It’s almost time to welcome in September and a new year of learning, adventuring, children going back to school and post-summer routines. How has your family spent the summer months? As a family, we’ve been busy renovating, moving and trying to sneak in as many trips to Twin Bays and the Goat River as we can. My 5 year old never seems to notice the smokey skies, especially when there are frogs and minnows to catch! We discovered (new to us) the wonders of Moyie Lake Provincial Park: trails for biking on, meandering creeks to explore (more frogs and minnows) and interesting rocks to collect by canoe.
As a Society, we’ve used this summer to assemble a new board of directors, plan a new program (Nature Explorers for Homeschoolers), apply for grants and ready ourselves for a new year of forest play and learning. I couldn’t be more excited to start a new year of Nature School, getting ready to meet new children and introduce them to the trails, Tipi and forest plants and critters. The apples are ripening, and blue autumn skies are here.
This year, with some our grant funds, we’ll be able to lend rain gear and backpacks to a few Nature School participants who might not have their own (thank you CBT!). We’ll be creating a very special library of nature stories and field guides, acquiring our own fire bowl for the winter, not to mention other exciting things! We have a few new staff who I hope to introduce soon. As always, I feel so appreciate of Creston’s wonderful community, which has been very supportive along the Creston Kids Outside journey.
As always, if you’re curious about any of our programs for 3-5 year olds, or K-4 Homeschoolers, don’t hesitate to get in touch. If you haven't signed up yet, there are still a spaces left in both programs.
P.S. Here are a few pictures of both our families (Zavallennahh's and mine) enjoying the outdoors this summer.
Our last week of nature school, can it be?! What a fabulous year it has been, thanks to each child, all the parents, our dedicated volunteers, Canyon-Lister School and the notable cooperation of Mother Nature.
What better way to celebrate the end of our Spring Session than set up a full-on mud kitchen?! The kids loved mixing, stirring, pouring, scooping, splashing, spilling and sharing as various concoctions were made. Some children worked in pairs or small groups, while others were content in their solo work of creation. Elaborate soups, deadly poison elixirs, chocolate smoothies and snail stew were all on the menu.
We have noticed that there has been a delightful increase in collaborative play and spontaneous group expression this session. One such moment happened this past week when a couple of the young lads were wearing birch bark sleeves on their arm and playing “robot”, and as they stiffly walked through a group of other students one of the robots stalled, turning into a statue. Another child came over with a special tool (stick) to help “fix” the stopped robot, and when the robot came back to life, he began robot dancing! Within moments a whole group of kids were breaking out in amazing dance moves and song. What a joyful and hilarious forest celebration!
Tuesday was our last “sit spot”, and everyone said goodbye to their personal little piece of the forest. This routine practice of silent observation has been such a special journey for our wolf cubs, who by now eagerly run to their own spots when the little brass bell is rung, reminding each other to be quiet, and then sit silently for 2-3 full minutes with owl eyes, coyote noses, and listening like a deer. Each time we meet for Nature School, the forest has changed in some big or little way and “sit spot" has been a special time to for each child to experience that personally from his or her own special place of observation. Ask your child about their sit spot, (what did they love most about your sit spot? What are some of your favourite memories during sit spot? What was your most favourite season? etc.) You might also consider having your child find a sit spot of their own in your yard at home, to continue this meditative and grounding practice of nature observation.
By Thursday, our densely green enchanted forest was blanketed in a soft layer of fluffy white. Snow?! No no, it’s too warm for that. Blooming cottonwood?! Why yes, and what better thing could we possibly find to make into pillowy soft bug beds or fairy hair wigs? Some of the children spent a magical morning collecting downy cottonwood while others made rope traps (hey, when did you kids all learn to tie knots?) or rode pirate boats (a.k.a. tree rounds) on the stormy seas. And they also climbed trees, went on mushroom finding adventures, balanced on logs, made maps, played super hero games, dug for bugs with shovels and tied ropes into webs. Oh, and ate snacks! (Wolf cubs always eat lots of snacks).
Last week we said 'farewell!' to our dedicated volunteer, Conch. Conch came to us from the ocean, and to the ocean she is returning. The children so enjoyed her big smiles, patient manner and silliness on the trails...And us adults appreciated the extra eyes and hands! Thank you, Conch, for your all of your ideas and energy! If Nature School were continuing over the summer, I know the kids would faithfully ask each morning, 'Where's Conch?' Safe travels!!! Maybe we'll see a Bella Bella Nature School pop up soon--who knows : )
We were fortunate to have been in the forest when CLES's Gr.2 class came down to release the painted butterflies they had been raising. Presto, 12 very excited wolf cubs! They were gentle (mostly) and very curious.
