Association for Nature-Based Education News

Honoring the Ancestors - Part 2 of 2

Thu, 26 Oct 2023 01:07:56 GMT

By: McCadden, ERAFANS Online Course Facilitator

At this time of year, consider holding some form of Ancestors Celebration with the families of your students, or even the wider community. Here are a few ideas from regenerative culture design mentors Honey Sweet Harmony:

Invite families to send in photos or other items that remind them of those who have gone before, and create an artistic Honoring Our Ancestors display in the (indoor or outdoor) classroom space. Fabric, shells, sticks, leaves, nuts, bones, feathers, flowers and anything else the participants gather with consent from and gratitude to nature can add to the decorations. Candles (in canning or baby food jars for safety) can be a beautiful addition. Make sure the personal items are name-labeled and appropriate to be exposed to the hazards of weather and handling (eg. photocopies of original photos).

Small scale event: gather in a circle and sing some songs honoring the ancestors. Invite family members to come participate. Leave one space open in the circle for the Ancestors.

Here is our Honoring the Ancestors Song Grove with many songs that are easy for a group to learn without needing prior practice, printed lyrics, or sheet music.

If you’re ready to try out a larger scale event: hold a community/class Ancestors Feast in which food from the participants’ ancestral heritage, or food loved by someone dear who has died, is shared with everyone, and an Ancestors’ Plate and Cup are given a dollop of each dish or beverage. Create an Ancestors’ Chair decorated with special items gathered from nature, and a Storytellers’ Chair for anyone who wishes to sit and tell a story about the food and ancestor before passing it around for those who would like to sample. It's important to ask that the recipe for each dish be written up and provided along with separate serving utensils, to allow for any dietary restrictions. Songs, music, poetry, and dancing also add to the whole experience. At the end, send the food and drink from the Ancestors’ Plate and Cup onward via your fire pit or compost pile.

Remembering those who have gone before can naturally bring up tender feelings, and we encourage extra gentleness with oneself and others when engaging in these ancestor-honoring practices.

Please see Part 1 of this blog post for more about the histories of Allhallowtide and Día de los Muertos.

Honoring the Ancestors - Part 1 of 2

Thu, 26 Oct 2023 00:56:14 GMT

By: McCadden, Honey Sweet Harmony

“When we connect with our ancestors and put their wisdom into action, we are evolving our collective consciousness. We are transporting the ancient truths of our collective past and birthing them into our future. What we create out of those truths extends the wisdom of all those who have gone before us, and it provides a guide for all those who will follow.”

―Sherri Mitchell Weh'na Ha'mu Kwasset, Penobscot Nation

As the warm season in the northern hemisphere comes to completion and the cold season begins, many cultures have traditions honoring those who have gone before. We have compiled a new Song Grove to inspire your ancestors’ celebrations.

Some say Halloween’s roots come from the Gaelic holiday of Samhain (“summer’s end), when the completion of the harvest was celebrated with feasting, dance, and bonfires in Ireland, Scotland, and Wales. Samhain is a threshold festival, when it’s said the boundary grows thin between this world and the Otherworld. Humans would offer food and drink to the aos sí ('spirits' or 'fairies') to ensure the people and their livestock survived the winter. The souls of deceased relatives were also thought to revisit their homes, and a place was set at the table and the hearth for them.

By the 11th century, a three-day observance known as Allhallowtide was established in Christian Europe: All Hallows' Eve (31 October), All Hallows' Day (1 November), and All Souls' Day (2 November). All Hallows’ Eve eventually evolved to be Halloween. Irish and Scottish immigrants brought their Halloween traditions to North America/Turtle Island in the 19th century.

Día de los Muertos began in Mexico as a combination of traditions. The Aztecs and other Nahua people in what is now central Mexico understood death as an integral, ever-present part of life in a cyclical Universe. Family provided food, water, and tools to help the souls of the dead in the difficult journey to Mictlán, the final resting place. In medieval Spain, people would decorate the graves of their dearly departed with flowers on All Souls’ Day; they would also light candles to illuminate the dead souls’ way back to their earthly homes, and bring wine and pan de ánimas (spirit bread) to their graves. These inspired the contemporary Day of the Dead practices in which people leave offerings such as food on graves, or place them on makeshift altars called ofrendas in their homes.

By the late 20th century, both Halloween and Día de los Muertos holiday traditions spread globally through human diaspora and transgeographic media such as music and films.

See this blog post’s Part 2 for suggestions of activities to honor the ancestors in your community.

Sources for additional details about these holidays:

History of Samhain

History of Halloween

Halloween Around the World

Day of the Dead

Day of the Dead Origins

Exploring Circles in Autumn

Taylor Donaldson — Mon, 18 Sep 2023 12:38:18 GMT

Exploring Circles in Autumn

By: McCadden, Honey Sweet Harmony

With the new school year beginning, it’s a natural time to introduce some new songs to your repertoire! Our latest ANBE Song Grove is a collection of songs sharing the theme of signs of autumn in nature and within ourselves, including some selections related to the Autumn Equinox.

Here are some additional activities you might enjoy this season:

Reflect together on circles you observe in nature - from the Earth and Sun whose dance creates the Equinoxes, to the cycle of life and death as embodied in tree leaves. Then going out on the land, invite children to gather leaves, nuts, twigs, feathers, etc. From these create mandalas (from the Sanskrit मण्डल pronounced mun-duh-luh, this literally translates as “circle”), whether symmetrical or not. This can be a solo, pair, trio, or larger group activity, depending on the children’s developmental level.

In conversation and/or song, reflect on the impermanence of these mandalas, how wind or rain or creatures will help the elements of the mandala continue their journeys to new places on the land and in the water. With older children, you might mention that particular cultural traditions invite humans to embrace the ephemeral nature of experience by creating particularly transient mandalas, such as Tibetan Buddhist mandalas made of colored sand, which upon completion are swept away and dispersed into flowing water.

A group mandala of such “nature allies” can be a wonderful way to set intentions for the season to come - creating the mandala on the earth together, then standing in a circle and taking turns to speak about what “nature ally” each person contributed to the mandala, what they’d like to contribute to the group this season, and what they’d like to receive from the group.

Seasonal intention setting can also be invited for solo mandalas, if age-appropriate.

As temperatures begin to fall, all sorts of trees, plants, animals, insects, fungi…everyone’s preparing for the cold season! Invite the children to begin to observe changes in your program/class’s nature neighborhood, and at home.

Bring out field guides to compare with their observations, not only for the purpose of species ID, but to begin to consider how else they might make their observations (eg. shapes, colors, sizes).

Facilitate a regularly recurring sharing circle in which they can report their observations.

Invite children to create nature journals inspired by their observations - these can include color swatches and sketches by any age level, in addition to written words by older children.

In coyote-mentoring style, mentors can gently introduce some additional understanding about the processes children are witnessing by starting with questions to stoke their curiosity, rather than providing informational answers for them to absorb. Eg. Why do you think… the leaves change color? they get brown and dry? they fall off the trees? the pine needles don’t fall? some birds flying south? other birds are staying here through the winter? we are finding piles of nuts? the nuts are in those places?...” etc. In this style of mentoring the emphasis is not on arriving at a correct answer, but on wandering together through curiosity and possibilities.

Find more ideas for autumnal activities on the ANBE Pinterest.

Do you have other favorite autumn activities or songs? We’d love to hear from you! Email programs@anbe.org to tell us about them.

Celebrating the Sun

Taylor Donaldson — Mon, 28 Aug 2023 12:45:10 GMT

By: McCadden, ERAFANS Online Course Facilitator

As we move through the summer season, we offer this Song Book celebrating the Sun! These may be sung to children, or with them, depending on the group. Some can be sung as rounds or simply as single harmonies together, and some can go well with craft making or dancing. We’ve suggested specific activity ideas that pair well with some of the songs.

Many community song leaders tell the origin story of the song, and/or how the song came into their own life, before teaching the song. With this in mind, whenever possible we’ve included something of each song’s “roots story.”

If you have any song suggestions to add to our collection on this theme, or can share more that deepens a song’s roots story, we’d love to hear from you! You can share your thoughts via email with the subject line “Song Share”.

We can also acknowledge our appreciation for the sun by inviting everyone to share reflections on the gifts that the sun brings to us. While warmth and light are likely to be among the first responses, you could invite deepening the conversation by considering who specifically benefits from and passes along the blessings of the sun’s warmth and light, (eg. particular flora or fauna where you are), and how (eg. which particular local reptiles soak in external heat thru sunshine or sun-warmed rocks; who benefits when sunlight diminishes mold and mildew; which local trees and plants transform sunlight into nourishment for themselves and which other local species through photosynthesis and is it different in flat leaves vs needles, how white pine needle tea has high Vitamin C good for humans, etc.).

Here are more sun related songs, books and articles you might enjoy exploring, as well!

Summer Songs for Young Chilidren Playlist by Dany Rosevear

Children's book about the sun.

Children's article about the sun.

Explore the sun with NASA!

Celebrate Earth Day!

Thu, 13 Apr 2023 19:36:47 GMT

Written by: McCadden, ERAFANS Online Facilitator

“We need joy as we need air. We need love as we need water. We need each other as we need the earth we share.” — Maya Angelou

Earth Day is an annual celebration honoring the achievements of the environmental movement and raising awareness of the need to protect the Earth for future generations. In the US, Earth Day is celebrated on April 22, and throughout the rest of the world on either April 22 or the Spring Equinox.

The first Earth Day was organized on April 22, 1970, and was attended by 20 million people across the US, strengthening support for legislation such as the Clean Air Act (updated in 1970) and the Endangered Species Act (1973). In 1990, a global Earth Day was organized, with more than 200 million participants in more than 140 countries.

Nowadays, the Earth Day Network brings together more than 20,000 partners and organizations in 190 countries and supports the Earth Day mission year-round. This mission is founded on the premise that all people, regardless of race, gender, income, or geography, have a right to a healthy, sustainable environment. Bringing together more than 1 billion participants every year makes it one of the largest public, secular events in the world.

How can you learn more and get involved?

Take a look at the official website full of ways to get involved!

The EPA website offers more about Earth Day’s history, plus ideas for educators.

ERAFANS is happy to offer our latest Song Grove (PDF) with a focus on songs honoring our connections to the Earth. If you have a song sapling favorite that’s not included, please email us (subject: Song Share).

Celebrate Earth Day, Every Day!

Some simple ways to celebrate Earth Day with children (even if not on April 22) could include holding a community gathering or class event:

Naming aspects of our nature neighborhood that we appreciate
Singing songs
Dancing (especially circle dances!)
Telling stories about meaningful experiences we’ve had in nature
Planting trees or plants, dedicated to the future generations
Creating a community garden
Litter cleanup at your school, program location, a local park, or waterway
Feasting together on a potluck meal or snacks after any of the above
Inviting families to experiment with using no electric lights on Saturday April 22, and catching the stories of the children’s experiences when they return to your class/program.

We would love to hear more about how you celebrate Earth Day in the comments!

The Surprises of Springtime

Tue, 21 Mar 2023 22:50:55 GMT

By McCadden, ERAFANS Online Facilitator

“As Spring rain softens the Earth with surprise

May your Winter places be kissed by light.

As the ocean dreams to the joy of dance

May the grace of change bring you elegance.

As day anchors a tree in light and wind

May your outer life grow from peace within.

As twilight fills night with bright horizons

May Beauty await you at home beyond.”

~ John O’Donohue

As Spring arrives in the North Hemisphere, many of us hear an inner stirring to go outside and dig our fingers (and maybe toes!) into the dirt, even as a final few snowfalls might yet visit us. The birds’ songs increasingly become a part of our soundscapes, their migrations a part of our skyscapes. Furry critters who have been dozing or staying tucked snug in underground dens and burrows, or beneath a blanket of snow are starting to come out for the first few bites of fresh greens, preparing to bring their babies into the world.

