Time has passed since my last blog post. I have been navigating some life changes and thinking about journeys, and how life took me in unexpected directions, and put me in situations where I got to do things that I never imagined myself doing. I have been very fortunate in my career as an early childhood educator, viewed my work through different lenses, grown through my experiences and hopefully become a better person for it. These reflections inspired me to put together a collection of picture books about journeys of different kinds – some personal, some historical – stories told in songs by Canadian musicians. Some of the authors are still living, and others no longer, but they are artists who have all lived extraordinary lives, blazed trails and created a legacy of music that makes us think about who we are, about events that have shaped us, and our enormous capacity for resilience and ongoing change.

Hemsworth, Wade and Jennifer Phelan (2018). The Log Driver’s Waltz. Toronto: Simon and Schuster.

Written in the 1950’s, Hemsworth’s lively and charming song tells a story about the love of a young woman for a log driver who can step lightly both on the river and on the dance floor.  Hemsworth must have been inspired by his experiences as a surveyor in Northern Ontario, Quebec and Labrador, living in logging camps and involved in the timber industry.  His song provides a glimpse of life in the backwoods, and of log driving, the traditional way of transporting logs down rivers and waterways, from the forest to sawmills.  It was difficult, and often dangerous, to burl on logs and stay standing upright on them as they turned over and moved through the water.  Jennifer Phelan’s playful illustrations, rendered in watercolour pencil and coloured digitally, show villagers enjoying a social dance.  Once the young woman is dancing with her log driver, the floor boards break away from the dance hall, turning into logs where they continue their dance on the river, a nice metaphor for breaking with tradition. She defies the social convention of marrying a successful doctor or lawyer, by marrying the man of her choosing.

Lightfoot, Gordon and Ian Wallace (2010). Canadian Railway Trilogy. Toronto:  Groundwood Books.

In 1967, Gordon Lightfoot was commissioned to write Canadian Railway Trilogy for Canada’s centennial year. This song captures many things – the natural beauty of Canada, the story of how the Canadian Pacific Railway connected the nation from coast to coast, the cost of human life in this endeavor, and its impact on First Nations peoples. Wallace’s magnificent pastel illustrations conjure up images of a time when the railway did not exist and the land was pristine and undisturbed. With each turn of the page readers can see the transformation of Canada, as more settlers arrived, industry and commerce took hold and railway workers (many from China) laid track, raised wood trestles and dug tunnels through mountains.  While the song is about a dream, for those who died or were displaced from their traditional lands, we are reminded that for some, the building of the railroad was a nightmare. Wallace’s illustrations allow us to appreciate and reflect on this song from its different perspectives while the music lets us hear and feel the momentum of a train changing a landscape as it charges through history.

Mitchell, Joni and Alan Baker (1992). Both Sides Now. New York: Scholastic Inc.

Both Sides Now is one of my favourite Joni Mitchell songs.  I love listening to both the original and later recordings, hearing how time has changed her voice, and her style, feeling that the lyrics have taken on new meanings for me since I first heard the song.  I see this as a song about personal reflection, and the realization that nothing stays the same – not your body, not your perception of yourself, nor what you believe, about anything. Things that seem so magical and innocent when you’re young – clouds, love, life – take on a different lustre when your eyes are opened by life experience. Still, what experience teaches you, how it affects you and makes you grow, is worth it, because “something’s lost, but something’s gained, in living every day.” Alan Baker uses a variety of mediums, including watercolour, pen and ink, airbrush and crayon. His beautifully detailed illustrations follow the metamorphosis of a caterpillar into a butterfly, a metaphor for change and personal transformation. Each two-page spread is full of flowers, birds and insects, the sun, moon and stars, clouds, rain and rainbows, all going through natural cycles, while people go through their own changes and make sense of their own life journeys.

“You wake up one day and suddenly realize that your youth is behind you, even though you’re still young at heart.” ~ Joni Mitchell

Robertson, Robbie and David Shannon (2015). Hiawatha and the Peacemaker. New York: Abrams Books for Young Readers.

In childhood, Robbie Robertson learned about Hiawatha and the Great Peacemaker from an Elder at Six Nations of the Grand River. This experience made a lasting impression on him.  In this book, Robertson shares his interpretation of the story of how warring Haudenosaunee tribes would in time agree to collaborate and live according to the Great Law of Peace, governing themselves democratically, through shared power.  The book also includes an evocative song composed and recorded by Robertson, inspired by this story, which is an homage to his childhood and his heritage.  David Shannon’s vivid and detailed oil paintings help readers to envision the different journeys depicted in this story – from anger to forgiveness, from conflict to peace, from one man’s fierce scream to the beautiful scream of an eagle. The author’s note really speaks to the importance of experiences that resonate in our memories, shape us and become rooted in our own personal stories.  After listening to the Elder, Robertson said to his mother, “I hope someday when I grow up, I can tell stories like that.” Through his music, writing and interviews, he has done just that.

“You don’t stumble upon your heritage.  It’s there, just waiting to be explored and shared.” ~ Robbie Robertson

Rogers, Stan and Matt James (2012). Northwest Passage. Toronto: Groundwood Books.

Stan Rogers’ Northwest Passage invites us to imagine what it must have been like for such explorers as Mackenzie, Thompson, Fraser and Franklin to seek a route to the Pacific Ocean by following rivers through the wilderness or sailing through channels in the far north. The song is poignant, a reflection on what has been both gained and lost.  The illustrations capture both the majesty and the ferocity of the Canadian landscape.  Matt James’ gorgeous paintings, rendered in acrylic and India ink, bring to life the road trip described in Rogers’ song, and interweave this with the stories of early explorers and Indigenous Peoples all part of the fabric of this story.  The book includes a map, a timeline of exploration, and an account of the ill-fated travels and tragic demise of John Franklin and his crew. Readers will also find the words and music to Northwest Passage, notes on European explorers and some resources for further learning.  Connections can be made between historical events and current issues – the impact of global warming on the Arctic environment, its living creatures and the Inuit who live there, and political disputes over which country should control the use of the Passage for transit, shipping and its mineral wealth. Stan Rogers did not live to see what has become of the historic Northwest Passage that captured his imagination. James writes, “What a loss it is for us that we cannot hear him singing about what is happening in the world today.”

Sainte-Marie, Buffy and Julie Flett (2022). Still This Love Goes On. Vancouver: Greystone Kids.