Nature treasures. Is that an egg? A rock that looks like an egg? Gold from the monkey temple lair?
I thought I'd share a bit from an article this week ('15 Reasons to Climb a Tree'), as it struck me as quite useful reading! Sure, sure, we can all nod our heads in agreement, but how do you actually support a young tree climber? Well, look no further--here are some good ideas! It might also shed some light on why we do things a bit differently at our Nature School (i.e.: we won't actually help a child who's looking for a boost up).
HOW TO CLIMB A TREEHelp your child learn to climb a tree with the easy tree climbing tips below:
When your child starts trying to climb trees this is usually an indication of readiness. Support their first efforts, then step back and allow them to do it on their own.
Start with small “easy” trees to climb and progress as your child gains mastery. Support your child’s first efforts, then step back and allow them to do it on their own.
Whenever you feel unsafe about your child’s safety calmly ask, “Do you feel safe?” If they do not feel safe
It won't be long before your child is beaming--'Mom, look at me!' And you'll hopefully be able to relax a bit at the bottom (haha). You can still be proud of your child's accomplishment, strength and growing flexibility!
Kids--'I want to be a scientist! 'No, *I* want to be a scientist.' 'Me too, I'm going to be a scientist!'
Me--'It's ok guys, you can all be scientists if you like.'
As Grandma Lois donned her scientist coat last week to help us inspect owl pellets, the wolf cubs were inspired and apparently pondering their future careers. I was touched! The kids, braving swarms of mosquitos, enthusiastically and patiently took part in a rare 'lesson,' complete with diagrams of rodent bones, owl insides and animal parts, dissection tools and gloves.
We learned about owl digestion and how their food, after some processing, ahem, comes out both ends. From the mouth end comes.a compact little mystery pellet, a perfect inquiry project for inquiring young minds! Owls eat all kinds of interesting critters, like birds and rodents, and the pellets were packed full of shrew bones, mouse parts, fur and feathers! There were many exclamations of amazement and surprise as we passed around the tweezers and tools, helping the kids to pull the pellets apart. The kids were curious as can be, asking great questions, and lots of 'oohing and aaahing.'
It's hard to climb trees and swat mosquitos, but they stuck with it!
We love big burdock leaves! Plates, hats, masks, dancing props...
Stay curious, kids!
Spring is literally unfolding before our very eyes, and our forest is now dense with lush green foliage and the fresh scents of new plant life. There are more birds singing more songs than we can even keep track of, and where just a few short weeks ago a bug or worm was a rare find, they are now under every rock, log, and stick. But wait, what is that buzzzzzzing in my ear?! Ah yes, the mosquitos think out forest is quite wonderful too.
There was a lot of forest play adventure focussed around the various “temples” on Tuesday. I spent a long time “spotting” kids at the leaning tree near the monkey temple (which we re-named mosquito hollow) with an ever changing cast of climbers going up and down throughout the morning. As I watched these very able bodied little feet and hands maneuver up and down the partially fallen tree, I thought back to the fall session when this same activity was rare, and seemed almost impossible or too scary for some of the kids who were now sitting on the log above my head chanting monkey sounds. The confidence, strength, and comfort levels of all the students at Nature School have evolved so much, its awesome to behold it in action.
“Grandma Lois” came out to volunteer on Tuesday, and she was a wealth of knowledge when it came to identifying the birds that we were seeing and hearing in the forest. And the kids were a wealth of creativity when it came to identifying the various pieces of bark, sticks etc that they came across on their nature walk. “This is a special curved TV screen” about a large piece of bark from a rotting fir tree, or “This is my laser gun that makes people freeze if I shoot them” about a stick, and “This is my special map” about a rolled up piece of birch bark.
Thursday morning the sky was filled with ominous clouds, and predictions of thunderstorms. We assessed the situation and decided to head for the forest, as the clouds overhead were all billowy white and even seemed to be teasing us with some glimpses of blue sky. We had a good discussion about thunder and lightning with the wolf cubs before heading out to play, and everyone agreed that we would stay close to the tipi and keep our stuff packed into our back packs so we could leave quickly if we heard thunder or saw lightning. The kids were impressive, they knew a lot about thunder and lightning— from how to count to figure out how far away it is, to the science of electricity. Sure enough, less than an hour passed before we heard the deep rolling clap of thunder— everyone quickly gathered and we headed to the school. Our first time indoors the whole school year!