Being in a mentoring relationship with children at this time of year brings adults the gift of seeing this rebirth of the land and waters through their “beginner’s mind” eyes. What have we been taking for granted in our nature neighborhoods that we can pause to admire in awe? What bubbles of curiosity and excitement are coming to the surface of the children’s flow of play and learning in your group this spring? What activities have you introduced or will you try this spring to plant those seeds of wonder in rich soil and nurture them into sprouts? Do you practice any particular form of celebration to welcome Spring together? How do you mentor children in being care-givers to their nature-family members, especially mindful of newborns and juveniles of other species? We’d love to hear your stories in the comments!

Enjoy our latest Song Book filled with simple easy to learn and teach songs to welcome and revel through the Springtime. If you have any song sapling suggestions to add to our collection on this theme, we’d love to hear from you! Please share them via email with the subject line “Song Share.”

The How Tall is My Shadow? game is a great hands-on activity for understanding the seasons! At about noon on each equinox and solstice (or on the closest sunny day when you’re together), measure from each child’s toe to their shadow’s top. Have the children measure your shadow, too, and record the numbers. After gathering data on these solar holidays, you can ask the children to guess which shadow was longest, compare the shadows’ changing heights with your own heights (When did it come up to your knee? When was it about as tall as you? When would it be too tall to stand up in our classroom?), discuss the changing angles of the sun, read up on our solar system and the Earth’s seasons, and experiment with a flashlight and a globe.

Some Spring Equinox traditions from around the world to explore:

Cahokia is one of the largest and most complex archaeological sites north of those in Mexico and the southwestern US. The Cahokia Woodhenge is a circular series of timber circles believed to be a solar calendar, which was used to mark the passing seasons (much like Stonehenge).
On this day at the Chichen Itza on Mexico’s Yucatan peninsula, sunlight moves over the iconic Kukulkan Pyramid, giving the impression of a snake slithering on the stones!
The Mnajdra Temple complex on Malta’s southern coast was built with a specific alignment toward the equinox and solstices. On the equinox, sunlight directly enters the central corridor of the South Temple at sunrise.
The Chinese Chunfen holiday has roots going back millennia, including seasonal games, sending well wishes to friends and family, and children painting eggs and attempting to stand them on-end.
With roots in Shintoism, Vernal Equinox Day is a national holiday in Japan. Traditionally, people would mark the day by cleaning house, starting new hobbies or making life changes, and visiting the grave sites of loved ones. Today, most people spend the day with their families.
Celebrated by people around the world, Nowruz (“new day”) is also referred to as Persian New Year. A time of hope and rebirth, people clean their homes, repair broken things or remove them, paint and improve their living spaces, and prepare traditional dishes to enjoy while visiting with family and friends.

Some fun materials:

Spring Equinox: science, cultural history, and activity ideas.

Yoga poses to understand the Earth’s tilt, and spring picture book suggestions.

Celebrating the Night Sky

Mon, 06 Mar 2023 17:23:34 GMT

Written by McCadden, ERAFANS Online Facilitator

In the Northern Hemisphere, we’re still in the cold season, with longer, clearer nights and greater opportunities to view the stars, moon, and planets above. In many traditions around the world, human beings have tended to go inward during the winter, becoming more sedentary and taking shelter in some form designed to help us stay warm. We’ve gathered around the fire to share stories, songs, craft-making, and transmit various other skills and teachings. Some cultures celebrate Lunar New Year at this time.

With this in mind, we offer this Song Book focused on celebrating aspects of the Night Sky. If you have any song sapling suggestions to add to our collection on this theme, we’d love to hear from you! Please share them via email with the subject line “Song Share”.

Here are some related tales you might enjoy exploring, as well!

Children's books about the night

Children's books about stars and constellations

Children's books about the moon

Annual Report: An Overview

Mon, 30 Jan 2023 22:21:10 GMT

Written by Abigail Gierke, ERAFANS Grants & Development Associate

An annual report documents what an organization has accomplished in the most recent year, plans for the future, and the financial underpinnings that make it all possible. It helps organizations build trust, celebrate successes and major accomplishments, acknowledge donor and volunteer support, and helps readers understand a mission. In our case, we want to connect with you—our supporters—the lifeblood of our organization. Through our annual report, we hope you’ll get a better sense of what we do and why your support matters.

ERAFANS is a member-based organization at our core, founded on this principle: If we want to connect children and families with nature, we must give teachers, childcare providers, and administrators the relevant training that they need. From our immersive Notchcliff Nature Programs and intergenerational nature series to our Nature-Based Teacher Certification and Forest Days Programs, we work hard to lay the groundwork for a lasting connection to the natural world for all.

Last year, almost 73 percent of our income came directly from our programs. They say that ‘if you build it, they will come,’ and when you look at our numbers, you’ll see that saying rings true. Our flagship program, Nature-Based Teacher Certification, served 361 educators in 2022. That is a 40% increase from 2021. The Mountain Laurel Scholarship Fund was created to fulfill the growing desire for our programming, with over 25% of program participants receiving scholarship support. Forest Days directly supports public schools and the increasing need for equitable learning opportunities. Last year, we expanded our reach in Philadelphia, PA and took to the outdoors with a preschool in Falls Church, VA (our youngest Forest Days participants yet!).

In 2022, we hosted our first ever Nature Teacher Art Camp, which brought together 25 educators to stretch their creative muscles. Participants gathered along the rocky shore of New Hampshire to practice nature journaling, organic art, wool felting, process art, and seaweed printing. We reignited the International Forest School Exchange opportunity to virtually bring together participants from four different countries to discuss the forest school model and share ideas. We hosted a session of Outdoor Learning in a Nutshell that, thanks to grant funding, was offered for free to Baltimore City educators working with kids birth-5 years old; ultimately increasing accessibility to nature for all.

Early childhood education refers to children from infancy through age eight, and our opportunities tend to focus on that age range. However, one part of our work that you won’t find in the numbers is a trickle-down effect that can’t be measured. Educators who sign up for an online course take their new knowledge into their classrooms; they will share lessons and different ways of thinking with fellow teachers, and offer new ideas and insights to parents at back-to-school night. Children who had the opportunity to be a part of Forest Days will bring their caregivers back to the school grounds with a new confidence to share their favorite climbing tree or point out tracks they notice in the mud.

Teachers certified through our Nature-Based Teacher Certification course confidently implement nature-based learning in their classrooms. They feel empowered to advocate for this type of learning with the administration and families, and model the benefits of time spent outdoors to others. Others start new nature-based programs in their community, or expand their current offerings to serve more families.

Those who participate in our retreats or book clubs come away with new connections and feel rejuvenated and inspired to make nature-based learning a reality in their communities. The list goes on. Through our work we see how the simple act of spending a small amount of time outside can turn into a habit and change lives—especially for our children.

So take a look at the report and tell us what you think, but then turn off your computer and get outside!

ERAFANS Annual Report FY2022.pdf

Responding to the Call of Nature: Nature-Based Teacher Certification Reflection

Sat, 28 Jan 2023 19:04:38 GMT

Written by Heather Rose Artushin, NBTC Participant

The cold Michigan winters foster a hibernation culture that is undeniable - apart from the occasional trip to the lake or picnic at the park, much of my childhood was spent indoors. It wasn’t all bad. I fell in love with books and became a voracious reader. I made plenty of precious memories baking cookies with my mom and watching movies with my dad. We played board games and tinkered with projects. But when I moved south with my husband and 8-month-old son, making a home among the palm trees and mossy oaks in Charleston, South Carolina, I knew I needed to fall in love again - this time, with nature.

Tasked with raising a boy in the 21st-century, and wanting to do it as screen-free as possible, I decided time outdoors was the answer. So outdoors we went, exploring the Shem Creek boardwalk, walking the trails through Palmetto Islands County Park, digging in the sand at the beach on Sullivan’s Island, biking along Pitt Street and even “hiking” across the Ravenel Bridge high above the Charleston Harbor.

When my second son was born, and my firstborn was of preschool-age, I got serious about homeschooling and discovered the idea of nature-based education. The opportunity for my children to grow up in an environment that fosters learning outside the four walls of a classroom, or even a living room, ignited a spark in my soul.

Learning alongside so many talented educators in such a wide variety of settings all over the world in the online Nature-Based Teacher Certification course opened my mind to the simple but profound ways I can facilitate a nature-based education for my children right in our own backyard. From exploring our local flora and fauna to playing with natural loose parts, cultivating our cordage skills to constructing a fort out of fallen branches, my children and I learned together through the engaging, hands-on experiences offered in the course.

Most valuable, and unexpected, was how my own personal relationship with nature strengthened during my time in the course. The homebody I used to be is now much more at home in nature. I treasure our sit spot practice and nature journaling, amazed at how much more dynamic and ever-evolving the world outside our windows is when I just take the time to slow down and notice.

I have so much more to learn on my journey as a nature-based homeschool parent, but my time with ERAFANS has equipped me with the resources to continue learning long after the course has ended. That’s the thing about nature - it has ever more to reveal to us about itself. I set out to prepare myself to teach in nature, but discovered within a passionate student ready to learn alongside my curious children.

Heather is a homeschooling mother of two adventurous boys, and passionate writer and poet. Follow her @heatherartushin and visit her website, www.heatherartushin.com to keep reading.

Lighting the Dark with Song and Sharing at Winter Solstice

Mon, 19 Dec 2022 19:25:18 GMT

Written by McCadden/Honey Sweet Harmony

As we in the Northern Hemisphere experience the shortening of days leading up to this year’s longest night on December 21, 2022, we may notice ourselves and the children in our programs naturally expressing less active outward focused energy, instead shifting towards a more diffuse, inward focus. Last year we offered a post with some wonderful ideas for weaving your own Winter Solstice traditions, including crafts and stories. Below are some additional suggestions for ways you can honor the Solstice and cold season’s energetic qualities in your activities at this time of year.

Upcycled Tissue Paper Lanterns

Before your Solstice Celebration begins, preparations could include this light-inspired “upcycle” craft project. Gather clean empty small jars (baby food, jam, etc.). Tear or cut tissue paper of various colors into small irregular or geometric shaped pieces. Using small watercolor type paint brushes and watered-down white glue, glue 1 piece of tissue paper at a time onto the jar’s exterior, slightly overlapping them so that they give a kind of mosaic look to the jar. Tea lights illuminate the beautiful multicolored jars. Here are some examples.

These can serve as part of your Winter Solstice celebration, light the way for a center-wide or family lantern walk, offerings for a Trade Blanket, a Lantern Swap (see notes on the song Bless the Turning), or as gifts for the children to offer their family.

Trade Blanket

The Trade Blanket is an age-old tradition in which people gather together to trade homemade goods or found nature objects. It is a wonderful opportunity to see the children’s talents, and it inspires all of us to grow in our skill and craft. The items to trade can either be handmade (not necessarily by the child, but by someone), or could be something special they’ve found outside (antler, skulls, cool rocks). In either case, it should have a natural essence to it. Each voluntary participant puts their item(s) on the blanket at the beginning, then within the group each takes a turn to select something else. It can work well for each child to bring a couple different things, as they might want to trade for more than one item.

Winter/Solstice Songs

Here is a songbook with a few sweet songs you might enjoy introducing to your winter/solstice traditions.

Depending on the ages and capacity of the children you work with, these could be sung to them, with them, some can be sung as rounds or simply as single harmonies together, and some can go well with craft making or dancing. Many community songleaders tell the origin story of the song, and/or how the song came into their own life, before teaching the song. With this in mind, we’ve included something of each song’s “roots” as we know them. You’ll notice that several of the “song catchers” went into nature for inspiration. If YOU have any winter songs you have “caught” from nature, or songs you love for the cold season, please email us!

Winter Online with ERAFANS

The annual ERAFANS Winter Solstice Ceremony will be online on Tuesday, December 20, 2022 at 7 p.m. EST. The ceremony will be recorded and available here.