This book is a stunningly beautiful co-collaboration between Cree singer/songwriter Buffy Sainte-Marie and Cree-Métis author and illustrator Julie Flett. The tender lyrics and delicate artwork set the emotional tone for a very moving reading experience. Every page brings readers into nature’s embrace, filling them with the calm wonder of forests, mountains, fields, valleys, oceans and vast starry skies.  The smell of sweetgrass burning, and the sounds of singing, jingle dancing and beating drums fill the senses. You can feel the love of the people and their deep sense of community, as though you feel your own breathing and heart beating. While the song is filled with what feels like the comfort of being where you belong, it also communicates a longing to return home. This all takes on a sad note, in light of the history of residential schools in Canada, and the profound harm caused to Indigenous children, families, language and culture, harm that is still felt by survivors today, something we must always remember. But the refrain that echoes through the song suggests that what is important cannot be taken away, and bonds of love cannot be broken. As sure as the seasons turn and “summer flowers turn the fields to sun”, hope returns, and still the love goes on.

“Everybody’s creative. We create our songs and our paintings, our families and our children. Every one of us is on the cutting edge of the future.” ~ Buffy Sainte-Marie

This blog post is dedicated to the memories of Stan Rogers (1949-1983), Gordon Lightfoot (1938-2023) and Robbie Robertson (1943-2023), raconteurs all.

“And many are the dead men, too silent to be real.” ~ Gordon Lightfoot

]]> https://earlychildhoodartsconnection.ca/?feed=rss2&p=1255 0 https://earlychildhoodartsconnection.ca/?p=1245 https://earlychildhoodartsconnection.ca/?p=1245#comments Thu, 30 Dec 2021 21:19:55 +0000 Lullabies http://earlychildhoodartsconnection.ca/?p=1245 Continue reading →]]> “Life-transforming ideas have always come to me through books.” ~ bell hooks

2021 has seen the loss of beloved children’s authors including Eric Carle and Lois Ehlert. They are now joined by bell hooks (1952 – 2021), who added some wonderful picture books to the body of children’s literature. Hers are books that speak to children about community, affirmation, pride, love and personal power. Known for her thoughts on feminism, racism, and gender inequalities in society, she has been a significant political and cultural critic, and has written extensively and spoken about these important topics. She believed that the ability to read, write, think critically and communicate are essential skills, and these beliefs are conveyed beautifully in her children’s books, through powerful, poetic words that resonate like music, and images of children’s faces that are confident, accepting and hopeful. The messages in her books will continue to carry weight as readers navigate what they are learning about what can divide people and what can bring them together.  bell hooks has given a gift to children – an invitation to see the good they possess, and to show that goodness in ways that can change the world. By sharing her thoughts and using her voice, she lets children know they have the power to do this, too.

hooks, bell and Chris Raschka (1999). Happy to Be Nappy. New York: Hyperion Books for Children

bell hooks’ first children’s book is such a joyful celebration of hair – flower petal billowy, a halo, a crown – wonderful, glorious hair. Raschka’s watercolour washes frame and illuminate smiling faces, and showcase hair that is smooth, patted down, pulled tight or is even all over the place! Readers will see the loving hands of mothers creating many hairstyles on the heads of lovely girls – short, frizzy, plaited, brushed, fuzzy, braided – and see hair move in different ways as children sway, jump, run and dance.  Even the text, in cursive, is full of looping letters that twist and curl like flowing locks of nappy, happy, hopeful HAIR! For this first children’s book, bell hooks got nominated for an NAACP (National Association for the Advancement of Colored People) Image award, which recognizes and honors outstanding people of color in film, television, music, and literature.

“My idea of a delicious time is to read a book that is wonderful.” ~ bell hooks

hooks, bell and Chris Raschka (2002). Be Boy Buzz. New York: Hyperion Books for Children

In fewer than one hundred words, and written in enormous text that dances and bounds with each page turn, bell hooks explores the many joys of being a boy.  Whether busy or still, loud or quiet, active or introspective, needing love or giving love – at any given moment a boy can show sides of himself that are both tough and tender.  With watercolours and simple lines, Raschka presents readers with bodies and limbs in motion – boys running, jumping, reaching and hugging.  The energy of the story is communicated through spirals, circles, arrows, zigzags and stars, but these details only serve to shine a spotlight on the different faces, expressive with tears, determination, skepticism, caution, excitement, anticipation and limitless imagination.  The perfect balance of art and free verse, this book invites readers to fall in love with being a boy.

hooks, bell and Chris Raschka (2004). Skin Again. New York: Hyperion Books for Children

A positive message of Skin Again is that we are each so much more than the colour of our skin, and how we appear on the surface. But in order to see what’s inside, we must be open to looking past the cover. Raschka’s images of children, rendered in watercolour, gouache and collage, allows readers to see a rainbow of skin colours – all colours to be proud of, but still colours that tell only part of a person’s story. bell hooks’ words invite children to come inside that covering to discover all that is hidden within – fantasies, dreams, hopes and history. It is when we let go of preconceived notions, based on looks alone, and open our hearts to a person’s inner reality, that we can have a deeper experience of the me in me and the you in you, and be all real together on the inside. Rich with images of hearts, and hands that point, wave, reach and touch, this book has words that guide children to a deeper understanding of connecting to others, building community and caring.

“If we give our children sound self-love, they will be able to deal with whatever life puts before them.” ~ bell hooks

hooks, bell and Shane Evans (2002). Homemade Love. New York: Jump at the Sun, Hyperion Books for Children

This sweet story is a testament to how the love of our parents can build a child’s esteem, give them confidence and make them bloom. Shane Evans’ bright mixed media illustrations show us how love grows in a little girl’s family, through hand-holding and hugs, kisses and cuddles, and affectionate nicknames like girlpie, sweet, and honey bun chocolate dew drop. Even when something gets broken or hurt, there is room for forgiveness and the ability to repair it, together. Life goes on, and there are endless fields of flowers for turning cartwheels and feeling boundless joy. It is knowing that love makes life sweet that allows a little girl to feel perfectly safe when she sleeps on her own, and to relive that love even as she dreams. “Memories of arms that hold me, holding me still.  No need to fear the dark place. ‘Cause everywhere is home.”

Sleep in peace, bell hooks.  Rest in power.

~ Maya Angelou

It is a while since I’ve written a blog post. I apologize. The truth is, that I’ve made a significant change in my life and I have been going through a process of adjustment.  I have left one job for another, something I consider quite miraculous given my age.  The job I left was one where I felt that my creative potential would never be fully realized, (though not for lack of trying). I did creative things outside of work – things that work could not touch or take away.  These shored me up, and reminded me of what I could give to the world, given the right circumstances. The new job provides me with challenges, opportunities for learning and a chance to create something that I hope will make a difference for educators and children. Anyone who follows my blog knows that it’s as much about personal transformation as it is about what to create, or how to create. Maybe this is why I like to blog about butterflies. They represent change, beauty, and doing work that involves sharing and promoting growth. I dedicate today’s post to Eric Carle and Lois Ehlert with thanks for their story books about butterflies. They remind me that while change involves risk and uncertainty, it can teach you a lot about yourself – like knowing when to stand still and hold on, and when to let go, and fly.

