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Philosophy

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. We follow a continuum with ‘nature immersion’ and unstructured play in nature as most important for the youngest learners, and gradually move toward project based learning (also called problem-based learning) as children grow through the years and are able to tackle more challenging problems, go deeper into research, and engage in abstract dialogic learning.

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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.

  • 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.

  • 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​

  • 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

Curriculum

We trust that the individual child can best determine their educational needs in the moment. By respecting the individual learner, and responding to their inquiry with leading questions, a child can build on the knowledge they already have. By providing a safe, joyful and playful experience, our learners learn that the forest is a welcoming place. By living daily, seasonally, and yearly in the forest, our learners learn that it is a place they belong to. By using their natural curiosity, having their questions carefully considered, our learners learn to be lifelong learners. By running, jumping, climbing, wrecking, building, splashing, balancing, digging, and swinging, our learners learn to enjoy their physical fitness. By modeling peacemaking and respect, our learners learn to be peacemakers and respectful. By practicing gratitude, we all become grateful for the gifts of our natural world and the love all around us.

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We believe that making these connections is the first step toward learning about the natural world and becoming a steward of the environment. As all of this is happening, children will be using all of their senses while strengthening their physical bodies.

 

Children will be engaged in:

  • Authentic learning while engaged in place-based activities

  • Life skills such as self-care, self-advocacy, practical skills (cooking, gathering) and social skills (conflict resolution, emotional regulation)

  • Becoming good risk assessors by balancing, tree climbing, and other physical play

  • Using natural materials for art and construction

  • Emergent (child-led) curriculum

 

Children will learn to:

  • Notice if something is hurting a friend’s feelings or body

  • Respect others’ space and listen to their words

  • Think ahead (such as when planning to climb)

  • Assess their own abilities

  • Begin to take part in responsibility for their own safety

  • Express feelings with words, in a safe and effective way

 

Children will be engaged in:

  • Authentic learning while engaged in place-based activities

  • Life skills such as self-care, self-advocacy, practical skills (cooking, gathering) and social skills (conflict resolution, emotional regulation)

  • Becoming good risk assessors by balancing, tree climbing, and other physical play

  • Using natural materials for art and construction

  • Emergent (child-led) curriculum

Staffing and Supervision

Our guides are committed to creating a safe and nurturing learning environment. Children will be with the group and supervised at all times, inside and outside. The supervising adults will be Forest Learning Collective guides and staff. Volunteers and interns are required to pass a background check, and do not count in the ratio as staff. Forest Learning Collective will have fully-stocked first aid kits and other emergency supplies, both in the inside space and with the staff when outside.

staff supervision
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We recognize that the Forest Learning Collective thrives on the ancestral land of the Haudenosaunee Confederacy. This land was and continues to be of great importance to the Haudenosaunee people. Consistent with our values of community and inclusion, we have a responsibility to acknowledge, honor and make visible the collective's relationship to Native peoples.

© 2024 by Forest Learning Collective. 

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