As many of us are currently feeling from recent events, our hearts and minds are wounded and hurting.  It is hard to wrap our heads around the fact that such atrocities as George Floyd’s death are still happening.

Over the past few weeks we have been writing blog posts highlighting our TNNS guiding principles, and the subject of our next post was intended to be on community:

• we believe in building community; we strive to create deep and meaningful connections with families, other Terra Nova user groups, and our municipality

Our thoughts on community and what it means to live in and with community are inescapably braided together with issues of social justice.  It is impossible to separate the two, and so, just yesterday, we wrote an additional TNNS guiding principle:

• we recognize that historical and social injustices exist in our Canadian context, and endeavour to build equity in our community through education and ally-ship

Photo by Barry Weaver-a representation of his understanding of community

Each child and family has a place in our gathering circle. Again: Each child and family has a place in our gathering circle. Again: EACH CHILD AND FAMILY HAS A PLACE IN OUR GATHERING CIRCLE.  Earlier this week the two of us had a conversation about working committees, and we were noting how important it is to not only consider who is in a group, but also who is heard in a group?

In keeping with the educational philosophy of Reggio Emilia, and holding high the Image of the Child, we believe everyone, including children, has rights and a voice that needs to be heard. What is happening around us, just over the border, is not new, nor is it something that is only happening ‘over there’. While Canada is a beautiful country with many blessings, it is also a country, like the United States and so many countries worldwide, that have systematically marginalized Black people, Indigenous people and other communities. Our work in healing and reconciliation is just beginning, and we have a long way to go.  We need everyone’s voices – children’s included – to stand tall and fight for a more equitable world.

We cannot undo what happened last week to George Floyd; the pain of this injustice will live on but we can honour him and his family by creating a better world for all, no matter where you live.

Come with us, hand in hand,  in community and with community, together with our children to work to dismantle systems of injustice.

Thoughtfully,

Emily & Kate

This building has been home to many people over the years.   We have been so privileged to meet some of them, to hear their stories, and to add our own stories of Terra Nova Nature School, to this very special place.

The Edwardian Cottage, built in 1908, has several architectural features typical of the period… “No, No! The adventures first, explanations take such a dreadfully long time” (Lewis Carroll).  All right then, let’s start again, with “Once upon a time, there was a door…..

Kate first walked through this unlocked door feeling a little nervous about rats and rotten floor boards.  Once inside, though, the sunlight shining through the patio doors turned cobwebs and mustiness into magic, and Kate, as if covered in pixie dust, saw only a perfect place for a little school.

Emily came upon this charming abode during a park walkabout. Peering inside the cloudy windows, she was struck by its ‘adorable-ness’.  As she walked around the house, arguing with thorny bushes, she could hear the sound of children’s laughter- it was then she knew this would be an idyllic setting for a school.

The Thompson Board members ( from left to right): Angela, Lisa, Marianne, Gerry,  Harry, Howard standing at the south (kitchen) door, which is our usual entrance into and out of the Cottage.

How did this almost tumbling down building come to be the home of Terra Nova Nature School? Well, a lot of people in the City of Richmond heard and supported the story we passionately wove of this being the perfect site for an outdoor preschool.  Terra Nova lies geographically closest to Thompson Community Association, one of several community associations in the city.  With the City’s support, Thompson Community Association Board members sure stepped up to the plate to embrace this novel project!

The spiral staircase that might have to go. Initially we imagined an office space in the attic, but it was sadly not possible.  As well, the original fireplace, which was a good example of a very specific design, (and that our licensing officer approved keeping!), turned out to be rather poorly built, and would not survive the lifting of the building.  This view is looking into the Hemlock room, with the original front door at the right of the photo.

And so a school was born, becoming another chapter in the story of the Edwardian Cottage. This building was once home to the Koyanagi family- they cooked, cleaned, played and shared stories in this home. The son in the family, Hiro, built this barn behind the Cottage when he was just 15 years old!  Although it was beautiful, it was not safe for the public, so it was taken down as Nature School opened. Wanting to hold on to this beautiful piece of history, Emily & Kate carefully removed some boards, keeping them for the ‘right’ project. It turns out that the right project was working with Richmond Archives and the generous Koyanagi’s to create a wall of vintage family photos, with frames made from the barn’s wood planks.

The barn, built by Hiro Koyanagi, when he was 15 years of age.

Over the years we have stayed in touch with various members of the Koyanagi family, both in person and via email.  Hiro’s grandson, Kevin, came for a visit last year. Unbeknownst to us at the time, he is a musical theatre performer who completely captivated the children’s attention with his stories and songs.