Thanksgiving & Native American Heritage Month as Invitations, Part I

Tue, 22 Nov 2022 01:34:31 GMT

As a hub for conversations among educators, ERAFANS has been approached by many of you asking for help finding alternative ways to acknowledge the Thanksgiving holiday in your classrooms and programs. While responding to this need, we begin this blog post with a blanket of apology: recognizing that we are in the very earliest stages of starting to address the harms done by a long global history of colonization, with ongoing oppression of BIPOC and other marginalized communities.

We cannot hope to dismantle the legacy of such complex and often unacknowledged harm through a single post or holiday. We offer this blog as our best effort to simply begin to acknowledge and act against these wider and pervasive systems, by responding specifically to your request for support around the particular topic of Thanksgiving, as well as Native American Heritage Month.

Beginning with Gratitude

The practice of pausing to acknowledge what we’re feeling grateful for has long been common in many cultures around the world. As a core routine, this practice helps “bring hearts and minds together” at the beginning of the day, or when a group gathers, or before eating food together, etc.

Within the nature connection movement, awareness of the Haudenosaunee practice of the Thanksgiving Address or Words Before All Else was shared by Jake Swamp,Tekaronianekon “Where Two Skies Come Together,” royaner (sub-chief) of the Wolf Clan, Kanienʼkehá:ka (Mohawk) from Ahkwesáhsne (across the New York/Ontario border), founder of the Tree of Peace Society and delegate to the United Nations, of whom many people say “The single most influential person I never met.” His wife Judy Swamp is a traditional elder of the Kanienʼkehá:ka who also mentored many nature connection programs, and one of their children, Skahendowaneh Swamp, is an installed speaker of the longhouse, educator, and traditional artist.

Giving Thanks: A Native American Good Morning Message is a book by Jake Swamp suitable for young children. This is one Teacher’s Guide to go along with the book.

Thanksgiving Address: Greetings to the Natural World is a small booklet version by Jake Swamp and John Stokes available online in eleven different languages paired with Mohawk. It was produced by The Tracking Project together with the Tree of Peace Society, the Six Nations Indian Museum and the Native Self-Sufficiency Center; proceeds are shared among these groups.

Skä•noñh - Great Law of Peace Center offers this video explanation of the Thanksgiving Address/Words Before All Else.

This is a video of Jake Swamp speaking the Thanksgiving Address with Joanne Shenandoah’s music.

Robin Wall Kimmerer tells the story of one school’s implementation of the Thanksgiving Address in their morning announcements in her book Braiding Sweetgrass (also available as an audiobook read by the author, and a new edition adapted for young adults by Monique Gray Smith. This was the first book of ERAFANS Nature Book Club series, which is open to new members.

A simple group way to practice gratitude is to go around a circle of those gathered and invite each one present to say their name, then share something they’re feeling grateful for, in no hurry, then somehow signal when they are complete such as “thank you for listening to my words.” You might find a stone, feather, or stick to pass as an indication of taking a turn. Coyote mentors often include each person’s Nature Names, and reflect on aspects of nature in our current location and season we’ve noticed and appreciate. It’s wonderful for children to see adults model this pattern of speaking from the heart. Keep in mind that sharing should always be an open invitation and not a requirement. You may invite everyone to speak but remind them that silence or pass can be a way to share.

Reciprocity as the Natural Extension of Gratitude

Robin Wall Kimmerer, author of Braiding Sweetgrass and Gathering Moss, offers an insightful reflection on reciprocity and mutualism among all species.

Four Worlds International Institute - “Sixteen Indigenous Guiding Principles for Co-Creating a Sustainable, Harmonious, Prosperous World emerged from a 50-year process of reflection, consultation and action within Indigenous communities across the Americas. They are rooted in the concerns of hundreds of Indigenous Elders, Spiritual Leaders, and Community Members, as well as in the best thinking of many non- Indigenous scholars, researchers and human and community development practitioners.”

This article explains some of the ways in which many indigenous languages reflect a non-dominant way of relating to the world:

With these in mind, you might find inspiration for practices with the children to engage in small acts of gratitude for and reciprocity with the plants, trees, animals, birds, and water-dwelling creatures near you, whether that’s caregiving in a physical way, and/or offering a song or dance to those species, or telling one another stories about them.

This post is part one of three in a series, "Thanksgiving & Native American Heritage Month as Invitations”. ERAFANS staff has taken great care and sensitivity compiling this blog post in a way that honors Indigenous peoples and helps others do the same. If you have questions please feel free to contact us at programs@erafans.org

Thanksgiving & Native American Heritage Month as Invitations, Part II

Tue, 22 Nov 2022 01:10:43 GMT

Deepening Our Awareness of Local Indigenous Cultures and History, Avoiding the “Ethnographic Present,” and Initiating Indigenous Connections Here and Now

In our language and visual imagery, it is important to avoid speaking or presenting Indigenous peoples as if they only existed in the past, or as if they continue to exist in ways that were true long ago. Whether considering a story, worksheet, video, or other educational materials, it is good practice to keep an eye and ear out for such representation.

As a rule, avoid depictions and activities related to generic “historical” “Indian” clothing, shelters, household goods, hunting and gathering methods, etc., unless you are presenting a history lesson and being specific to the people, place, and timeframe. Saying Native Americans/Indians or even a particular tribe “live close to nature” or “Native Americans used a talking stick” are examples of speaking in the present or past verb tense to overgeneralize inappropriately.

One practice many outdoor and nature connection programs have begun is to recognize the local Indigenous peoples whose ancestors have been among those to tend the lands and waters of that area. Mindfulness around concepts of “ownership” vs “caregiving” and “tending the place” might be helpful cultural considerations.

This online map is an excellent way to begin to explore the Indigenous connections where you are.

You can also begin to look into what the Indigenous language names are for places, land features, water, and various species such as plants, animals, trees local to where you are. Ecosia.org is a search engine that plants trees, and there are a number of online resources related to Indigenous languages you can explore on the internet.

One placename to start with could be to mention “Turtle Island” as an alternative name for “North America,” and share a local version of a story how Turtle Island came to be, if it applies where you are (not all indigenous cultures of North America share this name for the continent).

When looking to connect with local Indigenous people, consider deepening an existing connection - or reach out to a cultural center or other organization whose mission includes connecting with the general public. Inquire about the best first steps toward creating a long-term relationship with Indigenous mentors who have chosen to be point persons of intercultural connection.

One way to celebrate Native American Heritage Month is the 35-mile Walk and Learn Challenge presented by the American Indian College Fund. This is a fun and educational way to combine what you already do – exploring nature outdoors with children – while advocating for Native American communities. Registrants get access to weekly “Learn” segments that help deepen your knowledge of Native students, their culture, and their communities. You can join the Facebook Group and engage with fellow challenge members by sharing pictures and/or thoughts about where your walks have led you. Once you join the challenge, you can ask your community to donate in support of the American Indian College Fund.

Harvest Celebrations & Honoring the Ancestors

Coming together at the end of the growing season to celebrate the harvest is a common practice in many cultures around the world. In Coyote’s Guide to Connecting with Nature, this is linked to the West direction: a time to gather and celebrate. It is also a time to “catch one anothers’ stories,” a practice we feature in an ERAFANS webinar, related to the core routine called “Story of the Day” in Coyote’s Guide.

We now know that the familiar story of the “Pilgrims and Indians” coming together for such a celebration is historical fiction. Yet we can still find ways in integrity with our own heritage and the practices that emerge naturally from a relationship with our food sources, our local place, and our ancestors.

At this time of year, consider holding some form of Ancestor / Harvest Supper, Feast, or Celebration for the families of your students, or the wider community. Here are a few ideas from regenerative culture design mentors Honey Sweet Harmony:

Create a large basket or paper mache cornucopia / horn of plenty for your class/community. Invite each person to contribute one small item that symbolizes something for which they are feeling grateful from the past year. Then either in an extended time together, or over multiple circle times, take out 1 item at a time to return to that person, and invite those who wish to take a turn sharing what their item is and how it represents their gratitude. These shares can be about something very specific or something very broad, whatever comes from the heart.

Invite families to send in photos or other items that remind them of those who have gone before, and create an artistic Honoring Our Ancestors display in the (indoor or outdoor) classroom space. Fabric, shells, sticks, leaves, nuts, bones, feathers, and anything else the participants gather with consent from and gratitude to nature can add to the decorations. Candles can be a beautiful addition if age-appropriate. Make sure the personal items are name-labeled and appropriate to have exposed to the hazards of weather and handling.

Hold a community/class Ancestor Feast in which food from the participants’ ancestral heritage, or food loved by someone dear who has died, is shared with everyone, and an Ancestor plate is given a dollop of each dish. Create an Ancestor Chair decorated with special items from nature, and a Storytellers Chair for anyone who wishes to sit and tell a story about the food and ancestor before passing it around for those who'd like to sample. It's important to ask that the recipe for each dish be written up and provided, to allow for any dietary restrictions. Songs, music and dancing also add to the whole experience.

Coming together to weave community connection in gratitude, food and story sharing is a beautiful practice. As with the familiar but imaginary story of “The First Thanksgiving,” harvest and ancestor celebrations can have profound effects, especially for a community that might feel fragmented in some ways.

This post is part two of three in a series, "Thanksgiving & Native American Heritage Month as Invitations”. ERAFANS staff has taken great care and sensitivity compiling this blog post in a way that honors Indigenous peoples and helps others do the same. If you have questions please feel free to contact us at programs@erafans.org

Thanksgiving & Native American Heritage Month as Invitations, Part III

Tue, 22 Nov 2022 01:01:24 GMT

Songs of Ancestors: a selection from the Honey Sweet Harmony Song Grove

Ancestors

Roots: From the album The Wild Fears We Tame by Mica Whitney and Graham Remocaldo of Swamp Trees in Richmond, VA. They are singer/songwriters and farmers.

All of my ancestors live within me (lead/soloist then repeats “within me” 2 more times, while group starts to repeat “within me, within me...” until the next repeat phrase beings)

Within me I can feel a spirit rising (“rising” follows same repetition pattern)

Rising up above to where the birds sing (“the birds sing”)

The birds sing their songs to the stars at night (“at night”)

At night I dream with all of my ancestors (“my ancestors”)

And all of my ancestors live within me…

(continue to repeat)

Ancestor Sky People (also heard here)

Roots: Originally a “Dance for Universal Peace” with lyrics by Mischa Saez, Art Director at Camp Sunburst for children and families with HIV/AIDS in the early 90s, with music by Harmony Grisman and movements by Sharee Anderson.

Ancestor Sky People all here today

Hear our Heart song

Hear our Respect

Hear our Love

Hear our grateful tears fall

We are truly blessed (oo - oo),

We are truly blessed.

Mahk Jchi

Teaching version

Roots: Composed by and copyright Pura Fé and Soni of Ulali, a haunting song written by the Native American women’s group Ulali. The song is in a compilation of Tutelo and Saponi languages, now extinct dialects of the Sioux nation from the Ohio Valley. There is a commonly mistaken translation of this song widely circulated on the internet but the translation below has been confirmed by the artist. This song takes an investment in learning and is more complex for choral, oral-tradition learning, but do-able and worth it with older children, teens and adults. You could teach some of the simpler lines to sing with younger children, and enjoy dancing while listening to the rest.

Mahk Jchi tahm boo-ee

yahm pi-gih-dee

Mahk Jchi tahm boo-ee

kahn speh-wah eh-bi (x2)

Mahm-pi wah ho-ka yi nonk,

tah hond tah-ni kih-yee tai-yee

Ghee weh meh yee-tai-yee,

Nan-ka yaht yah moo-ni-yeh wah-jhi-seh

English translation:

Our hearts are full and our minds are good

Our ancestors come and give us strength

Stand tall, sing, dance and never forget who you are

Or where you come from

Voices of the Ancestors

Roots: by Sandy Vaughn of Tonasket, Okanogan Highlands, WA, with words transformed and added by the folk process of oral tradition. Original by Sandy.

Listen to the voices of the ancestors calling

They say wake up, wake up

Listen, listen.