On our way to the music room, we passed by Laurel Ewashen in the Aboriginal Education room and she invited everyone to come and pick out a lovely wild animal stuffy to enjoy for our time inside. Once we gathered in the music room, we tried to make a collaborative story using all our stuffed animals as characters but some kids were just too excited about being inside the school to stay sitting in a circle. So I played the piano and sang the sleeping bunnies song while the kids curled up or bounced around like rabbits and then we followed that one up with a Russian song and dance called “Sasha” and a game of musical chairs. We also read a wonderful story about strawberries, reminding us to be sweet to each other. Then we got to go to the gym and play with the big kids! Thanks CLES for inviting us in and to all the kids at the gym who played so nicely and showed such care and kindness to our wolf cubs.
As our first Nature School year is nearly over, I (Kristina) have found myself already reflecting on how the year has gone. For some of the kids and adults, one activity has been dominating recent weeks: tree climbing! (And dandelion picking, but tree climbing is a bit more interesting to talk about).
I have a confession to make: when we started Nature School in September, my ‘risk tolerance’ for tree climbing was actually quite low. I was excited about kids stretching their imaginations in the forest, connecting with nature, and all of the other wonderful things we’d do mostly on the ground. I was a tad anxious about kids in trees. A funny thing happened this year, though--the kids didn’t even really start climb trees until late March, after most of them had been with us for 7 months already.
I’m not sure why tree climbing didn’t happen during the first part of the year. Maybe they weren’t interested, maybe games, bugs and forts on the ground were so occupying it didn’t enter as a thought.
Fast forward to May, and some (not all) of our current gang are geared up to climb. They love finding new trees with tangly branches that go this way and that way, and they become pirate ships, flying ships, you name it. Branches become control sticks and levers.
Whatever the reason that the kids didn’t climb for the first part of the year, it feels like things have unfolded in a ‘just right’ kind of way, although not always along a steady, linear path. During the times they weren’t climbing, we were were unknowingly learning things that would help with tree climbing, when we got around to it: We were getting to know each other. We were refining our routines and rules, kids were crying on our shoulders, warming their toes, rubbing scraped fingers, sorting out scuffles and upsets. Kids were falling and picking themselves back up, over and over, learning to brush it off or ask for help. We were working on listening to each other in opening/closing circles. We were learning to be still and quiet and reflective during sit spot time. We were welcoming new friends and saying goodbye to other friends.
And when they were balancing on low logs, or shuffling up leaning trees, experimenting with hanging from low branches, we were talking to each other about what felt good, scary, slippery, where to put feet and how to climb down safely. We were growing awareness, watching to make sure we weren’t playing under a climber, testing branches for strength/weakness. How do we navigate a traffic jam when 8 kids want to climb around in the same spot? I’m using ‘we’ here because as adults we were learning and refining and evolving how to manage these very dynamic situations. When to spot underneath, when to help down or verbally support, when to redirect frustrated kids to another activity or allow the frustration to see what was on the other side of it. For myself, I was learning to trust the kids, to talk to them ongoingly about their small decisions when climbing, and most importantly, to relax! No kid wants an anxious adult breathing down their neck, freaking out, undermining their confidence.
Back to the present, to nearly the end of the year, to kids who really want to climb! At this point, after all we’ve been through together, it’s as good a situation as it could be to support young tree climbers. We know when to be firm--‘I need you to come down and find somewhere else to play, because I can’t watch these kids over here while you are climbing.’ No big deal. This week I watched a boy navigating a tree, while I spotted, and listened to his process: ‘Ooh, I really want to put my foot over there; no, it’s too far to reach; that feels really wobbly, I won’t do that.’ From below I pointed out a branch that I wanted him to test out before he stood on it, and we determined that it was strong. We agreed together on a spot that was ‘high enough,’ beyond which I would have a tough time helping if I needed to. It’s possible I still look like an anxious basket-case standing at the bottom of the tree, but I’m working on that one ; ) I see a wonderful confidence emerging, because the kids know we want to support climbing, and also help them be safe. This is about relationships, rather than lists of rules to follow!
