We expect three-year-olds to behave like elementary-aged children, then wonder why we see “behaviors” in them. Sometimes I wish we could go back to the days when children didn’t start school until age five, and then only in the mornings.
The more I think about ways to support children in growing into productive, happy, and kind individuals, the more I realize that time outdoors may be the missing ingredient. Spending unstructured time in nature opens a world of wonder and awe.
In a world in which we are preparing our youngest generation for professions still unknown, it is imperative to fuel children’s curiosity and appetite for learning. This love of learning, along with the skills to communicate, problem-solve, and self-regulate, will lead to life-long success no...
During the last 24 years in childcare, I have been through training and consistently applied the theory that it’s not bad weather but bad clothing that prevents outdoor play. But after spending years training my staff to think the same way, I’ve concluded that it’s often the equipment that lets...
The world is full of expectation and possibility for young children from the moment they are born.
The Project Approach offers teachers a way to develop in-depth thinking while engaging the hearts and minds of young children.
In order to fully embrace what we see as an important component of outdoor exploration, namely co-exploration, you need to leave the formal instructive style of teaching at the door.
Outdoor play also enables children to enjoy the natural environment and learn to seek out exercise, fresh air, and activity.
The best learning environments are informal and naturalistic outdoor nature-scapes where children have unmediated opportunities for adventure and self-initiated play, exploration and discovery.