May the waters all run clear,

May the mountains be/go unspoiled,

May the air be clean,

May the trees grow tall,

May the Earth be shared by all.

Indigenous Foodways

There is increasing support for North American Indigenous foodways among people of indigenous ancestry and non-BIPOC allies. More than simply offering a few stereotypical recipes, such efforts aim to cultivate a deeper understanding of the present conditions, historical journey, and local cultural associations of various foods. This includes practices for tending, harvesting, and preparing for meals. Here are some folks that are engaged in this work:

North American Traditional Indigenous Food Systems FB Page

The Souix Chef: Revitalizing Native American Cuisine FB Page

Indigenous Food Lab FB Page

Native American Food Sovereignty Alliance - NAFSA FB Page

Nourish Leadership #FoodisOurMedicine @nourishhealthcare

On Indigeneity

As you consider how to approach Thanksgiving and Native American Heritage Month with children, the interview below might help inform your adult perspective on mutual belonging with a place. It may also help guide you in ways to express gratitude. Together, these understandings may provide a deeper experience and connection to the present place and people where you teach/mentor.

“Pat McCabe, also known as Woman Stands Shining, is a Diné (Navajo) mother, grandmother, activist, artist, writer, ceremonial leader and international speaker. The discussion focuses on the question of what it is to be Indigenous, and how those of us in the West can reclaim a sense of our own indigeneity.”

https://soundcloud.com/thismythiclife/pat-mccabe

Some additional resources

7 Thanksgiving Books for Kids Written From the Native Perspective By Cool Mom Picks

A collection of culturally and historically accurate Thanksgiving coloring pages for children

Tolerance.org resources

A racial justice guide to thanksgiving for educators & families

“Teaching the real story of the first thanksgiving”

Some Native American perspectives on thanksgiving (National Museum of the American Indian)

Supporting Native Indian Preschoolers and Their Families

Some additional resources specifically for young children

Teaching about Native Americans in Preschool and Kindergarten: Do’s and Don’ts

Native American Preschool Activity Teaching Resources

Books for Preschoolers by Native American Authors

While this guide is far from exhaustive, we hope it gives you some useful stepping stones. We encourage you to continue your own research and come to decisions based on the children and wider context in which you share your Thanksgiving and Native American activities and conversations.

This post is part three of three in a series, "Thanksgiving & Native American Heritage Month as Invitations”. ERAFANS staff has taken great care and sensitivity compiling this blog post in a way that honors Indigenous peoples and helps others do the same. If you have questions please feel free to contact us at programs@erafans.org

Out of Many, One: Early Childhood Education Pathways for Children in Nature

Monica Wiedel-Lubinski — Wed, 09 Mar 2022 19:07:42 GMT

Written by: Schlese Castilla

maggie and milly and molly and may / went down to the beach (to play one day)
–ee cummings

In the United States, renewed interest in outdoor learning is flourishing as more parents and educators embrace a daring possibility: the natural world can be a remarkable classroom. While outdoor learning isn’t a new phenomenon, existing models of education and childcare that center nature continue to inspire parents and educators in the United States.

The benefits of outdoor learning are well documented, but the terminology used to describe the various educational experiences providing such wonderful benefits can sometimes be confusing. The following brief guide is meant to clarify important terminology about the educational experiences outdoor learning can offer, with two important caveats:

Terminology usage about outdoor learning isn’t universal or consistently applied. As a result, you may find some schools use the same terms in different ways (or even use different terms interchangeably). The language of outdoor learning can vary from school to school, locality to locality, and state to state. Keep in mind: in some instances, there are real differences in the educational experiences outdoor learning programs offer. Always take time to familiarize yourself with the specifics of a program you’re interested in.
Whatever the educational experience, outdoor learning focuses on a diverse set of activities that use nature as a tool for open-ended learning and play that also promotes physical, cognitive, socio-emotional, spiritual development and wellness. Nature, from that vantage point, can be an immersive classroom for the potential study of all subjects.

Let’s Get Started: Defining Basic Terms

Forest Days and Nature Days

Designed for students of all ages, public and private schools maintain Forest Days or Nature Days through weekly, purposeful encounters with nature on their school grounds or nearby green space. Forest Days and Nature Days usually exist as part of a traditional student learning experience.

Forest School

Forest school education takes place daily and exclusively in nature. Students attend school outdoors, even when there are seasonal and weather changes. In other words, students enrolled in forest schools do not use indoor classrooms (unless they need to shelter in extreme weather). Although the term “forest school” suggests the setting for learning should occur in a wooded area, this is not a hard and fast rule.

The term “forest school” is also the name of the learning theory that proposes how children in forest schools learn in nature: through self-directed unstructured play, self-directed hands-on experiential learning, safe opportunities for risk-taking, and instructional material provided by the natural setting of the school grounds or nearby green space. A forest school experience is also designed to build strong, one-on-one connections between teachers and each child. It is a living laboratory dedicated to the unique needs and strengths of each child. Forest schools follow a learner-led curriculum, though some may incorporate traditional curriculum or learning standards. In both instances, the natural world is a springboard allowing students to experience social-emotional, physical, language, and cognitive growth.

Note: The Forest School movement emerged in 1993 inspired by long-standing traditions of outdoor learning across Europe and the UK. The Forest School Association offers specific guidance around this experiential outdoor learning model.

Nature-based Education

Nature-based education (NBE) is a learning process that utilizes nature as a the basis for all learning. Nature is the object of study and is the learning environment. Materials and approaches are all focused on nurturing deeper connections with nature. NBE gives children an opportunity to experience nature as a doorway that facilitates learning while promoting a sense of responsibility for the environment and a sense of place in the natural world. Children attending nature-based programs generally spend up to 50% of their learning time outside (though it certainly can be 100%!). Outdoor learning may be in concert with traditional, indoor schooling in a classroom. There is an astounding range of NBE formats and settings, so one size does not fit all! The term nature-based education is a general umbrella term describing a wide range of learning experiences that take place in, with, or about nature.

Nature Preschool

Typically, nature-based preschools are licensed early childhood education programs for children ages 3-5. Most experts agree on these characteristics that define nature preschools: about 50% of each class is spent outdoors (sometimes more or less), learning is centered on nature themes and environmental literacy, and nature is infused into indoor classroom spaces as well. Nature preschools provide space for early childhood development while helping children build an environmentally conscious identity. Because they are usually licensed programs, there may be more emphasis on academic components of curriculum.

Place-based Education

Place-based education engages and introduces children to their local community and environment in order to teach a variety of subjects. Place-based education helps children forge deeper connections with and between the people and places that make up their community. It encourages an appreciation of the natural world with a focus on community, service, and local civic engagement. Place-based learning can occur in any environment, and has gained popularity because it allows students in urban settings to connect and learn in green spaces while developing their cognitive and socio-emotional skills.

Outdoor Preschool

Outdoor preschool is a broad term acknowledging the reality that immersive early childhood education nature programs do not have to take place in a forest. Outdoor preschools, in fact, can have a home-base at beaches, farms, parks, and deserts. Outdoor preschools are usually immersive, meaning they are outdoors 100% of the time, except to seek shelter during severe weather or emergencies.

Urban Forest and Nature Programs

Urban forest and nature programs demonstrate that nature is all around–and often closer and more convenient than a car ride to green space. Some urban forest and nature programs are situated in city parks. Other programs have creative ways of connecting with nature (gardens, urban farms, beekeeping, etc.) and bring the immediacy of nature to a child’s fingertips and imagination. Like place-based learning, urban forest and nature programs connect young learners from all socio-economic backgrounds to the wonder of nature in urban communities as they develop a respect for the environment and build a rich reservoir of cognitive and socio-emotional skills.

The Road Ahead

Already an inclusive educational phenomenon, as more students begin their outdoor learning journey, programs that are responsive and intelligently meeting the realities of student diversity (economic background, disability, language, race, LGBTQI+) are appearing on the horizon, too. To date, the number of forest and nature schools continues to grow. In 2021, the Eastern Region Association of Forest and Nature Schools offered professional development to teachers in all 50 states and 11 countries! Such unprecedented demand for nature-based teacher training may indicate a promising shift in how we think about learning and play.

Spotlight on Lingelbach Elementary School Forest Days Program, Philadelphia, PA

Written by: Susan Chlebowski and Brianne Good

Imagine for a moment you are standing beside a brook after a long rain. The energy of that water is near to overflowing the banks, and anything in its path gets swept hurriedly down stream. This is the experience we have weekly with students at a public school in Philadelphia, Pennsylvania as they pour from their classroom to our outdoor space on the school grounds. Each week, we spend two hours outdoors with a group of kindergarten or first grade students on their wooded, yet urban school campus, providing nearly 100 children with regular outdoor learning opportunities.

What have we noticed? These are highlights of what we are learning the children need from Forest Days:

F - freedom. The children crave freedom of choice, freedom of movement, and freedom to be themselves. This freedom shows up in their exuberant love of exploration, discovery, tree climbing and creative self-expression in our outdoor art areas.

O - outdoors. When outdoors, many of the children seem completely different. Quiet becomes loud, bold becomes shy, and outcast becomes friend. It is all welcome, and celebrated.

R - routine. We carry the same simple routine with us from week to week, and the children know and love that familiarity.

E - empathy. We are building empathy among the children, between the children and living creatures, and between the children and the earth.

S - safety. We hold a safe space for the children to learn, ask questions, and feel feelings.

T - time. Perhaps one of the most important pieces of the Forest Days model is simply the gift of time we give children to play, learn, wonder, explore, and be.

Welcoming the Light this Winter Solstice

Monica Wiedel-Lubinski — Tue, 21 Dec 2021 19:51:31 GMT

On this, the shortest day of the year, we welcome the return of the light. Autumn officially turns to winter today, December 21. In winter (and in all seasons), forest and nature schools participate in experiences that honor and respect nature. During the Yuletide season, we revel in all that winter heralds and find ways to beckon back the light. Indigenous and global traditions vary widely, but the ideas below may help inspire new traditions in your forest school community.

Yule Logs
Use plentiful fire wood and evergreens such as pine, juniper, holly, cedar, or fir boughs to create a yule log to burn during the solstice. You can also bundle up cinnamon sticks, star anise, and dried fruit (such as oranges or apples) for a festive, fragrant touch. Some people opt to create a yule log that contains a candle or battery-operated votive to make a beautiful centerpiece instead of a log to burn in the fire.

Solstice Spiral
The concept of the solstice spiral is to provide a reflective place to consider the everchanging cycles of light and dark that rule our seasons. The spiral also represents how people can find and spread light among community, despite dark times.

Spirals can be made of branches, evergreens, pine cones, berries, etc. Generally it is a large-scale outdoor spiral with a path that is big enough to walk into the center. Many forest schools host an evening Winter Solstice event where children walk into the spiral with a lit candle, which may be contained in a hollow orange or apple. Children walk into the spiral and place their candles in the center and/or along the path of the spiral. As more children walk into the spiral, the light grows.

If you lack an outdoor space for a spiral, another option is to create smaller evergreen solstice spirals that can be part of the children's loose parts play. Miniature spirals can be created on mirrors, small trays, or tree rounds, or anything similar and offered as invitations for play.

Ice Lanterns & Ornaments
Check out this Ice Lantern document for instructions if you'd like to give these beauties a try. There are several variations and if you prefer to make an ice ornament, you can use muffin tins along with string or ribbon for outdoor hanging.

Outdoor Garlands (for the Birds)
Spread vegetable shortening over pine cones, magnolia pods, or other seed pods and roll into bird seed, then tie onto a 3-4 foot length of twine. From here, string cranberries, dried orange slices, popcorn, figs, etc. onto the twine. Tie on evergreen clippings as desired to make a festive garland that the birds will thank you for. These may decorate your outdoor classroom or children may prefer to take them home.