On Tuesday Conch read a beautiful story to the kids. who seem hungry for stories these days:
We passed around an animal skull, encouraging the kids to ask lots of questions, to be curious and wonder about it. Was it a big animal or small one? Think these teeth were for meat or plants? I wonder what happened to it? When they learned that the bone was discovered near water, one of the kids was insistent that it must have been a flamingo!
We embarked on a treasure hunt, following maps with ‘x marks the spots’ to bring back puzzle pieces. I had wondered if a simple map with a trail, the Tipi, and a few landmarks like the big log and benches might be easy enough to follow, and they surprised me! Later in the week, I enjoyed sitting around with a few kids who wanted to draw their own maps. It was a good challenge to imagine how to draw the Tipi (triangle? cone?) and draw some features of the forest. We imagined taking trips on the squiggly line paths they drew! I love, love, love watching the wheels in their brains turn, as map concepts emerge!!
When a child takes your hand and says 'Will you go exploring with me?' there's no better place to be in the world!
Until next week...
All Aboard! Chuga chuga chuga (bouncy bounce bounce). I didn’t know until this week that there is a train and a train station in our forest. Just West on the path beyond the tipi, there is a huge cedar with outstretched boughs that make a natural shelter, and tucked in behind it is a young tree with a climbable trunk and one strong limb that leans outward— the main car of the passenger train! The children involved everyone who came around with their imaginative play; there were ticket takers, train drivers, passengers, and even people to take your luggage (ie. sticks, bark chunks and pinecones). This kind of collaborative play between new mixes of kids who don’t usually choose to play together is happening more often these days, and the new chemistry creates new games and fresh ways of playing in the forest.
One such new game is “temple”; the kids have drawn maps or pretend that their rolls of birch bark are maps to secret locations in the forest. There are two special locations that are temples; the “monkey temple” is under a coniferous tree near the gate, and the “lion temple” is a place that deer have been sleeping in a clearing among thick brush near the leaning tree on the way to the sliding hill. The children played this game for a long time on both days, including hiding and collecting treasure (wood & bark) that represented diamonds and gemstones. Emmett has actually been pretending to be a monkey all week, guardian of the monkey temple, and stays in character pretty much the whole time. Hilarious!
Trees seem to be the funnest frontier in the forest these days, and we’ve noticed that pretty much all the kids, even those who haven’t climbed much before, are trying out their monkey skills… feeling their strength, swinging from branch to branch, practicing dropping down and climbing up to do it all over again!
Another observation has been the detailed creativity and possibility that kids are seeing in objects or events, such as the “baby goose” that Sylas had— a funny shaped piece of wood, and he carefully pointed out all the parts of it’s anatomy to Kristina and I and carefully carried it around that day. Another example is the spear and sharpening stone that hunter Marcus had, or the tiger lurking in the bushes and the elaborate trap and ensuing story of its capture that Pippa told. Another wonderful discovery was Evan beating the dead branches of a tree above him with two sticks, and saying “Listen! It’s a drum!” as he made music in his marimba tree.
We have often been sharing a book with the kids too. This week they enjoyed a silly bird book with lots of chances to hop, stretch, run, fall over and fly, and a science themed kids book exploring the question “Does the Sun Go To Sleep?” The kids love to be silly and just as equally love to soak up new ideas about the natural world (ie, sun, moon, stars).
Our wolf cubs have been feeling such deep connection to many of their forest treasures that they have been wanting to take them home. This has led to much group discussion about the subject of what stays and what can leave, and settling on an agreement that they could take a stick if it would fit into their backpack, rather than armfuls of long sticks and pieces of bark! And hopefully all snails, worms and bugs have remained in their natural habitat… but it couldn’t hurt to check your kids backpack.
'A buzzing we will go,
A buzzing we will go,
Search for flowers high and low,
a buzzing we will go...'
This week we enjoyed watching a few of the kids discover a birch log seesaw. Silliness, singing, playfulness and great cooperation followed. It’s exciting seeing the children’s discoveries of these ‘loose parts’ play things, ever changing from day to day...
On Tuesday we dug up some clay to make our very own decorations, small discs with leaves and bits of fir/cedar/leaves embedded. It was a fun learning process for everyone, adults included, to find the very best clay we could, and then patiently add water to get the right consistency, flatten the balls, add something beautiful, then wait to dry and handle them carefully so they wouldn’t break (some did, but that was ok). Sometimes I hold my breath when something a child makes gets broken or ruined (accidentally or purposefully), and was happy about the resilience displayed during the clay making...some who participated had to try and try again to get it all right.
