills. Nicolopoulou (1997) observed that children create more complex stories after outdoor play.
๐ฟ A sense of connection to living things. Kellert (2002) showed that early encounters with nature foster empathy and environmental care.
At Four Leaves International School Tokyo, these findings inspire how we design our environment, from our garden to our seasonal celebrations outdoors.
ๅนผๅฐๆใซใใใฆ่ช็ถใ้่ฆใช็็ฑ
ใชใใฃใผใใปใซใผใ๏ผ2008๏ผใฏใ่ช็ถๆฌ ไน็ใใจใใ่จ่ใงใๅญใฉใใใกใจ่ช็ถใจใฎ้ใซๅบใใ้ใใใๆๅใซ่กจ็พใใพใใใไฝๅๅนดใซใใใใ็ ็ฉถใซใใใๅญใฉใใใกใ่ช็ถใฎไธญใง้ใใใใจใงใๆฌกใฎใใใชๅนๆใๅพใใใใใจใ็คบใใใฆใใพใ๏ผ
๐ฟ ้ไธญๅใจ่ชๅทฑ่ชฟๆดๅใฎๅไธ
ใใคใฉใผใจใฏใช๏ผ2009๏ผใฏใๅ ฌๅใ็ญๆ้ๆญฉใใ ใใงใๆณจๆๅใๆนๅใใใใใจใ็บ่ฆใใพใใใ
๐ฟ ่ฑใใช่จ่ช่ฝๅใจ็ฉ่ชใใคใใๅ
ใใณใญใใฆใซใผ๏ผ1997๏ผใฏใๅฑๅคใง้ใใ ๅพใฎๅญใฉใใใกใใใใ่ค้ใงๆณๅๅใซๅฏใใ ็ฉ่ชใ็ใฟๅบใใใจใ่ฆณๅฏใใพใใใ
๐ฟ ็ใใใฎใธใฎใคใชใใใฎๆ่ฆ
ใฑใฌใผใ๏ผ2002๏ผใฏใๅนผๅฐๆใซ่ช็ถใจใตใใใ็ต้จใๅ ฑๆใ็ฐๅขใธใฎๆใใใใ่ฒใใใจใ็คบใใพใใใ
Four Leaves International School Tokyo ใงใฏใใใใใฎ็ฅ่ฆใใใจใซใๅๅบญใๅญฃ็ฏใใจใฎๅฑๅคใคใใณใใชใฉใๅญฆใณใฎ็ฐๅขใฅใใใ่กใฃใฆใใพใใ
Our Approach to Outdoor Learning
Our curriculum integrates outdoor play everyday if possible depending on the weather conditions. Moreover, our children explore the nature around us through:
๐ผ Gardening Together
Children plant herbs, vegetables, and flowersโlearning where food comes from and how living things grow. In addition, they check on them every week to see the growing process along with their own growing process as young fast growers too.
๐ฆ Sensory Exploration
Children go on nature walks occasionally, collecting leaves, observing insects, and feel the textures of bark and petals. This hands-on learning deepens their curiosity, vocabulary and boosts their immune systems.
๐ Seasonal Traditions
Whether celebrating cherry blossoms or autumn leaves, children learn how the different seasons works and how nature connects to culture and family life. This is important nowadays where the young generations are slowling moving apart from its seasonal cultural activities.