Harvest Food & Treats
There are SO MANY treats you can roast over a fire to celebrate the season! Consider roasting apples or pears with oats and cinnamon. Savory root vegetables such as potatoes, carrots, or sweet potatoes with rosemary and thyme are also fun to cook in a Dutch oven. Bread dough or pre-made pizza or crescent roll doll can be wrapped around branches for roasting (we call it 'snake bread'). Or you can try your hand at roasting chestnuts on an open fire, which smell amazing and are delicious, as the song suggests. Brew cider with mulling spices for a warm drink.

Books about the Winter Solstice
Goodbye Autumn, Hello Winter by Kenard Pak
Sun Bread by Elisa Kleven
The Return of the Light: Twelve Tales From Around the World for Winter Solstice by Carolyn McVickar Edwards
The First Day of Winter by Denise Flemming
The Shortest Day by Susan Cooper and Carson Ellis
The Shortest Day: Celebrating the Winter Solstice by Wendy Pfeffer and Jesse Reisch
The Solstice Badger by Robin McFadden
The Tomten by Astrid Lindgren
The Winter Solstice by Ellen Jackson and Jan Davey Ellis

Find more inspiration for nature-based activities and nature-based books on Pinterest.com/erafans. However you choose to welcome winter, we wish you a joyful Yuletide season!

Nature-Based Learning : A French Perspective

Tue, 08 Dec 2020 13:47:02 GMT

By: Laura Nicolas,https://mapetiteforet.fr and Sologna Nature and Culture http://sologna.fr

Nature-Based Learning, Outdoor Learning, Outdoor Education, Forest School Education…the English speaking world offers rich examples of nature-based educational trends ! What about France?

A progressive shift from traditional French teaching pedagogies

As a French educator and researcher, I cannot find here, in France, any equivalent of the materials created by my British and North American colleagues. Nevertheless, several recent books have been written in French in the last five years that address these topics, some which include:

"Emmenez les enfants dehors" (“Bring Children Outside!), Crystèle Ferjou, 2020

“L'école à ciel ouvert” (“The Open-air School”), SILVIVA, 2019

“L'enfant dans la nature” (“The Child in Nature”), Matthieu Chéreau et Moïna Fauchier-Delavigne, 2019

Tous dehors en Forêt” (“Everyone Outside in the Forest!”), Patrick Luneau, 2018

“A Guide to Open-Air Schools” (Eco-Conseil), 2018

“Let Them Climb Trees” (Louis Espinassou), 2010

“Children in the Woods” (Sarah Wauquiez), 2008

Undoubtedly, these books announce a real shift in French national educational trends with two major dimensions :

Taking kids outside. French society, and more precisely, the French national educational system, is far from having the same level of concern for outside education compared to Canada, the USA, or even its closest European neighbors such as England, Germany, and Switzerland. It is true that since the beginning of the 19th century, France has inherited a European tradition of summer camps and school study trips. (The ‘summer camp’ phenomena actually expanded at the beginning of the 20th century to help prevent the spread of tuberculosis and other respiratory diseases.) But those activities are considered additional and recreational. They are not – or not totally – considered part of the educational process. That is to say that these outdoor pursuits are not viewed as part of a serious academic education, the one where you study inside a building, seated in a chair. Children in many French schools actually remain sitting and silent for hours during the days. They take recreational breaks in the schoolyard where, most of the time, there is no vegetation. And sport is being taught inside a gymnasium.

Teaching differently. France has a long tradition of educational movements such as the socalled “new pedagogies” or “alternative pedagogies” (EX. Montessori or Freinet). But it seems that there is a huge gap between those private (and expensive!) schools and the public school system. Even if the approaches invented by Montessori teachers are used more and more by teachers and parents, the educational system itself does not change.
From my perspective, the most common way of teaching remains the following: teacher explains or shows the things to learn or do, and then asks students to learn or do it. Even if feedback practices and socio-constructivist attitudes are far more common now than ever, very little has changed in approaches to French instruction since the end of the 19th century. This way of teaching and learning is rooted in the historical tradition of seeing the world through an intellectual prism only.

The nature-based education movement is moving forward regarding both of these two specific aspects. Through the books I mentioned before and through several initiatives started by teachers in French schools, change is now happening. Today, we can describe the movement as following :

Increasing media coverage: more and more media outlets (blogs, websites, podcast channels and TV channels) are addressing the nature-based education movement;
Strong support from foundations such as Fondation Nature et Découvertes which supported the creation of hundreds of forest schools projects the past ten years;
The recent creation of a network aimed at promoting nature-based teacher training, not only through a private programs but also through public education;
The exponential growth of nature-based education initiatives everywhere on the French territory.

Forest Schools, the French Way

Most French proponents of nature-based learning find inspiration in the British model of Forest schools, since many can attend training offered in the United Kingdom by British experts in the field. I must say that the focus that has been made by the French government and in the media most recently is on the preservation of forested environments in France. French educators have become increasingly interested in the concept of Forest school as a result. The Scandinavian model is also renowned in France. Still fewer educators get inspiration from other models, such as Adventure Education. This is largely because many educational models are not translated into French language.

What Does This Mean for French Forest Schools in Practice?

Most forest schools have been created by individual associations that have private status. 90% of them do not have full-time school enrollment. They typically offer parents the possibility to come with their kids to spend time in a forest. This place is dedicated to pedagogical activities, most of them related to environmental education (getting to know trees, plants and animals, etc.).

A few forest schools (less than a dozen) are full-time schools where children spend all their time outside where they learn math, languages, sciences, etc. in the forest. Those schools usually are what we call “under State contract”, which means that they follow the national educational curriculum. [In the United States, this is akin to “State-licensed” schools.]

A significant number of public school teachers take their class outside or design the schoolyard to carry out typical activities of outdoor education: manipulating natural elements, playing with loose parts, learning how to count or write using pieces of woods or stones, creating art pieces with those elements, etc.

For more details about the geographic locations of French Nature-based Learning Initiatives, see the Réseau Pédagogie par la Nature map here.

I’m currently addressing the problem of the lack of translation from English to French languages by offering translations of English written materials to French, on the website Ma Petite Forêt.

This variety of places, processes, and status combines with another kind of variety: the pedagogical differences in implementation. Indeed, outdoor education is what educators decide to make of it! Here are some ways French educators undertake outdoor activities :

Some teachers take children outside to play. They only carry out unstructured play. This means that there is no pedagogical program. It does not mean, of course, that there is no learning. But learning is not focused on a specific subject nor evaluated by teachers.
Some teachers consider the outside world as THE place to experiment with art and creativity. They use the environment as a dedicated place for all creative activities, but will not experiment with other subjects or learning outside.
Some teachers only lead environmental or science-based activities outside such as discovering trees, plants and animals ; learning about environmental issues, etc.
Some teachers take children outside and reproduce what they do inside the classroom. They have kids sit down around them and carry out a reading activity, for instance.
Some teachers carry out what we call “activités didactiques”, which means that they bring children to learn specific skills and knowledge (according to the children’s ages and profiles) corresponding to national program [curriculum standards]. They may include unstructured play and other typical activities from outdoor education, but always keep the program [required curriculum standards] in mind.

The beauty of this young movement, nature-based education, in the French context is that it is deeply engaging and motivating. Educators and parents are enthusiastically inventing, experimenting, and learning each time they take kids outside. The current lack of structured initiatives previously described should not intimidate those who are interested in this kind of pedagogy. More structured approaches may happen in the following years. It will surely happen when teacher training is put in place.

As French nature-based learning initiatives take hold, my hope is for a future where teachers will :

stay in touch and aware of what is happening at home and abroad in this movement,
keep learning and remain enthusiastic about the wonderful benefits of nature-based education,
not confuse needed organization of nature-based schooling initiatives with a complete homogenization or standardization of forest schooling, which would lead to less autonomy and less inspiration for daily outdoor learning.

Laura Nicolas is a teacher, an educator and a university lecturer at Paris Est Créteil University. She also founded the association Sologna Nature et Culture which aims to support outdoor education. She is also the founder of Ma Petite Forêt dedicated to nature-based education in France.

Lovingkindness Meditation

Monica Wiedel-Lubinski — Wed, 25 Nov 2020 18:12:52 GMT

There are many ways to express gratitude, and gratitude routines are at the heart of forest and nature school programs. Try this LovingKindness Meditation (temp).pdf with children you love. It is a calming, gentle way to focus positive energy towards others. Teachers, parents, and children alike will enjoy sharing lovingkindess as part of their mindful practice, which encourages feelings of gratitude, compassion, and empathy.

Leaving Four Walls Behind in the Age of COVID-19

Monica Wiedel-Lubinski — Fri, 16 Oct 2020 12:11:52 GMT

Written by: Kai Dickinson, Ellis Hollow Nursery School

I have always been drawn to outdoor learning where the natural world invites children to experience serendipitous and endless child centered play. I was one of those children; catching frogs while muddying up long dresses, sticky summer days splashing in Skaneateles Lake, picking grapes that exploded sweetness from the ripe fall sun. I was that child in the dead winter freeze who never wanted to come in for supper because I was too busy catching a feast of snowflakes on my tongue. Today the nature deficit saddens me; where are our forests, our neighborhoods, our right to play? The children have gone inside.

As a teacher of young children I wanted to give my preschoolers the experience of immersive outdoor play, not just a half an hour at the end of each session. Every Wednesday in our five day a week, three hours a day preschool we would be outside in the elements: the sun, rain, snow and sleet. We name it “Wild Weather Wednesday.” It was a commitment and perhaps a distant longing. It was a process, my co-teacher and I waded through being in charge of sixteen little souls. How do we keep our sign in sheet dry, the kids warm, how do we pack up snacks, water and a million incidentals? Learn by doing, trial by error, good days and days built by grit, for us and the children.

Somehow we endured and our days outside became more meaningful than our days between four walls. Our learning was rich and our senses sharpened. Individual bodies, too small to carry giant logs alone, discovered independently they could roll them together to their delight. The children discovered how to build bridges, forts and how to make logs into seesaws. We saw life cycles, gravity and yes, cause and effect. Children and nature lead the learning while we observe their mighty minds.

Our class was gelled by the time the sugar bush whispered through the trees, “run sap run!” The great manifestation: the running sugars sustain us. We experienced cooperation, problem solving, and the use of our bodies in ways we didn't think possible. We were enamored by nature and each other.

A slip on the ice walking my family’s beloved fifteen year old labradoodle sent me away from bliss to surgery. Six screws and a steel plate in my left wrist and months of recovery to go. When I returned to the classroom, humbled, and broken, COVID-19 swept through our streets, cities and communities. Now under the Governor's order it was time to shut down, into silence, isolation and the unknown. Depressed, discouraged, trudging through. Pulling myself up by proverbial bootstraps, I needed to continue with these young connections, made now by a virtual world, far, far away from the woods.

What were we going to do? Then my steadfast friend and co-teacher, stumbled upon the Eastern Region Association of Forest and Nature Schools. Could we afford it? Did we have the right credentials to be included? Was it the right fit for us and our program? Could we possibly turn everyday into Wild Weather Wednesday in a New York snow belt? Could the woods be our sanctuary while we waited COVID-19 out? It seemed daunting, but safer and healthier for us all.

I began my summer of isolation, online, enrolled in a nature education program. Counter intuitive, I know! Eastern Region Association of Forest and Nature Schools however, restored me, and helped me to remember who I once was and who I still am! ERAFANS gave me not only practical skills and a plethora of resources, it also gave me a community of like minded mentors and colleagues. Someone at ERAFANS said to us, “Once you go entirely out, you’ll never want to go back in!” I feel this now with my young students. The plan to become an outdoor school during COVID-19 may have just been the impetus to to leave our four walls behind. Being part of ERARANS gave me the validation and tools to do so.

It is September now, and here in New York the maples are starting to drip with red, the ganders of geese bid their farewell, and the spotted salamander blankets himself with leaves. The children run smiling and giggling bundled in polypropylene and wool, school has resumed. Already, after a couple weeks of school I am experiencing the great joy and freedom the children are experiencing. At our closing gratitude circle a young girl spoke “I’m sad we have Covid in the world but I'm grateful I get to be in the woods with other kids!” Another child spoke, “I am grateful for the trees, because now I know how much they do for us.” The curiosity and the learning is strong. To others the children may look like they are “just playing.” but I know it is so much more.

