Open another eye

The great Catskill naturalist John Burroughs wrote

“Whenever you have learned to discriminate the birds, or the plants, or the geological features of a country, it is as if new and keener eyes were added.”

Creating the spark

Research shows that close encounters with nature often stimulate curiosity and a desire to learn more about nature, especially if they involve handling animals and if the child feels special and garners attention from adults.  For many though not all children, a critical element seems to be that the child controls the entire process – what question to ask, how to ask it, and what the answer is.  This is a completely different process than reading a textbook to learn what others have discovered.

But in the early stages, the spark may be fragile and easily extinguished if the child starts to lose control.  If your daughter notices that butterflies congregate around a wet spot, it may be better to say something that conveys interest but in a neutral way such as “Yeah, there’s a lot of them” rather than something directive or prescriptive like “I wonder how we could learn why they come here”.  And importantly, if she has something to tell you, listen with interest and, if she is receptive, encourage her to tell the whole family – and anyone else who will listen - what she intends to do next.

It should also be noted that discovery often involves multiple people and is often most satisfying and engrossing that way.  The child shares her ideas with a parent, a friend, or another adult and together they figure things out.  The important element is that they are making discoveries, not simply learning what others have discovered.

Fanning the flame

If your child is already interested in nature, and especially if she is receptive to suggestions, then you may be able to help her in several ways.

Identify opportunities

Decide what natural environments you will – or could – visit and how much time she could have to explore.  Encourage her to undertake a project but showing the same restraint mentioned above.  A good project is challenging but feasible, involves fascinating close encounters with nature, is educational, can be worked on throughout your trip, will bring her in contact with others who share her interest, and will give her a chance for recognition and approval after the trip.  Once you know where you will go, AI can provide numerous suggestions for projects meeting these six desirable features.  Unless your daughter is very dependent on you for guidance, she will probably want and need to choose the project.  It’s a critical part of the discovery process.

The project

Be involved in her project and encouraging but avoid any tendency to take over unless she clearly wants you to.  Whenever possible, and if she approves, bring her in contact with others who share her interest.  Examples include Park Rangers who will listen to what she is doing, visits to museums and an interview with staff if she is interested and they are willing, and numerous online programs which she and you can easily learn about using AI.  If she is interested, make time for excursions for her.  Be the follower, unless she wants to go alone in which case let her (safety permitting).

Recognition

Appropriate recognition “ties the bow”.  Depending on her interests, it might be an article in her school newspaper or even a local paper, an interview, joining a local club, saving her work for future family reference, or just a letter to family and friends.  She will know more than you about ways to use social media.  Recognition that makes her proud will be a strong motivator to continue the hobby.  And as described elsewhere on this site (An offer), if you’d like us to help, get in touch.