Children can be their own researcher.

When children go out in urban nature, they will often have an encounter with a bird of some species. Many are identified immediately for their striking colours, appearance at specific times or sounds which carries in the wind whilst greeting a brand-new day. Birds are the messengers of Mother Nature, informing us about the environment, change of seasons, weather patterns and even danger. Not only do they have their own sound but storylines as well.

Birds found by the coast are bin chickens or sea gulls scavenging for a free feed. For species found in the local parks and walking tracks they are more refined in their behaviour and respectful when sharing spaces with human and other life form. Rainbow lorikeets race each other between open spaces, whilst the kookaburra waits for his riot to gather amongst the gum trees. A choir of magpies, currawongs and butcher birds announce different transitions of their day.

When we return to service how do we go deeper in the children's connections to the birds. Do we set up a provocations of mark making with markers or pencils. Retrieve books about birds, use technology to enrich their experience outdoor. Are the children provided with mediums such as clay or wire?

As educators do we rush to capture the 'voice' of the child before allowing the children to become their own researcher. Too often I have observed the educator taking the lead as they set up experiences to ensure they have something to document in their weekly office time. The depth of the connection captured between child and bird has been forgotten as the emerging proposal becomes the familiar sequence of processed art.

We need to allow children time to gather their own data, share information and knowledge with each other. This can be captured in small group settings to motivate conversations with open questions, provide paper and pen for reflecting their thoughts and ideas. As educators we are required to stand back and listen, really listen.

Invite the children to share their encounters with birds through movement or dance. What language does the bird and child speak whilst in urban nature. Does the child view birds as their equal, free spirits moving through various environments. Through listening the children will provide threads which can be entwined into your program. These researchers need time and if not provided their own learning can be lost.

Collective information can range from knowing which birds have a large or petit beck, long or short legs, feathers colour proportions or favourite tree to watch from. A bird is never still for long, neither is a child, so just imagine the connection they have formed by being present together in one space. This all contributes to how the lens of a child can capture the image of a bird so holistically.

I captured this video of birds who regularly showed up during lunch time. The children never chased them away as they became part of their ritual, just like the food that mysteriously was left behind on mats. The birds had done their own research as much as the children on how to keep the connection going.

https://video.wixstatic.com/video/4b14f1_1f4bb51c2d07409583175a7c423f13ba/720p/mp4/file.mp4

This bird which takes on the lead role in the video has a stump and taught the children much about empathy because it was different from the rest. Initially they felt sad for the pigeon as it moved cautiously but over time they observed how it could still fly and eat like its friends. Without their research and desire to form a bond, the bird would just been seen with one stump in a flock of many

Real encounters in open spaces or urban nature provides opportunities for children to collect their own data on birdlife and become a researcher and citizen out in community. Such experiences and memories will hold a place in the child's heart longer that what technology could show them.

Once the threads of their interest in birds have been collected, then it's time for the child become the artist. The researcher is now capable and confidence to create a authentic bird painting which reflects their own perception of a favourite species. Had the children returned from nature after one visit, then invite to paint a bird the result would be completely different.

What I love about these six paintings is how each artist didn't stay true to the birds' colours but explored different feather combinations. Each bird represents the relationship formed over time with the artist and how their similarities are much deeper than we think. Each bird has their own identity which stands the apart from the flock.