Over the years, I have worked in all kinds of classrooms with different philosophies and teaching styles. In teacher directed environments I have found children can resort to an array of behaviors. I have witnessed disinterest, lack of focus, boredom, restlessness and even aggression. Emergent nature based curriculum on the other hand is patient, observant, communicative, collaborative and kind. It embodies seeing the world though the child's eyes and embracing their vision.

Children are self motivated by their own curiosity and then learning happens through playful exploration and expression. As a teacher it entails a keen mind and a creative connection to expand their interest. This kind of learning can be a moment during the day like, allowing a child to trail blaze up a hill of bramble, leading the way with confidence or other times it takes flight; a small bug, manifests into songs, plays, costumes, stories, and an entomologist gracing us with stick bugs, honey bees and praying mantises.

Emergent, nature-based curriculum is spontaneous, serendipitous, and resourceful. A joyful innocent learning that is gently cradled in a teachers arms. My “job” continues to cultivate the fertile soil of the minds and hearts of children. I hope to pass along the generational seeds of kindness, empathy and stewardship for each other and for our beloved Earth. I welcome this great responsibility and hope it withstands the test of time. I have found I am not alone. I have met many new friends among this path; sharing tools, sustenance and wisdom. I am hopeful that our toil and love will take root.

Kai Dickinson is a co-teacher at Ellis Hollow Nursery School in Ithaca, NY. She currently holds a level 1 Nature-Based Teacher Certification with the Eastern Region Association of Forest and Nature Schools.

Framework for Nature-Based Distance Learning

Monica Wiedel-Lubinski — Wed, 08 Apr 2020 21:27:38 GMT

It's an oxymoron if ever there was one. But in this moment of social distancing and online learning, nature-based educators are grappling with how to approach virtual learning for (gulp) preschoolers. It may be counter-intuitive, but there are a few things we can do to make this temporary transition a little smoother. After much dialogue with nature-based educators and directors across the country, we've developed a 3-part Framework for Nature-Based Distance Learning that just may help you navigate these digital waters.

Gifts of Spring: Mud and Blossoms

Monica Wiedel-Lubinski — Fri, 27 Mar 2020 02:09:39 GMT

Despite the coronavirus and all its ugly repurcussions, spring is here. The Earth's generous spirit calls us to slow down and reconnect with her. With so much time in our quartined communities, the outdoors is a new kind of solace for us all.

Here we share two simple, fun ways to get outside and celebrate spring! The first is a mud paint recipe. Children may gather mud and play with it before, during, and after the mud paint is done! It's a wonderful for experimentation, both when making the paint and when selecting materials that you can use as paintbrushes (EX. paintbrushes, sticks, or pine needles). You'll get different results depending on the surfaces you paint on, too.

The second is a recipe that calls for a bowl of sunshine. Or, at least those happy, sunshiny forsythia blooms. This forsythia spring syrup is easy to make and requires lots of lolligagging outside to gather blossoms. Make sure you know what forsythia is before you forage and collect more than you need. In addition to syrup, you can also use the golden decotion as watercolor paint.

There's no way we can wish away the challenges we are faced with at the moment, but we hope these resources offer nature connection and meaningful family time when you desperately need a breath of fresh air.

7 Resolutions for Nature-Based Educators

Monica Wiedel-Lubinski — Wed, 01 Jan 2020 13:41:32 GMT

These resolutions offer some lofty goals to further your approach to nature-based education. The questions that follow each resolution are great for individual teacher reflection and/or discussion among school staff.

1. Stop talking to the kids. Yes, YOU! Resist the urge to narrate every moment of a child’s play. Children need space to get into their flow of play, and teacher narration interrupts this important work. While basic directions may be needed for transitions or for urgent safety matters, once children are engaged in unstructured outdoor play, let them play without adult interference. (Note: Trusting relationships with children are crucial. When we say ‘stop talking to the kids’, it is to underscore the importance of child-led learning, not to ignore the children we work with.)

How much time do children spend in unstructured play without adult direction? How would you describe the quality of that play? Consider ways to offer even more unstructured outdoor play time.

2. Be picky about materials you use. Opt to offer far less materials, or none at all. We are often tempted to think we need lots of ‘stuff’ to enhance skill development. You’re not shirking your duty as a teacher just because you don’t offer lots of materials or activities, you are being thoughtful and selective about what children truly need for outdoor learning. Children can become more resourceful and reliant upon natural materials in the landscape (and each other) when we offer less.

What non-essential items can you do without during outdoor play? Evaluate the materials you typically provide and adjust as needed to offer even more open-ended play opportunities.

3. Start talking to colleagues. Make a commitment to deepen collaboration with colleagues to discuss what learning and play looks like for the children you serve. Dialogue may be in the form of planning to build upon children’s interests, documentation of emergent learning processes, notable seasonal happenings outside, tools for authentic assessment, or individualized supports for children and families.

What have been your favorite moments of colleague collaboration? How can you build on those moments to increase dialogue with colleagues in the new year?

4. Make diversity a priority. Nature-based education is disproportionately offered to families from middle- and upper- socio-economic status, and for predominately Caucasian children. We all need to work towards offering inclusive programs for children with diverse abilities, cultures, religions, and backgrounds. “They just don’t sign up” is a cop-out. It’s our job to go above and beyond to remove barriers for families so that all children can thrive in our programs.

Who is not represented in your program? What can you do that goes beyond your current approach to include more diverse children and families?

5. Don’t judge parents. Every program has the mom or dad who is always ready to lend a hand. We are grateful for those amazing parents who volunteer to make our programs better! But many parents beat themselves up about not being able to do more. From the outside, they may seem like uninterested parents who are “too busy” to know what’s going on. The reality is that many families struggle to find a healthy work/home life balance. We can relieve some of parents’ stress and guilt by providing a more accepting, non-judgmental atmosphere and by finding alternative ways to help parents be involved without being present.

What can you do differently to offer more options for working parents who have difficulty being involved?

6. Nurture your nature connection. Commit to weekly (or better yet daily) practices that help you become more attune with the nature that surrounds you. When you feel personally inspired and connected to the land, your potential to facilitate nature connection also grows.

What can you do to deepen your personal nature connection in the coming year?

7. Tend your own fire. As teachers, we spend a great deal of time caring for others, and this is usually in addition to our roles as caretakers at home. Self-care isn’t an indulgent extra; it is an essential component to balance our physical and emotional needs with those of others.

What are some ways you can incorporate 10 minutes of self-kindness into your daily routine?

If you'd like support making or keeping your resolutions, reach out and let us know! We offer nature-based professional development that touches on all of these topics. Your local ERAFANS state chapter can also provide a network of support. Here's to a new year of adventures in nature-based education!

Kids Spend More Time in Front of Screens Than Outdoors

Fri, 06 Sep 2019 19:13:24 GMT

Written by: K. Airy

During the 80s and 90s, you’d have been hard-pressed to find a kid that wasn’t running around outside playing in the streets or at local parks. However, nowadays things are a lot different.

The development of mobile devices and other gadgets have ensured that the average American child spends five to eight hours a day in front of a screen. Popular games like Fortnite have children spending more of their lives indoors in front of a screen, rather than exploring outside. The detrimental effects of screen time have been demonstrated in numerous research studies, but as a parent and educator, you can break the cycle and encourage healthy habits, like spending time outdoors, from an early age. Trading screen time for green time has many psychological and developmental benefits for today’s children.

The long-term effects of screen time are eye opening. In a study being conducted by the National Institute of Health (NSI), 11,000 kids between the ages of 9 and 10 were monitored for 10 years and some of the preliminary results are intriguing. One of the most significant finds by the study director, Dr Gaya Dowling was that children who reported more than two hours a day of screen time got lower scores on thinking and language tests. As a result, excessive screen time can have a negative effect on children's academic performance. Other detrimental effects have also been linked to disrupted sleep and increased obesity. So, what are the benefits of letting children play outside?

Whether it’s summer or winter, the benefits of going outside are both physical and mental. Monica Wiedel-Lubinksi notes how vitamin D from the sun is important for boosting the immune system and elevating mood. This becomes relevant for child development in the form of seasonal affective disorder (SAD). SAD occurs during the winter months where certain regions may see little sunshine, and can lead to depression and other mood disorders.

Additionally, our natural instinct, known as biophilia, is a bond we share with all creatures and plants and has led researchers to believe that spending time in nature can improve mental health and promote healing. A study published in the Journal of Environmental Psychology found that at a children’s hospital in California with a healing garden had a positive effect on 85% of patients. Children reported better overall mental wellbeing after spending just five minutes in the garden.

Studies have also demonstrated positive effects in learning and education, as well as mental health benefits, as a result of being outdoors. A study conducted at the University of Stavanger in Norway on the effects of the outdoor learning found that students who participated in an outdoor education program reported significantly more intrinsic motivation to learn and felt more competent. Additionally, stress levels were shown to be lower among students who spent one day a week learning outdoors, compared to those who spent the entire week studying indoors. This is partly because outdoor environments offer a unique mental stimulus that captures a child’s attention. The outdoors also presents opportunities to exceed personal limits, like climbing a tree. Risky play also promotes important skills related to persistence, self-knowledge and problem-solving.

Maryville University indicated how increasing research in psychology and education draws correlations to improved learning and success. The message is clear: take kids out on a regular basis. Just half an hour a day is enough to catch kids' interest in learning and will have numerous other positive psychological and physiological effects.

So how do we find ways to get kids outside in nature while not completely cutting them off from technology? The answer is at home.

Parents can limit screen time and teach kids healthy habits early on by spending time outside as a family and keeping children’s outdoor time unstructured. Simple activities like playing in the park going out for a bike ride or having a picnic in your backyard, are enough to get children interested and curious about the outdoors. Day trips and camping vacations are a great way to have your children disconnect from technology temporarily and experience what nature has to offer.

Children are naturally inquisitive and nature provides endless stimuli for them to ask questions and learn. Encourage children to find the answer themselves by asking engaging, open-ended questions. This way they will develop an authentic relationship with nature through their own exploration and experiences.

International Journal of Early Childhood Environmental Education

Thu, 16 May 2019 14:49:03 GMT

Our pals at the Natural Start Alliance have published another fantastic (and FREE!) online journal. It includes an editorial from ERAFANS director Monica Wiedel-Lubinski, too. Enjoy this great free resource! Follow this link to check out the journal.

Ticks & Young Children

Fri, 03 May 2019 15:10:08 GMT

Written by: Heidi Reed, Director at One Forest

As parents, caregivers, and educators we are in constant motion with baby-proofing, screening, and guiding our children through risks in their world. One risk that holds a lot of fear is that of a tick bite. It istruly amazing how this small arachnid can cause such a big fear. The fear is real! I have done extensive research on ticks, have completed my Wilderness First Aid training, and have spent much time in the outdoors. Even still my motherly protective instinct goes into full worry mode when I see a tick crawling on a child’s skin and worse when it has already latched on. Being in the woods and in many natural settings, ticks are inevitable. However, there are some all-natural methods to keep your cool and stay safe.

First, it’s about prevention. It’s always good to try to wear long pants and long sleeves when exploring. BUT kids love to get naked and I am not going to stop them from feeling wild and free!

Alternatively, you can spray them with an all-natural bug spray with deterring essential oils. I personally use California Baby’s Bug
Repellent [10] for babies and Doterra Terrashield Outdoor Blend [11] for young children and adults. Here [12] is some research the CDC collected on natural tick repellents. Also, the EPA has a great search engine [13] that helps determine how long products last and
whether they are better for ticks or mosquitos.

Check for ticks after leaving a tick habitat. Baths are good ways to secretly check for ticks during the tick seasons – March to mid May and August to November. They are looking for the warm areas on the body (behind ears, under arms, groin area, etc.).