็งใใกใฎๅฑๅคๅญฆ็ฟใธใฎใขใใญใผใ
็งใใกใฎใซใชใญใฅใฉใ ใงใฏใๅฏ่ฝใช้ใๆฏๆฅใๅคฉๅใซๅฟใใฆๅฑๅค้ใณใๅใๅ ฅใใฆใใพใใใใใซใๅญใฉใใใกใฏๅจๅฒใฎ่ช็ถใๆฌกใฎใใใซๆขๆฑใใพใ๏ผ
๐ผ ใฟใใชใงใฌใผใใใณใฐ
ๅญใฉใใใกใฏใใผใใ้่ใ่ฑใๆคใใ้ฃในใใฎใใฉใใใๆฅใใฎใใ็ใใใฎใใฉใฎใใใซๆ้ทใใใฎใใๅญฆใณใพใใใพใใๆฏ้ฑๆค็ฉใฎๆงๅญใ่ฆณๅฏใใ่ชๅใใกใๆ้ทใใฆใใใใจใๆใใชใใใใใฎ้็จใ่ฆๅฎใใพใใ
๐ฆ ๆ่ฆใไฝฟใฃใๆขๆค
ๅญใฉใใใกใฏๆใ ่ช็ถๆฃ็ญใซๅบใใใ่ใ้ใใใใ่ซใ่ฆณๅฏใใใใๆจน็ฎใ่ฑใณใใฎๆ่งฆใใๆใใใใใพใใใใฎไฝ้จ็ใชๅญฆใณใฏใๅฅฝๅฅๅฟใ่ชๅฝใๆทฑใใๅ ็ซๅใ้ซใใๅนๆใใใใพใใ
๐ ๅญฃ็ฏใฎ่กไบ
ๆกใ็ด ่ใๆฅฝใใใชใฉใใใพใใพใชๅญฃ็ฏใฎ็งปใๅคใใใ็ฅใใชใใใๅญใฉใใใกใฏ่ช็ถใๆๅใๅฎถๅบญ็ๆดปใจใฉใฎใใใซใคใชใใฃใฆใใใฎใใๅญฆใณใพใใ็พไปฃใงใฏ่ฅใไธไปฃใๅญฃ็ฏใฎๆๅ็ใชๆดปๅใใๅพใ ใซ้ขใใคใคใใไธญใใใฎๅญฆใณใฏใจใฆใๅคงๅใงใใ
FLIST GARDEN
Our young learners spending time in the garden, watering the flowers to help them grow strong and healthy.
FLIST GARDEN
They also notice if branches need gardening and fix it back in place. Activities like these teach children how to care for living things and develop responsibility in a hands-on, meaningful way.
็งใใกใฎๅฐใใชๅญฆใณๆใใกใฏใๅบญใงๆ้ใ้ใใใ่ฑใซๆฐดใใใใฆๅ ๆฐใซ่ฒใคใๆไผใใใใฆใใพใใใพใใๆใๆๅ ฅใใๅฟ ่ฆใจใใฆใใใใจใซใๆฐใฅใใใใฃใจๅ ใซๆปใใพใใใใใฎใใใชๆดปๅใ้ใใฆใๅญใฉใใใกใฏ็ใใใฎใๅคงๅใซใใๆฐๆใกใใ่ฒฌไปปๆใๅฎ่ทต็ใงๆๅณใฎใใๆนๆณใง่ฒใใงใใใพใใ
Growing Skills Beyond the Garden
Our nature-based activities also nurture essential skills for life:
๐ฑ Collaboration and responsibility - Children take turns watering plants and checking for growth.
๐ฑ Problem-solving - When pests or weather damage crops, children brainstorm solutions together.
๐ฑ Emotional resilience. Watching a plant recover or not teaches patience and acceptance.
ๅๅบญใ่ถ ใใฆ่ฒใๅ
็งใใกใฎ่ช็ถใๆดปใใใๆดปๅใฏใไบบ็ใซๅฟ ่ฆใชๅใ่ฒใฟใพใ๏ผ
๐ฑ ๅๅใจ่ฒฌไปปๆ
ๅญใฉใใใกใฏ้ ็ชใซๆค็ฉใซๆฐดใใใใใใๆ้ทใฎๆงๅญใ็ขบ่ชใใใใใพใใ
๐ฑ ๅ้ก่งฃๆฑบๅ
ๅฎณ่ซใๅคฉๅใงไฝ็ฉใๅทใใ ใจใใใฟใใชใง่ฉฑใๅใใ่งฃๆฑบ็ญใ่ใใพใใ
๐ฑ ๆๆ ใฎใใชใใใ๏ผใฌใธใชใจใณใน๏ผ
ๆค็ฉใๅๅพฉใใใใใใพใ่ฒใใชใใฃใใใใๅงฟใ่ฆๅฎใใใจใงใๅฟ่ใๅใๅ ฅใใๅฟใๅญฆใณใพใใ
How Families Can Support Nature Learning
Even in a busy city like Tokyo, small actions can help children stay connected to nature:
๐ผ Start a Balcony Garden
A single pot of mint or cherry tomatoes can inspire daily wonder and growth. It can also be plants that do not need watering for busy families or families who tend to forget watering.
๐ฟ Take Walks and Notice Seasons
Even though the children take walks at school, it is also important for parents to take them out too, and remind them of buds in spring, colorful leaves in autumn, the smell of rain and the cold from winter.
๐ Read Nature-Themed Stories
Books like The Tiny Seed by Eric Carle or Planting a Rainbow by Lois Ehlert bring gardens to bedtime.