Since then, Kevin has reached out to us, sharing his various projects. This flyer arrived in our inbox last week and we invite you all to check it out!

Over the years, many people have come by the Cottage with stories of connection to this place- they lived here; their auntie lived here; their best friend’s friend lived here and so on! In fact, just last week, a woman wandered through the Pollinator Meadow and told us that her daughter used to ride horseback on this land, and how pleased she was to see the buildings still here. We have a Guest Book which we enthusiastically bring out to all who visit. There are written memories, notes of thanks and gratitude.

If you are interested in learning more about the history of the Terra Nova lands, we encourage you to check out Richmond Archives: https://www.richmond.ca/plandev/planning2/heritage/HeritageInv/details.aspx?ID=51

And now, take another look at the front door of the Cottage – a mailbox, especially built by Kate’s family, just waiting to receive stories from each of you, our Eagles and Owls children, about growing beans at your home.  We continue to grow together even at a distance.

With gratitude,

Emily & Kate

‘May is Child Care Month’ in British Columbia. Now, more than ever before, it is important to reflect upon the essential role Early Childhood Educators play in the well-being and function of our society. In celebration of the hard work and commitment of Early Childhood Educators,  we present and honour all the amazing TNNS preschool staff of 2019-2020!

Berta

Did you know? Berta can’t wait to join us when we re-open!  Not only does she have her ECE, Special Needs & Infant Toddler certificates, she also has a Masters Degree in Nature-Based & Place-Conscious Practices.

Emily 

Did you know Emily studied Theatre before becoming an ECE? And if Emily hadn’t developed a garden at Terra Nova for her previous preschool, (Merry King at West Richmond Community Centre), she and Kate might never have connected in the garden!

Heidi

Did you know? Heidi started out with a career in stage craft, then worked  in an Out-of-School-Care program.  She completed her ECE at VCC, which is where she and Kate met. Heidi is a whiz at tinkering with devices so that they work properly.

Kate

Did you know? Kate was all set to be an elementary teacher but then she realized her true passion was with 3-5 year olds so she switched gears and became an ECE- luckily for Emily! Kate spent many years as a Strong Start Facilitator before meeting Emily in the garden bed!

Katharina

Did you know? Katharina joined the TNNS community as a parent many years ago. With a background in graphic design, her creative soul called out to her, she took a leap, and began working in our Beyond4Walls programs. She is currently enrolled in an ECE program.

Misuzu

Did you know? Misuzu used to bring her young daughter to Grauer Strong Start program, where Kate was a Facilitator.  Before becoming a parent, Misuzu had completed her ECE training, but re-certified her ECE certificate through many hours of volunteer work here at TNNS!

Shantelle

Did you know? Shantelle reached out to us while living in France with her family. With her move back to Vancouver approaching, she inquired if she could volunteer at TNNS. After many devoted hours with us, she decided to become an Early Childhood Educator, adding to her background of a Degree in Environmental Studies.

Tricia

Did you know? Tricia has been in the field for over 20 years, working in several centres. She has journeyed alongside us since the opening of TNNS in 2013, and also operates her own preschool, Dinomites, in Richmond, where she teaches in the mornings before joining our Owls in the afternoon!

For more info on Early Childhood Educators, check out http://www.ecebc.ca.

With deep gratitude,

Emily & Kate

A Monday morning in October:

E: So, what did you do this weekend?

J: I went out for dinner with my family

E: That sounds nice- where did you go?

J: I don’t know but it was a restaurant and I was mad because I wanted to order salad but I couldn’t!

E: Oh!  It is disappointing when you want something but cannot get it.

J: I really like salad and wanted it.

E: I really like salad too.

J: We both like salad.

E: I wonder if other people in the class like salad too?

J: Maybe they do.

E: Do you think it would be fun to make a salad in class and share with everyone?

J: Yes, can we make one now?

E: I wish we could! What do we need?

J: Salad

E: What ingredients are in a salad?

J: Salad

E: Are you thinking about lettuce?

J: Yup and cucumbers and round red things

E: Tomatoes?

J: Yup. I think crunchy things too.

E: I wonder if we look at a book with pictures of vegetable, if it might give us some ideas?

J: Let’s do that in the Cottage

E: Great! I think I have a good book we can read together and maybe show the others too

J: This is fun- I am telling my mom

Sharing this conversation leads us to the third of our Guiding Principles: children as co-creators or protagonists of the curriculum. This concept, central to the philosophical teachings of Reggio Emilia, and informed by notable theorists such as Leo Vygotsky, is also integral to our work at Terra Nova Nature School.