If you find a tick grab a pair of good tweezers, or use a tick remover, and quickly pull it out (as close to the skin as possible). Make sure that the whole body of the tick is removed - including its head. It takes a long time for ticks to transmit disease into their host (your child). If you remove the tick within a few hours of it attaching the chances of getting a disease are very very low.

I like to keep the ticks we find in the season on a piece of clear tape for further inspection and study.

Signs of Lyme disease are a rash around the bite location, a feeling of heavy body and limbs, and other flu-like symptoms. If you suspect you have Lyme disease it is better to see a doctor sooner rather than later.

It is important that we don’t create a fear of ticks in our children. Being educated, aware, and respectful of these creatures is important, but I believe we can do this in a way of wonder. Finding the language that works best for you and your family can help achieve a playful wonder so we can foster the childs curiosity and respect rather than their fear. In our family we would say something like this “That silly tick found your skin. We better
take it off and put it someplace else.” … Or “ Wow! That tick is really cool. Let’s take it off your skin so we can get a better look at it.” Then you put it on clear tape to observe the tick with a magnifying glass or microscope.

There are three ticks that you can find in Virginia. 1) Blacklegged Tick, 2) Lone Star Tick, and 3) American Dog Tick. Some cool facts about ticks are that they are arachnids and not insects because they have eight legs and no antennae. They are also an important part of their ecosystem providing food for birds, reptiles, and amphibians. Maybe you and your child can find more cool facts about ticks!

So get outside and leave the fear behind.

TICK ID:

http://www.vdh.virginia.gov/content/uploads/sites/12/2016/10/Tick_borne_Disease_Flyer.pdf

About the Author: Heidi Reed, Founder and Head Forest School Leader of One Forest, a forest farm and woodland activity space located in the foothills of the Blue Ridge Mountains of Virginia. When she is not leading programs in the woods at One Forest you will find her traveling, with her family, across the glob sharing her passion for nature. Follow her outdoor adventures on Instagram @one.forest

The Child's Map

Wed, 20 Mar 2019 14:22:33 GMT

Written by: Rachel Schwartzman, Director/ Lead teacher of Forest Days

“This is the log where I saw two worms come out. I was a little scared to pick them up, but I did."

On a recent day during an “indoor forest choice time,” many children chose to make maps. Maps can teach us so many things. Through the map, we get a window into the child’s understanding of place, and how they are making meaning of their time in the forest.

What do they remember?
How do they arrange the landmarks in relation to each other?
Are they including themselves and others?
What elements from the natural have they noticed and where?
Does their map show imagination or scientific representation?
What is chosen to be large and small?
What emotions have they included?
What is holding the most meaning to them?

“This is the see saw that I made. This is the log we always climb on.”

“This is where we walk in. This is the circle where we sing and these are the logs. This is a tree and these are the seeds and that’s a squirrel. These are the stick houses and these are the leaves. This is the log that we climb up. These are the logs that we have to step on. This is me sitting down in my sit spot.”

I find the making of maps to be a valuable tool for the teachers and the children toward deepening our understand of our work in the forest. Ideally, we will return to map making throughout the year in many different ways. Maybe we will make a model of our “forest school” back in the classroom out of clay or natural materials. Maybe we will make maps of the best places to find acorns or seed pods. Maybe we will make maps of the animal tracks that we find on our paths. The possibilities are vast, and the format of representing thinking through maps is accessible, relatable and powerful!

Habits of Mind

Monica Wiedel-Lubinski — Thu, 17 Jan 2019 23:47:09 GMT

Written by: Rachel Schwartzman, Director/Lead Teacher of Forest Days

Through a steady diet of asking the children, “What do you notice?” and “what do you wonder?,” the children’s perception of the environment and their role in it has dramatically changed in these 12 weeks. We have moved from utilizing the space as solely playground (which is also important and valuable), to engaging with all that we see through the eyes of curiosity.

We are forming habits of mind in the forest. Beyond the skills and facts that will surely accumulate, it is the orientation toward learning that we seek to cultivate most.

Today, I had a long conversation with a child about a clump of soil with leaves stuck to it that he had picked up and brought to me. Unprompted, he stated his observations: “The ice is never melting,” and “There are leaves stuck to this.” We looked closely with a flashlight and a hand lens to try to figure out more. His genuine curiosity about this object he had found and chosen to pick up struck me. On another day, this would easily have been passed by, but today, he is paying closer attention to the environment. He is choosing his topics of research. He is growing knowledge that will be layered on in the weeks to come. His relationship to the forest is becoming one of interest, curiosity and engagement.

Teacher, What Is This?

Monica Wiedel-Lubinski — Sun, 02 Dec 2018 14:01:03 GMT

By Rachel Schwartzman, Director/Lead Teacher of Forest Days

On a recent day in the forest, a child picked up a yellow green object from the ground. It was about the size of a softball, and the surface was wiggly and bumpy, almost like a pile of green worms formed into a fruit. She brought it to me and asked, “Teacher, what is this?” My response was to ask her, “What do you think it is?” She asserted that she did not know, and so I probed a bit further…”What color is it? How does it feel? Smell? Where did you find it?”

This conversation brought a larger group of children around to see what we were discussing. A rich conversation about the identity of this object ensued. One child suggested, “Maybe it’s a home for bugs” while another stated, “I think it’s fruit that grew on a tree.” Some children went on hunts to see if they could find the location of where the object came from, and someone found one that was cracked open and we explored the inside which contained tiny seeds. A group of children decided to plant them to see what would happen.

A colleague and I got into an interesting conversation about how I had responded to the simple question: “What is it?” She wondered why I had chosen not to tell the child the fact: It is an Osage orange. I suspect, if I had told the child that answer, the conversation would have ended there. What would the child have learned? And what message does she receive if all questions and answers end with an adult.

By turning the question around, and engaging with the children on a journey of more questions, what messages did they receive?

· I can have ideas and theories

· It’s okay to be wrong

· My friends can have ideas and theories

· We can look for clues to help us make theories

· We can test our theories

· The teacher is not the only source for answers to my questions

As teachers, our job is to ignite the fire. To create a culture of curiosity, conversation and debate. To value the perspectives of others and their thinking. Our job is so much more than delivering answers.

Now the children have an authentic relationship to Osage orange through their own exploration. They know some things about this object that they discovered themselves. And, on another day, if we happen to discover the name of Osage orange in a book, the words become much more meaningful.

Beginnings: Forest Days pilot program in Philadelphia

Monica Wiedel-Lubinski — Thu, 18 Oct 2018 15:29:43 GMT

Written by: Rachel Schwartzman, Director/Lead Teacher of Forest Days

“Are you trickin’ me?” A child asked, after I informed the kindergarten class that we would be having school in the forest together on Wednesdays. I promised him that this wasn’t a trick, and that in fact, the next week we would meet at the entrance to the trail to the forest. We would travel to a big gate which I would open with a key, and that we would enter the forest and find our “forest classroom.” I showed the children photographs of the logs, trees, stumps and sticks, and asked them: “What do you think you will play here?”

I will climb! I will hide! I will make that my house! Their ideas came easily, although many of these children voiced that they had never been to a forest before. Their natural curiosity and excitement, and desire to learn and play was apparent even before we stepped foot into the forest together.

Sure enough, the children needed no directions or prompts to know how to play and engage in the forest. Day one was rich with all of the ideas they had imagined, plus numerous more which emerged. The climbing, hiding, and dramatic play was accompanied by collecting and building. There was joy in holding a giant stick twice their own size. There was the challenge of climbing huge logs and finding a way down. And, there was so much interest and delight in finding and holding worms, leading to many “homes” built for the worms.

A teacher commented that she was concerned the children might be bored by so much unstructured time. And yet, I have found that unstructured time in the highly rich forest environment is the exact condition for children to be highly engaged and focused.

We are just at the beginning of something new, together. The teachers, children and I are learning about what the forest can teach us and what stories and relationships we will grow in this new landscape.

Nature-Based Teacher Certification: Hopeful Reflections

Monica Wiedel-Lubinski — Sun, 15 Jul 2018 19:35:56 GMT

Blog post and photos by Melissa Sheppard, Founder of Star Child Nature School, Shamung, NJ

My feeling of aloneness in my beliefs and in this field is apparently not unique. Upon discovering the term and philosophy “Nature Based Education” about a year ago, I thought it was well established and happening for years before I came across it and would simply be jumping on board.

As it turns out, teaching children through nature in school and child care settings is still very much in its infancy in the U.S. Yes, some schools have been teaching outdoors for years, but many more are just beginning. This means a great deal to me personally as I am older, and I often feel like I’m coming in later than everyone else. I see young faces and think that by the time they are my age they will know so much - yet I am just at the beginning.

Upon completing this five-day Nature-Based Teacher Certification, for the first time I feel hopeful to be one of many founders, which gives me confidence in my work and in myself. This week our whole group was given permission and encouragement to learn as we go. I can’t think of a better way to show respect, compassion and humility than learning together, side-by-side, with my students and am very much looking forward to doing so.

Reinforcing Our Truths: Thoughts on Recent Training Event

Monica Wiedel-Lubinski — Wed, 03 May 2017 19:12:10 GMT

Guest post by: Maryfaith Decker Miller, Director
Lime Hollow Forest Preschool/Forest School, NY

We are a new forest school, only in our third year of operation, but Lime Hollow Forest Preschool has been growing quickly. We sent two gifted teachers, and myself, the director to the 2017 Natural Wonder Summit at New Canaan Nature Center. This was the first conference we had ever been to for nature-based early childhood education. We were excited to share ideas with other forest school educators and the summit surpassed our expectations!

There were lots of practical ideas. We like to have tea everyday in the forest, but it can easily take an hour to start a fire with flint and steel and get water boiling. And what if we want warm tea AND a hike? New Canaan Nature Center Preschool's Kelly Kettle solution was really quite brilliant. We learned new songs to sing, new games to play, and how to use mindfulness. We shared strategies on how to minimize wear and tear on our natural areas where children like to play. It was great to share ideas with other educators about problems common to us all: children's winter clothing challenges, parent's fears about nature, compliance with licensing regulations.

A more subtle and powerful result of the conference, though, was the reinforcement of our truths. Emergent curriculum (flow learning, child-led learning, place based learning) is highly effective. Unstructured time in nature is critically important to a child's development of a sense of their place in our natural world. What we are doing is counter-culture, but we are not alone in our mission. There is data to help us justify the risk/reward decisions we make everyday. I can tell you that our Lime Hollow Forest Preschool team returned to the forest centered, fortified in our mission, recharged and ready to joyfully receive our young students after the Natural Wonder Summit.

Reflections on our first Natural Wonder Summit

Monica Wiedel-Lubinski — Sun, 02 Apr 2017 11:39:27 GMT

I am thrilled to reflect on our first Natural Wonder Summit!

With some 85 people in attendance, it was a day full of positive energy, puddles, a smoky campfire, and passionate nature-based early childhood educators. Click here for more photos.

The New Canaan Nature Center Preschool kindly hosted in New Canaan, CT. The summit took place in their quaint, airy visitor center with lunch tours of buildings that house six nature preschool classrooms. The NCNPS enjoys expansive grounds dotted with evergreens, birch and beech trees, as well as small ponds, old stone walls, an orchard and farm animals. The NCNCP celebrates fifty years as a licensed nature preschool in 2017 – arguably America’s oldest. It was an ideal location to usher in the start of ERAFANS teacher professional development while acknowledging a nature preschool that blazed a trail for so many others.

The day began with a mindfulness hike through the forest, led by staff from NCNCP. Deep breathing, a Tibetan singing bowl, and visualizing activities brought awareness to the senses. Participants concentrated on being present for the day as they discovered mindfulness activities to try with the children in their care.

The keynote presentation was offered by Ken Finch, former director of the New Canaan Nature Center, founder of Green Hearts, and long-time advocate for wild nature play. He shared inspiring words and statistics about nature play and the recent lack thereof, evolutionary-speaking. He pointed out that despite the fears of some parents about young children playing outdoors, 8,000 children are injured each year from flat screen televisions falling over!

