Forest Learning Collective is guided by the idea that children are naturally drawn to nature, need nature to thrive, and learn with enthusiasm and a sense of wonder when they spend ample time in natural spaces. The forest and fields offer an ideal setting for children to learn about themselves, each other, and their place in the natural world.

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Our program is modeled on the German style Waldkindergarten in which children spend their entire learning day outside in rain, shine, or snow, coming inside only in extreme weather. Playing and learning outside in all types of weather allows children to develop self-care skills, confidence, and resilience. Open-ended, unstructured play and discovery in a natural environment supports the development of the whole child and inspires spontaneous, meaningful learning. We empower children to be active in their own learning process by encouraging and supporting each child’s innate curiosity and paying careful attention to personal interest in the context of what nature presents us each day.

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The Forest Learning Collective draws its inspiration from the Reggio Emilia philosophy and shares these beliefs:

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❖ Children must have control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, and observing; Children have a relationship with other children and with material items in the world that they must be allowed to explore; Children must have endless ways and opportunities to express themselves.

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❖ The Reggio Emilia approach to guiding children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy. The foundation of the Reggio Emilia approach lies in its unique view of the child: to foster education in the youngest learners to promote the best possible integration among children’s "100 languages". In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered to be “knowledge bearers”, so they are encouraged to share their thoughts and ideas about everything they could meet or do during the day. “Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires.”

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❖ The child is viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the active role of an apprentice. This role also extends to that of a researcher. Much of the instruction at Reggio Emilia programs takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding.

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❖ Children are also viewed as social beings and a focus is made on the child in relation to other children, the family, the guides, and the community rather than on each child in isolation. They are taught that respect for everyone else is important because everyone is a “subjective agency” while existing as part of a group.

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❖ Parents are a vital component to the Reggio Emilia philosophy; they are viewed as partners, collaborators, and advocates for their children. Guides respect parents as each child's first teacher and involve parents in every aspect of the curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the program. This philosophy does not end when the child leaves the program. Some parents who choose to send their children to a Reggio Emilia program incorporate many of the principles within their parenting and home life. The parents' role mirrors the community's, at both the program-wide and the grade-group level. Parents are expected to take part in discussions about program policy, child development concerns, and curriculum planning and evaluation. We echo this commitment at Forest Learning Collective.