In May 2021, within two days of each other, respected children’s authors Eric Carle and Lois Ehlert passed away.  Over the course of many years, they each have written and illustrated numerous books, that have been well-loved, read and re-read by many children, all over the world. Their books are classics, and will no doubt be read and loved by children for years to come. Eric Carle gave us such titles as Little Cloud, Mister Seahorse, I See a Song, Draw me a Star and of course, everyone recognizes The Very Hungry Caterpillar. Some of my favourites by Lois Ehlert include Planting a Rainbow, Hands, Snowballs, Leaf Man, In My World and Waiting for Wings. Theirs are the books I often reach for when I want to read something to children that is special – not just because of the quality of the stories but because of the beautiful artwork. Each page is alive with colour and surprises, both authors using the technique of collage to show what is possible through their illustrations. Eric Carle and Lois Ehlert invite children into their creative worlds, encouraging them to look closely, to be curious and to imagine. While I am so grateful for how their lives and experiences inspired them to write such wonderful books, I can’t help but feel sad knowing there will be no others. It will be up to the next generation of children’s authors and illustrators to fill that void.

“How does one become a butterfly? You have to want to learn to fly so much that you are willing to give up being a caterpillar.” ~ Trina Paulus

Peggy Davison Jenkins’ book Art for the Fun of It, has a wonderful chapter about collage.  Giving children opportunities to explore affixing intriguing items to interesting surfaces is a nice way to extend the experience of reading books by Carle and Ehlert and to encourage children to try their hand at creating art using those authors’ techniques. They can also be introduced to other artists who work in collage for added inspiration. Though collage for young children typically involves gluing scraps to paper, there are many more materials you can use.  Jenkins suggests a variety that include nature items like pebbles, feathers, seeds; household items like buttons, popsicle sticks, bottle caps; tissue paper; fabric scraps; assorted paper including gift wrap, magazine pages and old greeting cards; assorted string including yarn, rope, embroidery floss. All of these things suggest possibilities for different shapes and textures, as children discover the magic of making something out of bits and pieces, decide how to make order out of random materials and find their own ways to express themselves. Backgrounds for collage can include wood, plastic lids, or cardboard cartons.  Adhesives can include white glue, collage dough, paste or whipped soap flakes. The possibilities are endless with collage, allowing imaginations to open like delicate butterfly wings, and take flight.

“There is freedom waiting for you,
On the breezes of the sky,
And you ask “What if I fall?”
Oh but my darling,
What if you fly?”
~ Erin Hanson

Robins are a common sight in my neighbourhood. I confess that they have never captured my attention the way that the more brightly coloured Cardinals, Blue jays and Goldfinches do. But I recently discovered that there is a Robin’s nest in the tree in my backyard. It quietly appeared as if by magic. This may seem like such a small thing, but suddenly I feel uplifted, especially given the recent stretch of rainy weather and all the indoor time that has come with that. My perspective about Robins is starting to change. In the next few weeks, a small miracle is going to take place – eggs being laid, baby birds hatching and getting cared for, eventually learning to fly on their own – and I will be able to watch as it all unfolds. As I reflect on this, I can’t help but smile. I feel like one of the children in my class…excited, bursting with curiosity, asking questions about my Robins and their nest as though I’m learning about birds for the first time. I suppose in some ways, I am. Earlier in the school year I brought a book about birds’ songs to the classroom for a child who is a bird enthusiast.  We played the CD and many of the children sat in the quiet corner, listening to each song, looking at the pictures and discussing what they know about birds. This image will stay in my mind as I monitor the nest in the coming days and weeks, and I will feel like I am part of that conversation, as I look at things with new eyes, as they do.

 “I am that little robin that sits upon a tree, I sing to you each morning, but you don’t know it’s me. I am that little robin in your garden every day. I will never leave you. I will never fly away!” ~ Unknown

Of course, as an educator, I immediately recognized this as an opportunity for an inquiry.  I have already told the children in my virtual classroom about this nest.  And I have started to investigate the resources and teaching materials I want to use to invite the children to join in my observations and to share my excitement with them! I’m happy to say that this is evolving into such a rich learning opportunity and I find myself wondering about a lot of things. I think we will begin by talking about the nest, and generate the questions we might ask like: where do robins build their nests? How long does it take to build a nest? What materials do they use? How big is the nest? Do all bird nests look alike?  Do birds use their nests many times or just once? Next, we could talk about nesting behaviours and what happens between the time the eggs are laid and when the fledglings leave the nest – the Robin’s life cycle. We can count how many eggs there are, and keep track of how many days it takes from them to hatch, and how long it takes for the chicks to become independent to bring numeracy into our inquiry. We can discover so much as we research fascinating Robin facts! Who knows? Maybe my students will decide to become dedicated birdwatchers, or grow up one day to be ornithologists who study birds near and far.

But in the meantime, we can find ways to extend our inquiry into various areas of the curriculum. We can read non-fiction books like A Nest Full of Eggs by Priscilla Belz Jenkins to learn about Robins, like scientists!  We can also read stories, like Denise Fleming’s picture book This is the Nest that Robin Built. Although it is fiction, we can still discuss how it gives us real information, and enjoy the repeating story line and the bright illustrations. We can learn to sing songs like Robin in the Rain. We can watch how birds dance and then try to invent our own movements. We can tune in to the sounds around us next time we go out for a walk, and learn to identify birds by their songs. If we cannot get outside, we can take a mindful moment and relax as we focus our attention on bird songs. We can create beautiful drawings and paintings. We can join organizations that build our knowledge about ornithology or that help us to advocate for the conservation and protection of birds. I have long been curious about birds, and thought that one day I might take up birdwatching.  Teaching, and trying to inspire children’s interest in this topic, is a strong motivator for following through on these thoughts. But I have no doubt that discovering the Robin’s nest in my yard has shown me how a simple nest could make a lifelong love of birds take flight.

“That first snowdrop, the flowering of the rose you pruned, a lettuce you grew from seed, the robin singing just for you. These are small things, but all positive, all healing in a way that medicine tries to mimic.” ~ Monty Don

This blog post is dedicated to all children who love birds, because they have taught me to hear the robins singing in my heart.