A new factor and learning for the adults, during our first spring at Nature School: overheating from the warmth! We have been so attentive to cold and getting warm, that I (Kristina), at least, seem to have forgotten how uncomfortable I get when I get too warm, trapped in rubbery/rain proof clothing. A good reminder this week to remind the kids to shed layers, once the sun comes out.
This week we took our first field trip, meeting at the Kootenay River for the sturgeon release. We arrived early to play in the sand and climb on upturned tree roots by the bank. Boy, the kids got dirty and sure played hard, almost 3 hours for some of them by the time they left! I chuckled to myself helping a boy at the end, taking off his wet socks and seeing super muddy feet. I admit I put clean socks on overtop of those dirty feet, and wondered if someone at home would chuckle in the same way (or not!)
The kids had their chance to hold the baby fish, checking out their dinosaur-looking features. We learned a few things about them, like just how ancient a species they are, how big the fish can get, and how old! Also how their eggs have a hard time surviving, which is why all these fish are released in the first place. We said well wishes for the fish, hoping they’d survive in the river and have a nice long life...
This week I came across a great article, while doing some research into how nature learning during the preschool ages can help prepare kids for kindergarten. This article jumped out at me because it focuses on how life skills and self-efficacy are fostered in an outdoor setting.
How Learning to Put on Rain Boots Leads to Academic Success
Self-efficicacy, as defined by Wikipedia "is one's belief in one's ability to succeed in specific situations or accomplish a task.” This is something I LOVE about Nature School, where every child can find their own strengths, interests and ‘ways of being’ in the forest. This is evident to me every day, where one child might spend an hour collecting berries and singing to herself, another might draw a treasure map, and another might climb around in a tree. We try to honour each child’s choice for how they choose to spend their time, which is often fluid and changing depending on mood, season, interests... If one child is happily filling a bucket with leaves, I might be close by helping someone who is trying SO hard to get their leg up and over a log. I never get tired of seeing the pride on their faces once a small task is accomplished. And sometimes it’s not so evident, or immediate, in that a child might work at something for weeks, or try something, not succeed, and walk away to do something else. That’s ok too. Learning always spirals around and isn't always a 'light bulb' aha moment.
The article also talks a lot about life skills, which is another element of Nature School that I LOVE. I love that we have the time/space to help kids help themselves, whether pulling on a mitt, emptying dirt out of a boot, or working to put on a backpack. I would like to be even more patient in this regard, recognizing that it’s part of our ‘curriculum.’ Again, the children show such pride when they can help with a task related to their bodies, or even do it mostly themselves, with just a bit of encouragement (‘can you try wiggling the boot a bit,’ or ‘let’s see if we can open this lunch kit together; I’ll get this bit started, and you lift here...’
' ...we have seen that, as children gain confidence in caring for themselves, they also develop an increasing level of comfort and confidence in being in nature.'
Thanks for reading a bit more a rambling blog entry this week!
Kristina, Conch and I were feeling especially full of renewed energy and enthusiasm about nature school this week, after having just spent two engaging days at a “risky play” workshop by Forest School Canada. And it was as if the kids knew, because they were all about climbing adventures!
The kids spent a lot of time in trees this week, and explored new ways to play in and around them that were both inventive and hilarious. A log with a kid at the helm can be a rocket ship zooming into space, a bucking bronco, a pirate boat on the high sea, a secret lookout… Or, a low leaning branch can be just a really fun bouncy sproingy thingy! All of this play in trees and bushes naturally led to conversations about safety: how to negotiate a “traffic jam” when some kids are going up and other coming down, or starting to talk more about being aware when climbing/scrambling around trees, watching who's under you and around you. Also how high can you safely jump down? Or just how do you come down… sometimes more challenging than going up!
The south west corner of the forest has remained relatively unexplored throughout nature school, until now that is! The kids were all drawn there in recent days, requiring some serious bushwhacking through dense brush and fallen logs. It was awesome to see how patient and helpful the kids were with each other, offering advice on an easier path or finding a walking stick for a friend. The smallest of our wolf cubs showed amazing ingenuity and determination as they persevered in getting their little legs up and over fallen logs. We as leaders tried to encourage their independence rather than dashing in to help, “Maybe try over here, where the log is closer to the ground”, “You can do it! What if you wriggle your belly up there first?" The little explorers efforts were rewarded by the discovery of two new leaning trees to climb and play on, and a wonderful stash of sticks for shelter building!