Finch asserted that much of the hyper vigilance about dangers in nature is fueled by the constant bombardment of media. Finch argued, however, that these fears are largely unwarranted based on crime statistics that demonstrate declining crime rates over the last fifty years. He humorously ascribed the many benefits of risk-taking in outdoor play, noting that emotional bonds are essential if we want children to grow into adults who care about the natural environment. In his words, he’s “trying to save the world” and giving young children authentic playful experiences in nature is crucial to that goal.

Finch also made a clear distinction between risks (those a child can determine and act on, with real developmental benefits) versus hazards (things a child cannot foresee and present serious injury unless avoided). Participants gathered around the campfire for an informal question and answer session following Finch's remarks.

Workshops explored topics including fire-starting and brewing tea with young children, documentation of skills in nature play, and forest games in the tradition of the Coyote’s Guide to Mentoring. All of the workshops were incredible and engaging! Presenters hailed from organizations representing many of ERAFANS founding members. Each offered a unique lens for outdoor learning which practitioners could approach from any number of settings: nature preschools, forest kindergartens, traditional preschools or day cares, public schools, or nature-based in-home childcare settings.

The day concluded with a plenary speech given by me, Monica Wiedel-Lubinski, Executive Director of ERAFANS. I shared thoughts centered on three ideas: trust, power and optimism as they relate to nature-based teaching practices and young children. (I will go into greater detail about my plenary in another post!)

The day ended with honors for Jessica Clayton of Riverside Rhymes Nature Play School, who won our first Wonder Award. Dinner, fantastic networking and s’mores rounded out the day. Today we are completing the summit at the Westbrook Nature School - more details to follow on our visit!

If you want to join us for a great training experience like this one, or if you want to host something in your region, just ask. ERAFANS will bring it to your door step!

Great Reads for Your Nature Preschool or Forest Kindergarten Program

Monica Wiedel-Lubinski — Tue, 14 Mar 2017 13:40:47 GMT

From time to time people ask me to recommend books about nature preschools and forest kindergartens. It's tough to narrow down my list to just a few because there are plenty of fantastic resources. Here is my response to one of our members with a short list of great reads:

If you are new to approaches in nature-based learning, a must-read is Jon Young, Evan McGown, and Ellen Haas's book the Coyote's Guide to Connecting with Nature. It offers important insight as to the "how" of nature-based learning, and gives several sample activities to try. I especially love the mentoring approach that they describe.

Erin Kenny's book, Forest Kindergartens: The Cedarsong Way, is another resource if you want to learn more about a total nature immersion approach in the United States.

In terms of starting a nature-based program, David Sobel and Patti Bailie recently published Nature Preschools and Forest Kindergartens: The Handbook for Outdoor Learning. It covers a wide range of topics to help you dig into all aspects of your nature-based program.

And finally, I love Working in the Reggio Way by Julianne Wurm and Celia Genishi. No matter what philosophy of early childhood education you subscribe to, this book asks practitioners to critically think and reflect on our beliefs and practices. As you move through the exercises in the book, you can easily relate and apply your views about nature-based learning to many aspects of early childhood educations or settings. If you use this book as part of a team or staff, it can be an amazing, trans-formative experience that keeps evolving and deepening your practice over time. It is not written specifically for nature-based educators, but completely applicable.

Little Foodies: Connections from Root to Peel

Monica Wiedel-Lubinski — Wed, 08 Mar 2017 18:35:07 GMT

Guest blogger Ashley Baker is the director of in-home daycare Doodle Play in Traverse City, Michigan. She shares her experiences engaging young children in healthier eating habits.

I would be lying if I said our day doesn't revolve around food.

Our schedule revolves around when we eat, how long it takes to prep meals and the cleanup after. We have some of our best conversations when we are all seated together eating meals.

At my daycare located in Northern Michigan, we have two large gardens and a chicken/duck area that provides us with lots of fresh fruits, veggies and eggs. The problem for us isn't using the fresh produce when in season, it is making sure we use that produce throughout the year and incorporate it into as many healthy meals for the children as possible.

To make healthier meals and make our produce last longer, we started incorporating meal prep days into our routine. The kids and families really took to it! We have less produce going to waste and the kids eat better meals throughout the year, thanks to our thoughtful meal preparation and planning.

My daycare kids love smoothies, and they are a great way to use excess produce. We make and freeze smoothie packs with spinach and berries from the garden. We use organic red tape bananas, too – we simply freeze the peeled bananas and throw them in the smoothie packs. We even freeze avocados in ice cube trays. Smoothies are versatile and can be enjoyed for breakfast or snacks.

But it doesn't stop at smoothies. Last week the children and I baked four dozen banana bread muffins. We mashed, measured, counted, mixed and baked. Once cooled we froze the muffins individually (six per bag) and put them in the freezer. We took the muffins out to defrost the night before, so the children ate a homemade breakfast without a lot effort that morning.

We use bell peppers from the garden for several recipes including fajitas. We make twice baked potatoes and our tomatoes are made into sauces – both easy to freeze and serve later.

When we're finished with a snack or meal, the children put their food into the compost. Our chickens and ducks pick through the compost, turning it and fertilizing it. This in turn cuts our cost on poultry feed, gives us a rich fertilizer and cuts down on our food waste.

It's important that children not only see where their food comes from, but also where their food goes. Yes, eggs come from chickens. But using the eggs in muffins or scrambled eggs takes it another step further and helps children understand how natural resources become ingredients for the nutritious foods we eat. It's important to teach these sustainable food habits now, as children discover how our needs are interconnected with nature.

My hope is that making these connections now will lead to better eating habits, a closer connection and respect for our food and understanding about where it comes from. I hope that the children who call this their second home will grow to make more sustainable decisions about food.

4 Tips for Organizing Your Learning Environment

Monica Wiedel-Lubinski — Fri, 03 Mar 2017 19:27:36 GMT

The learning environment is the physical embodiment of our beliefs about education, young children and our values. Nature-based programs often vacillate between indoor and outdoor spaces. Here are a few things to keep in mind:

1. You can't organize materials without thinking about aesthetics. Plastic bins have a very different feel than woven baskets. Everything we use, including organization aides, sends a message and sets a mood. Opt for natural, rustic, or recycled containers for organizing instead of plastic ones. Consider apple crates, wicker baskets, wooden bowls and trays, canvas bins, or galvanized pails.

2. Materials should be stored in a way that is accessible and available for young children to independently choose and put away on their own. This empowers children to make choices about what they need, and makes it easier for children to help with clean up. This is a natural way for young children to learn responsibility.

3. Commercial products for early learning environments are often an explosion of bright yellows, reds and blues. Go for shelves and containers that are wooden or in subdued neutral tones. A room can feel more cluttered than it is simply by having too many bold and contrasting colors everywhere.

4. Keep a small shed or storage bench for outdoor tools and materials. A wagon is also a great alternative. You are sure to have helpers pull the wagon when you head out for some nature play!

Author Sandra Duncan published a wonderful book, Rethinking the Classroom Landscape: Creating Environments that Connect Young Children, Families, and Communities in 2016. It features the Nature Preschool at Irvine Nature Center, as well as many other outstanding early childhood centers.

We communicate the value of learning and our learning materials when they are organized. Young children come to understand this as one way we show respect. When we give care and attention to materials by organizing them and storing them neatly, we demonstrate that we value them. By making materials accessible to the children, we also communicate that we value a child's right to make choices about learning, and that we trust children to use materials properly. A learning environment full of things that are off limits and not to be touched sends an underlying message that children are not trusted or respected.

Reflection
When you look at the way you currently store your materials, what do you think you are communicating to young children? Staff? Families? What is one small thing you can do today to improve in this area?

5 Reasons to Get Outside this Winter!

Monica Wiedel-Lubinski — Mon, 16 Jan 2017 18:37:42 GMT

When the temperature dips, there is nothing better than cuddling up with a blanket and a cup of tea. No argument there! But it's still important to get outside daily, grown-ups and children alike. Here are five reasons why:

1. Sunshine. Vitamin D is perfectly delivered by the sun through our skin. It helps boost the immune system and elevates mood, keeping the winter blues at bay. The amount of sunshine each person needs can vary, but aim for at least 15 minutes a day.

2. Fresh Air. When we are cooped up in shared spaces, germs can spread more rapidly. (Yes, many germs are healthy for us, but who wants more exposure to cold and flu germs?) Breathe in the cold, fresh air and take a break from stuffy indoor settings.

3. Get Moving. We are more likely to be active when we are outside. Whether it's hiking, inventing winter games, dreaming up spring garden plans or frolicking in a natural play space, we are more likely to exercise when we go outside.

4. Wildlife Love. Although many animals are slumbering, there are still plenty of animals to observe in winter, especially birds! Get outside for a dose of winter bird watching and fill up your feeders with seed and suet, too.

5. Reflect. Take time for quiet reflection away from the noise of daily life. A peaceful winter walk is a great way to model reflection for young children. Fill your soul with optimism: winter holds nature's eternal promise of spring.

A few encouraging words...

Monica Wiedel-Lubinski — Thu, 08 Dec 2016 19:28:06 GMT

By: Monica Wiedel-Lubinski, Executive Director of ERAFANS

For those of us working with young children, we know how rewarding the work is. We live to hear their laughter. We revel in those muddy-faced days. Their little messy hands and smiles melt our hearts instantly. There is so much magic and innocence and pure intention in the souls of those sweet little people. Combined with the awe and wonder of nature, we can’t help but have amazing experiences together. Our job is to savor those moments and keep facilitating new ones, chock full of tiny personal victories and sloppy hugs.

But let’s be honest about the whole picture. There are difficult days. Really, really tough days. Days when you don’t want to hear another complaint from a parent about the snack or hear them ask “are you really going to take them outside today?”. Days when it seems like everyone is oozing and coughing or crying. Sometimes we ask ourselves ‘did I handle that right? Did they actually learn anything today’?

Dear educators, remember: YES. Even on those difficult days when everyone seems unhappy and chaos feels like it’s taken hold – YES, they are still learning important lessons from us.

We all know that life isn’t perfect and pleasant all the time. Part of our role is to help children cope with the lumps and bumps along the path. Our kindness and compassion towards a sad child, positive attitude when things don’t go as planned, and ability to re-frame a challenging situation is comforting to young children. This reminds them that no matter what, we can make the best of any situation and take action to make it better. If it means taking a long, deep breath, stepping away to regroup for a moment, or bursting out with a joke or song to lighten the mood, then so be it. We model important social and emotional skills for young children, especially on those tough days. We reassure them that we can get through challenges and there are lots of positive ways to do it!

So we shouldn’t get discouraged. We must savor this fleeting time with the little ones. During this crazy holiday season, let’s remember to be kind and forgiving of ourselves and those around us, especially our little friends, families and co-workers. The happy moments and the tough ones alike are the stuff of life. This is the real making of compassionate, loving people. We are doing it, one mitten-handed day at a time.

We can’t wait to gather as a group! Stay tuned for updates about ERAFANS and all of the fantastic professional development we have in store! Our first Natural Wonder Summit will take place at the New Canaan Nature Center in CT on April 1, 2017. We are also coordinating several regional Outdoor Learning Retreats, one of which will be held at the Carroll Community College in MD on Saturday, August 26, 2017. Complete our contact form and we will let you know the minute our registration goes live!

It's official!

Monica Wiedel-Lubinski — Fri, 04 Nov 2016 18:24:16 GMT

This week marks the official start of ERAFANS! The founding members have been working diligently for months to move this association forward. We know how valuable our association is for nature preschools, forest kindergartens and the whole range of early childhood settings that also exist in our region. We are committed to making affordable, meaningful, nature-based training accessible to EVERYONE!

That said, starting a non-profit takes a lot of time and energy. If you can support our cause now, please make a donation. Very, very soon you will be able to join as an ERAFANS member and keep our good work moving forward.

Thank you for your positive energy, ideas and support!