]]> https://earlychildhoodartsconnection.ca/?feed=rss2&p=1223 1 https://earlychildhoodartsconnection.ca/?p=1214 https://earlychildhoodartsconnection.ca/?p=1214#comments Sat, 20 Mar 2021 20:54:38 +0000 Lullabies http://earlychildhoodartsconnection.ca/?p=1214 Continue reading →]]> “You’ve got to keep the child alive; you can’t create without it.” ~ Joni Mitchell

Women’s History Month takes place in March, and allows us to celebrate the contribution and achievements of women throughout history to the present day.  I wanted to honour the work of some highly creative Canadian women I admire, for their music, their art, their poetry and their stories.  I found some wonderful picture books that give children the opportunity to discover who they are, and what they inspire us to become ourselves.  I hope you will enjoy reading about Joni Mitchell, Maud Lewis, Dionne Brand, Marie-Louise Gay and Buffy Sainte-Marie. Their work enriches our lives.

Alko, Selina. Joni: The Lyrical Life of Joni Mitchell. New York: HarperCollins Publishers, 2020.

Joni Mitchell (born in 1943) is a Canadian singer and song writer who has produced several albums, releasing her seventeenth (and last) in 2007.  The influences of folk, pop, rock, classical, and jazz styles can be heard in her music; her lyrics address broad topics ranging from environmental issues to her thoughts about love and womanhood. Mitchell has won nine Grammy awards and was inducted into the Rock and Roll Hall of Fame in 1997.  With a background in visual art, Mitchell designed most of her album covers; she currently devotes much time to her creative art. Selina Alko’s beautiful book – illustrated with vibrant colours and richly layered collages – is a biography of Joni Mitchell’s life. The story chronicles the early influence of art and music in Mitchell’s childhood, her development as a visual artist, poet and musician, and the launch of her distinguished career as a singer, song writer and music producer. Never constrained by one style, Joni Mitchell continuously experimented and evolved, touching the minds and hearts of listeners with her honest, vivid and poetic lyrics.

Bogart, Jo Ellen and Mark Lang. Capturing Joy: The Story of Maud Lewis.
Toronto: Tundra Books, 2002.

Maud Lewis (1903 – 1973) was (and remains) a respected Canadian folk artist from Nova Scotia. Born with some physical challenges, over time she developed rheumatoid arthritis, which affected the mobility in her hands.  This did not stop her from creating numerous works of art. Her inspiration to paint came from many places – Christmas cards she had made in childhood, scenes from the early years of her life, her father’s work as a blacksmith, her love of animals, buggy rides with her family, fishing boats, scenery and even her husband Everett’s car. Because they were quite poor, Everett often collected scraps of wood and cardboard that she could use as a surface for painting, along with salvaged cans of discarded paint.  The artist even painted every available surface in her very small house, which after the deaths of Maud and Everett was restored and now can be visited at the Art Gallery of Nova Scotia, along with many of her artworks. Maud Lewis’ cheerful subject matter, bright and joyful colours, and the playful nature of her paintings are an inspiration to aspiring young artists to capture and express their own joy.

“As long as I’ve got a brush in front of me, I’m alright.” ~ Maud Lewis

Brand, Dionne and Eugenie Fernandes. Earth Magic. Toronto: KCP Poetry, 2006.

Born in Trinidad in 1953, Dionne Brand emigrated to Canada in 1970. She is a poet, novelist, academic and social activist. Brand was Toronto’s third Poet Laureate from September 2009 to November 2012, was admitted to the Order of Canada in 2017, and has won numerous prestigious awards and prizes for her writing. Earth Magic is her first book of poems for children. This 20-poem collection is inspired by her childhood in Trinidad and celebrates the lives of Caribbean people. Many topics are explored through the poems including: the time of day, activities like fishing and collecting bottles, nature and the weather, people you meet, places to visit like the market or the town. There is a more serious poem called ‘Slave Ship’ which invites children to reflect on social justice. Readers will enjoy these poems with all of their senses – feeling the movement and dance in the words, the heat of the day, taking in the aromas, hearing the voices and seeing the saturated colours, captured so beautifully in the sunny, vibrant paintings of Eugenie Fernandes.

“Books leave gestures in the body; a certain way of moving, of turning, a certain closing of the eyes, a way of leaving, hesitations. Books leave certain sounds, a certain pacing; mostly they leave the elusive, which is all the story. They leave much more than the words.” ~ Dionne Brand, A Map to the Door of No Return

Gay, Marie-Louise. Any Questions? Toronto, Ontario: Groundwood Books, 2014.

Born in Quebec City (in 1952), Marie-Louise Gay has studied graphic art, animation and illustration; starting in 1980 she began dedicating herself to writing and illustrating children’s picture books, creating beloved heroines like Stella.  She has won the Canada Council Children’s Literature Prize (in both the English and French language categories); additional awards for her books have included the Governor General’s Award for illustration and the Mr. Christie’s Book Award, among many others. An inquisitive person herself, Gay has enjoyed numerous school and library visits, and answered the questions of many inquisitive children. How many books do you make in one day? Where does a story start? Her book Any Questions? invites readers to understand her creative process, and even join her in making up a story about a shy young giant. With her playful illustrations, rendered in watercolor, pencil, pastels, and collage, she brings readers into the world of writing, with its challenges and the many directions it can take, showing children that they can be writers too.

Sainte-Marie, Buffy and Ben Hodson. Hey Little Rockabye: A Lullaby for Pet Adoption Vancouver: Greystone Books, 2020

Buffy Sainte-Marie (born in 1941) is an Indigenous Canadian-American singer-songwriter, musician, composer, visual artist, and educator. Her work has focused on raising awareness of the issues concerning Indigenous peoples of the Americas. Sainte-Marie’s enormous talent is widely recognized, and she has won awards and honours for her music, and her work in social activism. In her new children’s book Hey Little Rockabye she turns her attention to the issues of animal rescue, shelters and pet adoption. With charming illustrations by Ben Hodson, the story is about a child who wants to adopt a pet, and uses many strategies to persuade her parents that it is important to do this because their lives will be made better by saving an animal’s life. The author shares photographs, and personal stories about the many pets she has adopted over the years. Sainte-Marie sang this song to many of them because of the special joy they gave her, and she includes in the book the words and music to Hey Little Rockabye so readers will be encouraged to sing to their pets too!

