In early childhood we often talk about the environment as the third teacher (parents being children's first teachers, and early childhood educators being their second).
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Having said that, many are now arguing that all are equally important, so that the environment does not come in third, but is up there with humans.
Whether you believe there is a hierarchy or not, this means we have to think carefully about the environments in which young children participate, and be prepared to support children to gain the best possible learning from the opportunities provided.
Let's think for a moment about smooth paths and uneven rocks.
Smooth paths provide opportunities for children to ride bikes and scooters, and they can run without obstruction.
When running they learn to balance as they transfer weight from one leg to the other and to co-ordinate their upper body movements with their leg actions.
They learn to visually discriminate what is around them so they can adjust their speed and direction to avoid obstacles and turn corners.
However, anyone who has had an ankle or leg injury knows that constant movement on smooth surfaces does not provide the leg, knee and ankle muscles and tendons sufficient challenge to develop strength through the full 360 degree range of movement.
Moving on uneven surfaces provides this challenge, supporting movement forward and back, left and right, up and down.
Moving on uneven surfaces helps children develop visual skills to judge distance, height/depth and the skills to manoeuvre their bodies through these dimensions.
Uneven rocks may also offer opportunities for children to balance their weight, and practice weight transfer not only through their legs but through their arms as they navigate difficult terrain on all fours.
Along with the physical skills such as movement and perception, this third teacher also provides opportunities for a wide range of other learning opportunities.
Different surfaces provide experiences of different textures.
There are many different options for ground cover that can be used to provide different tactile experiences - bark, sand, logs, rocks, wood, pebbles, soil, living ground cover for example.
Each of these provide additional opportunities to learn about the world.
Insects may well be found in some of these ground covers, other life forms may live in soil.
Rocks and pebbles may break when struck or worn in particular ways.
Logs may change as they weather and may provide living environments for creatures.
Plants may sprout in soil even when humans have not planted them there.
There are multiple opportunities for noticing the living world around us and engaging children in sharing our delight with what we see, feel and experience.
It is important to remember that environments and humans need to work together for children to gain the best possible learning opportunities.
Together an interesting environment and engaged adults can make learning fun by exposing children to the world of wonder.