On Tuesday I (Zavallennahh) spent a solid hour with a group of enthralled kids digging on a little hill near the tipi, unearthing worms, bugs, snails, sprouting seeds, roots… what an exciting time! Kristina had a similar experience on Thursday (while I was spotting tree climbing). In our conversations, we are starting to use the word 'habitat' to talk about the kind of home a worm/snail/bug needs to live in (as opposed to staying in a bucket). The kids seem to have found a new level of cooperation as they work and play together in a small space, sharing discoveries and collaborating with their ideas.
Sometimes the kids are so goofy, and they are realizing that we adults like to have fun too! Kristina retold a memory from this week, playing a 'falling game,' where one real trip led to a game of pretending to fall, and helping each other up over and over again. At another moment, there were kids building traps all over base camp and I got to be the tiger caught in the tiger trap!
We as leaders are loving nature school so much these days! Sunshine really helps, I think spring has arrived at last. Thanks to the kids for letting us play too ;-)
We don't take many group photos, but snapped this one up to send off with one of our excellent volunteers who is taking a break for a while. Mary Jean has been with us since the very beginning, and we have been so, so fortunate to have her on board!! I'm starting to appreciate these very 'alive' group and dynamic photos, where no one really sits still for a moment.
Yesterday and today 40 adults (teachers and educators of all varieties) gathered outside the tipi (we sure don't fit inside!) to talk about kids and play. We are grateful to have Chris Filler as an instructor, all the way from Saanich, on behalf of the Child and Nature Alliance of Canada and Forest School Canada. We are talking about, how can we let kids be kids? Quite often 'risky play' has benefits, as well, like when a child scrambles a little way into a tree, feels stuck, but manages to find her way down with just a bit of guidance. Oh, the opportunity! For building resilience, for problem solving, for feeling scared and overcoming...The chance to feel proud, to build muscle memory...We are learning how to support and encourage healthy kinds of risk taking, while mitigating hazards and involving the kids in discussions along the way. More on this in the weeks to come as we reflect on our learning.
Creating a send-off card for Mary Jean...
This was a moment captured during a complex game of 'we'll hide and sit here quietly while Markus sets a 'trap,' and then we'll run through it like banshees and go hide again.' I loved observing the patience--from the two kids sitting quietly (for around 5 minutes, sometimes), watching and waiting for the trap-setting to finish. The trap-setter worked diligently on his own, building a pile of sticks to perfection....when he was ready, he'd call out and the 'hiders' would emerge from their lair...
Kid conference. Not sure exactly what's going on here besides a lot of giggling!
Metal detecting for gold (pirate treasure, specifically). These two came and went from this activity for quite a while, special for me to watch because I hadn't really seen them play together in such an involved way, before. There were beeps from the 'metal detector' and lots of digging and excited noises when treasure was discovered.
This could just be a bump on a log. For real though, I was led on a hike by Pippa, who wanted to show me how this bug was guarding it's house. Nearby she pretended a couple of snowberries were it's eggs, and described to me a very elaborate story about what was happening....all influenced by a book we're read that morning about ants and their eggs.
Hunting for bugs. We did A LOT of this this week, the wet forest totally ALIVE with worms, snails, centipedes and ants. We found ant eggs, special because of the book we read on Thursday morning.
Someone actually screamed in elation beside me, 'I FOUND A WORM!!!' leaving my ears ringing for a while. There was a worm named Joey who got lost (and, we think, adopted by another kid). The enthusiasm was contagious this week. I witnessed one child holding a dangling worm, trying to show it excitedly to another child while that child held up his 'pirate map' on a piece of bark, and tried to show it to the other kid at the same time. I had three kids all trying to show me things at the same time, and a big huge smile on my face!
Jospeh Cornell, a famous nature educator, talks about 'awakening enthusiasm' at the first stage of flow learning in nature, leading to focused attention...It's all unfolding as he predicted...
We also made a discovery this week that under our forest floor is clay....lots of it, and perfect for digging and squishing. I'm pretty sure this is only the beginning of a clay extravaganza.
Bye for now!