“Everybody’s creative. We create our songs and our paintings, our families and our children. Every one of us is on the cutting edge of the future.” ~ Buffy Sainte-Marie

Since March of 2020, it has twice been necessary for educators to teach remotely because of COVID-19, and for children and families to adjust to learning and working at home.  These are challenging and stressful times for everyone.  Returning to work in kindergarten last fall was anxiety-inducing.  We constantly wondered how we would promote physical distancing in a classroom of wiggly four-year-olds; how we would keep on top of daily sanitizing all of the learning materials; and how we would follow all of the protocols necessary for keeping the staff and students healthy and safe. We needed appropriate ways to talk to children about the pandemic, and resources for the families. And we needed to embrace a new vision of what children really need given these strange circumstances. Ironically, the pandemic pushed us to work harder to provide for young children those things we know they should always receive – smaller class sizes, increased opportunities for outdoor play and exploration, and time in the day for being calm and mindful. Thanks to some inspiration from Cosmic Kids we transformed a dramatic play area that had fallen into disuse because of COVID, into a Zen Den where they could do things like relax, do yoga, and engage in mindful colouring. Each day ended with a story about our feelings, an opportunity to describe the Zone we are in, and to either lie down, draw, or build while listening to relaxing music. This had become our daily routine before the New Year saw schools closing again. How would we maintain this? What would mindfulness look like in a virtual classroom?

“This is the real secret of life — to be completely engaged with what you are doing in the here and now. And instead of calling it work, realize it is play.” – Alan Watts

The first time I taught remotely (2020), more time was spent loading activities into the virtual classroom for the children to do independently than was spent actually engaging with them. And truthfully, I had a lot to learn about using educational technology in order to adapt to this situation. On the occasions that I did meet with small groups online, I was struck most by how much the children missed each other. One boy curled his little fingers together into the shape of a heart and leaned close to the computer screen to show his friends and feel close to them. He clearly felt the loss of human contact. I was reminded that experiencing emotional well-being is as high a priority as understanding letters and numbers. Now in 2021, as I reflect on this first month of teaching remotely – which has required more live instruction – mindfulness has taken on a new meaning. We deliberately planned to teach literacy, math and inquiry in the morning, when children would be alert, and better able to participate, and to conclude each day on a calm note. We begin our days with a greeting song and a special fingerplay called Heart to show we care. We take regular breaks for creative movement to laugh and feel good in our bodies. We play games that encourage attending to sounds. We are considering unusual ways to encourage mindful eating during our snack break. Breathing techniques are added to the daily choice boards, as well as invitations to create your own Zen Den at home. (One of our students made a Zen Den from chairs, blankets and a yoga mat!). During our daily time for sharing and relaxing, we continue to talk about the Zones we are in, to read stories about feelings, and to quietly draw, shape plasticine, or build while we listen to gentle music that calms and inspires us. Mindfulness has been thoughtfully woven throughout each day, so that we can experience it in many different ways. Though the teachers and children are not physically together, these daily mindful practices and our shared community time make us feel as though we are.

“When I’m hungry, I eat what I love. When I’m bored, I do something I love. When I’m lonely, I connect with someone I love. When I feel sad, I remember that I am loved.”– Michelle May

What about the educators, parents and care providers? Last year I attended a virtual conference and had the privilege of hearing Dr. Maria Hersey speak on the topic of self-care for educators. At a time when there was so much fear and uncertainty in the world, her words provided so much comfort, and the reminder that as we take care of ourselves, we become better able to do our jobs, and be present to meet the needs of the children in our care. Our work gives us a lot of satisfaction and ongoing opportunities for learning, but it is also a source of stress. I’m sure we have all been experiencing things like insomnia, anxiety and exhaustion. I certainly have. Withdrawing, arguing, and feeling numb are only a few of the ways that our stress shows itself. Adults and children alike need strategies for coping with stress.  What can we do? We can take time to better understand how our brains work and their role in how we react to stress. We can develop greater awareness of our emotions, thoughts and values. We can build some habits of mind that help us face our challenges and solve our problems. We can practice self-compassion and treat ourselves gently when things are rough. We can take a few moments for self-care routines such as a body scan meditation. We can develop attitudes of mindfulness that make our lives both simpler and richer. So many resources are available to us – to help us feel calm, to encourage us to stay positive, to remind us that we are doing our best, and to give us permission to forgive ourselves for not feeling strong or for not being perfect all the time. I share these resources with you because teaching during the pandemic has challenged us all in extraordinary ways. Educators, parents and care providers need to receive the care and love they give each day as they provide a calming presence for the children who count on us to do just that. If this past month has taught me one important thing it is this: children and their adults can move on the path towards mindfulness, together.

“When little people are overwhelmed by big emotions, it’s our job to share our calm, not join their chaos.” ~ L.R. Knost

This post is dedicated to all the teachers and grown ups out there who are giving children all they have got, whether remotely or in person.  But it is especially for Nikki, an amazing teacher, a person who is both strong and calm.

Here is a collection of wonderful picture books about snowmen.  In addition to making readers want to get outdoors to build fabulous snow people, they provide much inspiration for creative art experiences, storytelling, taking pictures, engaging in inquires about snow and about animals in winter.  They encourage reading, writing, rhyming, counting, exploring, singing and making art. They are filled with winter magic and with joy.  I hope you will find something in these heart-warming and very cool books to share in your classroom or in your home.

Ehlert, Lois. Snowballs. San Diego, CA: Harcourt Brace, 1995.

Snowballs is a wonderful book, and offers young readers so much.  The simple text, written in a large, easy-to-read font, along with Ehlert’s vibrant collage illustrations, turn building a snowman into a grand adventure! It features a snowman, a snow woman, a snow boy, girl and baby, and also a snow cat and dog, showing a variety of possibilities that exist, whether you create these characters using paper, or actual snow.  Children can search in the pictures to identify the many loose parts they could use, which include: seeds, dried and fresh fruit, popcorn, shoelaces, hats, branches, buttons, leaves, stones and more.  At the end of the book is a page that features all of the “good stuff” that Ehlert used to create her illustrations, as well as some photographs of actual snow people, and explanations of snow and what makes it snow. I highly recommend this story for inquiries it inspires, both with art materials and with snow, and for the possibilities it suggests for a deeper winter exploration.

Fleming, Denise. The First Day of Winter. New York: Henry Holt and Co., 2005.

This is joyful and fun story which can be sung to the tune of “The Twelve Days of Christmas.” Fleming’s repetitive text aids young children in remembering the words, reading along and also counting to ten. Her playful illustrations, rendered in coloured cotton fibre, hand-cut stencils and squeeze bottles, will make readers want to go outside and play in the snow! Like Snowballs, this story suggests a variety of materials that can be used for building a snow person, including a cap, mittens, scarves, pinecones, twigs, leaves, berries, peanuts and buttons. Each item can be counted as you proceed through each page.  The addition of birdseed pockets, is something to consider the next time you actually go outdoors to build a snow person, which could bring learning about birds into the outdoor experience! By the time the snow person in the book is complete, s/he is dancing with all of the little birds and animals encountered along the way – yet another fun thing to search for in the pictures.