ใๅฎถๅบญใงใงใใ่ช็ถๅญฆ็ฟใฎใตใใผใ
ๆฑไบฌใฎใใใชๅฟใใ้ฝๅธใงใใใกใใฃใจใใๅทฅๅคซใงๅญใฉใใใกใ่ช็ถใจใคใชใใ็ถใใใใจใใงใใพใ๏ผ
๐ผ ใใฉใณใใฌใผใใณใๅงใใ
ใใณใใใใใใใใไธ้ข่ฒใฆใใ ใใงใใๆฏๆฅใฎ็บ่ฆใๆ้ทใฎๅใณใ็ใพใใพใใๅฟใใใๅฎถๅบญใๆฐดใใใๅฟใใใกใชใๅฎถๅบญใงใ่ฒใฆใใใใๆ้ใฎใใใใชใๆค็ฉใ้ธใถใฎใใใใใใงใใ
๐ฟ ๆฃๆญฉใใใฆๅญฃ็ฏใๆใใ
ๅใงใๆฃๆญฉใใใฆใใพใใใใๅฎถๅบญใงใใใฒใๅญใใพใจๅคใซๅบใฆใๆฅใฎ่ฝๅนใใ็งใฎ่ฒใฅใใ่ใ้จใฎๅใใๅฌใฎๅฏใใชใฉใๅญฃ็ฏใฎๅคๅใซๆฐใฅใใใฆใใใฆใใ ใใใ
๐ ่ช็ถใใใผใใซใใๆฌใ่ชญใ
ใจใชใใฏใปใซใผใซใฎใใกใใใชใฟใใใใใญใคในใปใจใคใฉใผใใฎใใซใใใใฎใใญใพใใใชใฉใฎ็ตตๆฌใฏใๅฏใๅใฎใฒใจใจใใซใๅบญใฎไธ็ใ้ใใงใใใพใใ
Further Reading
Louv, R. (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.
Kellert, S.R. (2002). Experiencing Nature.
Nicolopoulou, A. (1997). โWorldmaking and Narrative.โ
Taylor, A.F., & Kuo, F.E. (2009). โChildren with Attention Deficits Concentrate Better After Walk in the Park.โ
Vygotsky, L.S. (1978). Mind in Society.
ๅ่ๆ็ฎ
ใซใผใ, R.๏ผ2008๏ผใใฉในใใปใใฃใคใซใใปใคใณใปใถใปใฆใใบ โ ่ช็ถๆฌ ไน็ใใๅญใฉใใๆใใ
ใฑใฌใผใ, S.R.๏ผ2002๏ผใ่ช็ถใไฝ้จใใใใจใ
ใใณใญใใฆใซใผ, A.๏ผ1997๏ผใไธ็ใใคใใใใจใจ็ฉ่ชใ
ใใคใฉใผ, A.F. & ใฏใช, F.E.๏ผ2009๏ผใๆณจๆๆฌ ้ฅใฎใใๅญใฉใใฏๅ ฌๅใๆญฉใใๅพใซ้ไธญๅใ้ซใพใใ
ใดใฃใดใใญใผ, L.S.๏ผ1978๏ผใ็คพไผใฎไธญใฎๅฟใ
One Last Thought
Children are natural outdoor players, they love to play outside, when we give children the chance to plant a seed, watch it grow, and feel its leaves, we are offering more than a lesson in biology. We are teaching them to care, to wonder, and to believe in their own power to nurture life through nature.
At Four Leaves International School Tokyo, we are proud to grow alongside them.
ๆๅพใซใฒใจใใจ
ๅญใฉใใใกใฏ็ใพใใชใใใซใใฆๅคใง้ใถใฎใๅคงๅฅฝใใงใใ็จฎใๆคใใใใใ่ฒใกใ่ใซ่งฆใใๆฉไผใไธใใใจใใ็งใใกใฏๅใชใ็็ฉใฎๆๆฅญไปฅไธใฎใใฎใๅฑใใฆใใพใใ
็งใใกใฏๅญใฉใใใกใซใๆใใใๅฟใใ้ฉใใฎๆฐๆใกใใใใใฆใ่ชๅใฎๆใงใใฎใกใ่ฒใๅใไฟกใใใใจใใๆใใฆใใใฎใงใใ
At Four Leaves International School Tokyo ใฏใใใใชๅญใฉใใใกใจใจใใซๆ้ทใงใใใใจใ่ชใใซๆใฃใฆใใพใใ