Engaging visual diaries in early childhood nature play as pedagogical arousal

Abstract

This paper explores one element of a multi-faceted project that sought to investigate nature play in early childhood, namely the creation and co-creation of visual diaries by educators, children and academics. The methodology was participatory cartography, which involved the creation of visual and verbal mappings of nature play pedagogies by early childhood educators and academics, as well as visual mappings of nature play experiences by 4-5-year-old children. The visual diary supported, articulated, portrayed and documented the implementation of nature play pedagogies (by the educators), the experiences of nature play (by the children) and the analysis of data (by the academics). This paper explores this methodological slice of the project. It asserts that the visual diary is a useful, arousing and potentially aesthetic inquiry, documentary and resource apparatus for educators, enabling collaborative artmaking moments with children.