Hillenbrand, Will. Snowman’s Story. New York: Two Lions, 2014

This is a magical, wordless picture book, rendered by the artist in graphite pencil, coloured pencil, chalk pastel, pixels, china marker, crayon, ink, watercolour, collage, transparent tape, kneaded eraser on paper.  It is an adventure story, which involves a snowman, a special book, the naughty rabbit who “steals” it and a collective effort to get the book back. And it has a delightful surprise ending. Snowman’s Story inspires so many ideas for extending the reading experience.  Children can look closely at the illustrations and tell their own story, which an adult can scribe for them, though they can be encouraged to write their own text too. Children could use some of the materials the artist did, to create their own wintery illustrations. There is a lot to be learned here about what makes a compelling story, how to tell it, and how to create images that make readers want to keep turning the pages.

“Snowflakes are one of nature’s most fragile things, but just look what they can do when they stick together.” ~ Vesta M. Kelly

Newbold, Amy and Greg. If Picasso Painted a Snowman. Thomaston, Maine: Tilbury House Publishers, 2017.

I love this book for so many reasons.  Most importantly, it challenges young readers to imagine a snowman as something other than three circles stacked one on top of the other. After reading this book children will have no choice but to see all the choices available to them! Amy Newbold imagines how seventeen famous artists might have represented a snowman.  Children will be introduced to many genres (cleverly captured by Greg Newbold in each of the different artists’ styles) including: cubism, pop art, impressionism, surrealism, pointillism, and abstract art, to name a few. The book concludes with an introduction to artists such as Turner, Lichtenstein, O’Keeffe, Klimt, Monet, Dali and Van Gogh and a message of encouragement to draw, explore and have fun. As you read the book, pay attention to the hamster who guides us through each art work, at times wearing a beret, a long, waxed moustache, and a bandage on his left ear.

Sams, Carl R. and Jean Stoick. Stranger in the Woods: A Photographic Fantasy. Markham: Scholastic Canada, 2001

This is a stunning book, beautifully illustrated with photographs of various animals, including deer, chickadees, blue jays, owls, muskrats, squirrels, porcupines, rabbits, mice and cardinals, all finding ways to adapt to the season. This could become part of an engaging inquiry on animals in winter. The poetic text captures what the animals might be thinking when they discover a tall, white, snowy stranger in the forest, wearing a hat and gloves, and covered with nuts and seeds, carrots and corn.  Though they do not know who the stranger is, they enjoy eating the special treats that they find. When the fawn notices a red mitten on the ground, readers get a clue as to who left the treats for the forest animals. We discover that two children have taken on the responsibility of providing food that will help the animals survive the winter.  In addition to an important message about caring for nature, the book concludes with a wonderful recipe for a snowman.

Schertle, Alice. All You Need for a Snowman. San Diego: Harcourt, 2002

Barbara Lavallee’s gorgeous and delicate paintings, rendered in watercolor and gouache, bring to life Schertle’s musical, playful poem about what is needed to make a snowman.  Readers are walked through the steps involved in building a snowman from “billions of snowflakes piled in a mound, pat them and pack them and roll them around” until we have “three hand-packed, triple-stacked balls of snow.” Readers will recognize all the things that are part of a snowman’s transformation – a hat, bottle caps, a carrot, buttons, scarf and earmuffs. Throughout the story we see many children from the neighbourhood, working collaboratively to collect what is needed to dress the snowman, and bring him to life realizing…as we reach the end… when the snow begins to fall again… that an important thing missing is a snowman’s friend.

“Snowmen aren’t forever, but their memories are.” ~ Unknown

]]> https://earlychildhoodartsconnection.ca/?feed=rss2&p=1192 0 https://earlychildhoodartsconnection.ca/?p=1184 https://earlychildhoodartsconnection.ca/?p=1184#comments Sat, 14 Nov 2020 21:24:46 +0000 Lullabies http://earlychildhoodartsconnection.ca/?p=1184 Continue reading →]]> “Unless we remember, we cannot understand.” ~ E.M. Forster

This past week in our classroom we took time to honour Remembrance Day and Diwali. At our virtual assembly, we joined the world in a moment of silence to show our gratitude for the peace and freedom we enjoy today because of what others sacrificed so long ago. And we brought a celebration of light, important to one of our families, into our classroom, and our world got bigger and brighter for it. Each of these experiences involved helping children to understand something outside of their daily lives, whether it is wars fought long before they were born, or festivals that are enjoyed by cultures different from their own. We tried to make their learning concrete and meaningful, through sharing stories, and providing hands-on experiences. We integrated music, dance, art and poetry into the lessons so the children could represent their understanding in many ways, and see the beauty in what is sad, as well as what is joyful. What I valued most was the emotional connection to what was being learned, something I hope reached the children. Personally, I felt very moved by sharing a photo of my grandfather in his pilot’s uniform, as it brought back many memories, and was touched by a film about Diwali and how lit diyas could help to build friendships despite bad weather. Below are some of the things we learned and created in our classroom, to show we honour the past, and celebrate our unique and diverse families.

“Silently, one by one, in the infinite meadows of heaven, Blossomed the lovely stars, the forget-me-nots of the angels.” ~ Henry Wadsworth Longfellow

In the days preceding Remembrance Day we prepared for the school’s virtual assembly.  This would be the first time our school would not gather together in the gymnasium to share poems, songs and wreaths of handmade poppies. We would not have our guest speakers there to explain the importance of this day. We would not be side by side, humbled by the moment of silence.  Still, the children worked busily at the art table, creating poppies of different kinds – from red felt, which they would wear on November 11^th, and torn tissue paper glued to poppy shapes.  For the virtual slide show we created vibrant poppies in a salad spinner, using paper plates, glitter and red, green and fuchsia paint.  The children were photographed together, each one holding their poppy in front of their heart in order to participate in the on-line assembly.  We read the books A Poppy is to Remember by Heather Patterson (with its stunning illustrations by Ron Lightburn) and Proud as a Peacock, Brave as a Lion by Jane Barclay. The first book provides an explanation of Remembrance Day and the symbolism of the poppy that young children can understand.  The second is a more personal account, where a young boy asks his grandfather to share his experience of the war, as they prepare to attend a Remembrance Day ceremony.  Lastly, throughout the week the children learned to recite the lovely poem Little Poppy. We discovered how poets, authors and artists lend beauty to remembering those who were lost to dark times in history.

“An occasion to celebrate victory over defeat, light over darkness, awareness over ignorance…An occasion to celebrate Life…” ~ A Saying for Diwali

As a contrast to the solemnity of Remembrance Day, we were also fortunate to have the opportunity to learn about Diwali. I was so pleased that a child in our class could proudly share this joyful and vibrant celebration that is so important to her family. They provided clay diyas for the children to paint, though we also attempted to make our own using plasticine. Each one was unique, and they put a lot of time and care into shaping the plasticine into little lamps.  Images of rangoli (an art form involving creating images on the floor) were provided for the children to colour. The children even had a chance to learn some dance moves representing different aspects of Diwali!  I was happy to discover that the book Lights for Gita by Rachna Gilmore had been made into an animated film by the NFB. We were introduced to why Diwali is important and what the celebration involves (e.g., special foods, fireworks, lighting diyas, honouring Lakshmi). When Gita’s party was almost ruined by an ice storm, one child in the class cheered when she and her friend admired how the lights from the diyas caused the ice on the trees to shine like exploding fireworks!  What I love about the film is how sharing things that are special to us can build bridges of mutual respect and spark the light of understanding. It is nice to know that a pandemic (like an ice storm) could not cast a shadow on our special celebration.

“It takes one thought, one second, one moment or positive memory to act as a catalyst for the light to gradually seep in again.” ~ Fearne Cotton

Something that I regret about my upbringing is how little I learned about my heritage.  I have long known that I am of Haudenosaunee descent, on my mother’s side.  My great grandfather was from the Territoire Mohawk de Kahnawake in Quebec. For my mother, being identified in punitive ways at school as an “Indian” was painful, something that in the 1940s – 50s led to her feeling separate from others in her community.  It’s unfortunate that roots that should have been a source of pride for my mother, instead had become a story she preferred not to tell.  For me it was a missing chapter of my life. On reflection, I realize that I have tried in various ways to uncover this story for myself.  I have incredible family photos. I have done research at the National Archives in Ottawa.  Digging through the Loiselle Marriage Index and Drouin Collection Records was a lot of work, and tracing Indigenous heritage seemed next to impossible at that time.  Today First Nations Genealogy records can be researched online, which makes finding information easier. Undergraduate courses (in the 80s) related to Indigenous studies opened my eyes to issues that were far bigger than my search for a personal narrative.  Last year (to learn more about Truth and Reconciliation) I participated in a group discussion of the book Indigenous Writes by Chelsea Vowel. Most recently I completed the course Indigenous Canada, Canadian history from a unique perspective – history as I wish it had been taught when I was in school, and as I hope it will be taught to students from now on.  As my exploration expanded, I discovered how much history has been edited… in my life, in my education… and how this has impacted my understanding of bigger issues.

“The land gets inside of us; and we must decide one way or another what this means, what we will do about it.” ~ Barry Lopez

As the initial idea for this blog post emerged, I considered writing about land-based learning (as an extension of my earlier blog posts about nature journaling and forest schools). I spent much of my summer reading the books Horizon by Barry Lopez, This Changes Everything by Naomi Klein, and The Sixth Extinction by Elizabeth Kolbert. These books were both enlightening, and frightening.  They allowed me to imagine the world before exploration and settlement, to imagine the earth before the exploitation of natural resources and the pollution of the air, land and water thrust humans into the Anthropocene. Images captured by Edward Burtynsky enabled me to really see the consequences of human impact on the planet.  Learning more about how Indigenous peoples have been marginalized over the course of history, coping with a lack of potable water, contending with complex environmental issues, fighting to protect the environment, forming such grassroots organizations as Idle No More made me feel the seriousness of the world’s situation.  Naomi Klein suggested that it is Indigenous peoples who might be the ones to save us, through exercising their land rights to reduce further environmental damage.  But it would require our collective voices, and more community and global agency to bring about the changes needed to restore the planet, and to ensure that all people enjoy the luxury of clean soil, water and air. I realized that I had to take a broader view of the world, that as an educator, encouraging children’s concern for the environment  demands including an Indigenous perspective.

“We must protect the forests for our children, grandchildren and children yet to be born. We must protect the forests for those who can’t speak for themselves such as the birds, animals, fish and trees.’~ Qwatsinas (Hereditary Chief Edward Moody), Nuxalk Nation

A place to begin is the book Natural Curiosity, by Doug Anderson, Lorraine Chiarotto and Julie Comay.  This is a resource for teachers that guides us in seeing environmental inquiry through an Indigenous lens.  What makes this book so important  is that it is a response to the recommendations by the Truth and Reconciliation Commission of Canada, to prioritize bringing Indigenous perspectives into our teaching practices. As educators we must make it a goal to encourage and support students’ intercultural understanding, empathy, and mutual respect. One way to achieve this is to help children make meaningful connections to environmental issues, to care about the environment and to be aware of the challenges that need to be addressed.  Natural Curiosity explains the four branches of environmental inquiry – nurturing a sense of wonder (inquiry and engagement), building a sense of place (experiential learning), making connections to view the big picture (integrated learning, and living and acting in the world (moving towards sustainability). The book also shows how these branches relate to Indigenous perspectives – the spiritual aspects of the world, learning from the heart, the understanding that we are part of the environment, that everything in creation is interrelated, that when we are grounded deeply in a place, we can build knowledge of who we really are. Lastly, the book provides narratives of what is happening in different classrooms as the ideas in this book are put into action. Learning isn’t simply about amassing pieces of information.  It is a journey of personal growth, of becoming. By exploring my heritage, by examining environmental issues and by seeking ways to internalize all of this, and to express it through my teaching, I have been on a journey of my own.  What I wanted to find out about myself turned into an exploration of where I stand in the world, where I stand on environmental and Indigenous issues, and the direction I would like to take with my teaching.  I want to see children begin their own journeys as they learn about themselves, and their ability to transform the world. For me this is a journey that I hope never ends.

“My action is to never stop learning and teaching until the only narrative we hear is harmony and peace in Canada.” ~ Dizon Ericson, Banff Centre Truth and Reconciliation Summit Participant

]]> https://earlychildhoodartsconnection.ca/?feed=rss2&p=1176 0 https://earlychildhoodartsconnection.ca/?p=1162 https://earlychildhoodartsconnection.ca/?p=1162#comments Mon, 24 Aug 2020 16:39:12 +0000 Lullabies http://earlychildhoodartsconnection.ca/?p=1162 Continue reading →]]> “Teaching children about the natural world should be treated as one of the most important events in their lives.” ~ Thomas Berry

As we prepare for children’s return to school in the fall, there is much concern – from children, parents, educators, health professionals and politicians, particularly around social distancing in classrooms that might lack the space needed to provide that.  We all are seeking creative solutions to the problem of how to protect everyone from, and to minimize the spread of COVID-19 once schools re-open their doors.  Recently I saw a TVO article about how Toronto opened its first forest school in the early 1900’s in response to the threat of tuberculosis, a reminder of how educators have addressed such situations in the past.  Today, even under normal circumstances children who do not spend adequate time outdoors might experience what Richard Louv has described as nature deficit disorder. It seems that the simplest remedy is to provide outdoor education and quality time spent in nature. Clearly, many arguments can be made for increasing the time that children spend outdoors. For this blog post I have interviewed Tracey Pegg, a colleague who has received specialized Forest School training, and invited her to share her thoughts on outdoor learning. I hope this interview will inspire educators as they decide how to run their classrooms and develop their curriculum, not just in the fall, but in the future.

Tell me a little bit about your work.  I’ve been lucky enough to work at Huron Playschool Co-operative for the last ten years. Playschool recently celebrated it’s 50th anniversary as a parent co-operative licensed childcare program. Until COVID-19 changed our world, parents worked as teaching assistants in the nursery school program. They remain actively involved in all aspects of Playschool’s management and operation. What have I most enjoyed there? It is enormously rewarding to work with parent educators who are so personally and deeply committed to providing the best program for all of the children at Playschool. There are many families and parents who work hard to make a difference. I have worked in childcare for about 20 years, starting my career at a University of Toronto childcare centre, then working as a program supervisor in Victoria B.C. before I returned to Toronto and started working at Playschool.

You have long had a passion for outdoor education.  What would you say was the source of your inspiration?  Why is the study and exploration of nature so meaningful for you? I have always enjoyed camping and spending time outside in natural areas. I spent my high school years in the country, and chose my university based on my ability to spend time outside; I went to Trent University in Peterborough. I have travelled from coast to coast to coast in Canada, camping along the way. I walk daily in my neighbourhood with my dog. I have a deep interest in learning about the natural environment around me. In addition, I have had membership and participation in the Federation of Ontario Nature [a charity that has been protecting wild species and wild spaces through education, conservation and public engagement since 1931] for many years.

When you decided to take a deeper dive into nature study for your own professional development, which program did you choose, and why? Eager to bring this passion for spending time outside more deeply into my childcare programming, several years ago I completed certification in a Forest and Nature School Practitioner program offered by the Child and Nature Alliance of Canada. The program’s philosophy closely aligned with my personal values. Those values that resonate for me with the Child Nature Alliance of Canada are: place and play-based, emergent, child-led, and inquiry driven learning. The words Trust, Relationships and Freedom are the pillars that the Forest and Nature school is founded on. [Additional goals of the Alliance are to engage and support individuals and organizations who are  interested in working in nature-based programs, and to promote the Forest and Nature School movement in order to connect children to nature]. I pursued certification as a way of pushing myself to figure out how to do this kind of programming in a child care setting in downtown Toronto. I struggled with imagining a forest program in our downtown Toronto neighbourhood.

What kinds of assignments did you do?  How did they deepen your knowledge and/or your beliefs about outdoor education? There is no other program like the one offered by the Child and Nature Alliance of Canada, a strong experience-based program. It includes a 5-day intensive in-person course – we were outdoors all day at Point Pelee National Park – and a one-year online series of assignments. The assignments are organized to prepare participants to operate a forest program. Assignments were practical, and tasks needed to be completed to offer a carefully planned and operated outdoor program. Course requirements included many practical exercises, and the enthusiastic support of Playschool parents and children led to my first urban forest program. This was my laboratory for my course assignments. The program’s best practice standard is where I want my program to be. Its philosophy of the teacher as facilitator and participant with the child in learning resonates with the kind of teacher I want to be.

“Direct contact with nature has direct benefits for children’s physical, mental and emotional health. Free play opportunities in natural settings offer possibilities for restoration, and hence, well-being.” ~ Stuart Lester and Martin Maudsley

How has your approach to outdoor education changed as a result of your studies? How have you integrated your learning into your classroom?  How have the children at your centre responded to this?  We didn’t have an outdoor program at Playschool last year, but COVID-19 has provided a wonderful incentive for me to spend as much time outside as we can. There are many challenges for childcare programs to spend more time outside, especially when your program is located in downtown Toronto without any outdoor space. It is not easy to find a space close enough to the centre that we can all come back to use the bathroom, but far enough away with enough natural materials and space for children to safely play. We have had to be flexible in our use of space – if we go to one spot and others are there, we move. But we have different spaces, and it’s amazing the loose parts that children can find, once they return to a space a few times. Sticks and pinecones are the great loose parts I look for. Sticks are a valuable toy – they can be pets, musical instruments, tools, construction materials, food, hockey sticks, measuring sticks, magic wands, food, cell phones and radios, craft parts…. The rewards of outdoor programs are many. It is easier to meet the needs of a varied group of children outside. Even when your outdoor space is small, the open air and all the space above seems to help everyone self-regulate. Outdoor spaces are great classrooms to learn well-being, belonging, engagement and expression. Teachers don’t need to prepare the spaces as they do classrooms (except to ensure safety and sufficient loose parts in an urban environment). I think that allows me to focus more on moments with children as they circle out from the home base of the teacher.

What are your views on outdoor education in the early years?  How might pre-service and in-service ECEs be better supported to bring richer outdoor experiences to the children they teach? This is an ideal time for educators to push themselves to take their programs outside. How can administrators support staff needs for flexible schedules so they can take groups outside? Can administrators provide support when we come back in with 15 muddy and messy children? Childcare and schools are often so closely scheduled that it is impossible for teachers to offer a program that allows for a long block of outdoor time. Teachers need time to find good outdoor spaces, to check them out weekly for safety, to pack for outings. If teachers are supported and encouraged to offer this kind of programming, I am confident many teachers would choose it.

Lastly, not all children/centres can easily access natural areas.  What recommendations would you make to teachers wanting to provide children with more opportunities to experience nature? Parks are under-used spaces during the school year. Bathrooms are a huge stumbling block for programs with young children to venture away from their centre. I think it should be a priority to make our parks more accessible spaces for children to play and explore by adding bathrooms. It helps when educators can be engaged with children outside, especially with children who may not have spent much time in natural outdoor areas without play equipment.

“I go to nature every day for inspiration in the day’s work.” ~ Frank Lloyd Wright