What do we mean by considering the child as ‘co-creator’? Loris Malaguzzi suggested,

“What children learn does not follow as an automatic result from what is taught. Rather, it is in large part due to the children’s own doing as a consequence of their activities and our resources.”

It is impossible to consider children as co-creators of their curriculum without also having a strong ‘Image of the Child.’  In our ‘Image of the Child’, we believe children have capacity: the capacity to problem solve; the capacity to take risks; the capacity to think and feel deeply; and the capacity to represent their thoughts, emotions and understandings of the world in many different ways.  Believing in children’s capacity means that we move away from traditional models of teaching that view the learner as an ’empty vessel’, just waiting to be filled up with facts,  ideas and beliefs provided by the all-knowing teacher.  Letting go of the belief that the  ‘adult is the expert’ can be very hard for parents and educators, because it is frequently the way we ourselves were taught!  Working with the notion of a co-created curriculum is also hard because it requires the educator (or parent) to dwell in a place of not knowing, and therefore not controlling, the learning that unfolds.  It is unsettling to hold a vision or goal for the child, for a group of children, for a program, and even for the Educator herself, while at the same time not knowing exactly how we will accomplish that goal!

The salad project is a good example of letting an idea grow, collaboratively, between child and educator. The project emerged initially from Emily’s relationship with Jenevieve – they were talking and listening to one another. While Emily could easily have launched into the role of adult-expert: “I know how to make a salad! I’ll make a list, get the ingredients, then prep everything for the children to assemble”, she would have missed the opportunity to learn from and with this particular child; to hear more about Jenevieve’s interest and ideas about salads.

Together they went back to the Cottage, settled in and snuggled on a chair.  First, they leafed through a recipe book, talked about the pictures and wondering what things could be part of a salad?  Jenevieve asked Emily to get all the stuff at the store, and although she said she would, Emily intentionally offered a problem in return: how would she remember everything?  Jenevieve suggested that Emily ‘should write it down so that you know what to get”.   Then she marched over to the drawing table, found paper and asked for a pencil. Together they made a list (an opportunity to develop literacy!) and made a plan for the next day. Mindful of the possibilities for learning with and from others, Emily also asked Jenevieve to approach some other children to see if they wanted to join in the salad project. Soon several children became interested, and over the next few days the project unfolded in a joyful, and natural way!

According to Max Van Manen,

“Pedagogical thoughtfulness and tact are the mindful skills that enable a teacher to act improvisational in always-changing educational situations…. It is this ability to see pedagogical possibilities in ordinary incidents, and to convert seemingly unimportant incidents into pedagogical significance that is the promise of tact for teaching.”

The dynamic nature of co-creating curriculum is exhilarating, and challenging!  Being a vulnerable educator – one who is open to not-knowing, and to relinquishing some control – is not easy, yet it is essential to our practice if we are to hold true to our beliefs in the capacity of the child.

As promised, we are continuing to look at our Guiding Principles, with the intention of sharing principles that guide us at school and hopefully you at home, as you support your child’s learning each day. Last week we explored the concept of place-based education and today we look at something that sounds the same, play-based education, but is quite different.

Our guiding principle states:

• we practice a play-based approach to facilitate learning opportunities for the children; we offer children ample time and opportunity to stretch their imaginations, problem-solve, and develop their social competency.

The National Association for the Education of Young Children (NAEYC) defines play as:

Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence. [Play] gives [children] opportunities to develop physical competence and enjoyment of the outdoors, understand and make sense of their world, interact with others, express and control emotions, develop their symbolic and problem-solving abilities, and practice emerging skills. (NAEYC 2009, 14)

Play seems so inherently natural, like breathing. For some children play arrives easily, for others it takes more work. But no matter the ease or challenge, play is the work of children. Children need to engage in play to figure out this complex world of ours and we believe in offering as many minutes, hours, days and weeks as needed to explore key concepts through play. We also want children and educators to enjoy play- to laugh, to smile, to delight. And yet, we also know play can make people feel mad or frustrated and that is okay too- it is all one big process.

When you are filling your days together over the next while, we invite you to think of each place you visit  in terms of play value. Sometimes we refer to this as ‘play affordance’.

A few examples of places:

What do you see in this photo?

I see– grass to lie in and gaze at clouds; grass to play hide n’ seek; grass to pull out and make potions; grass to put in our fingers and blow like a whistle; grass to pretend we are wizards that live on a green planet; grass that surrounds our castle; grass that is a home to insects and other animals; grass to tickle a cheek; grass that can compare to other green growth; dry grass turning into green grass. Play Affordance/Value= high

What do you see in this photo?

I see– a bench that is a fire engine; a bench that is a train; a bench to read a story; a bench to tell knock knock jokes; a bench to sing a song; a bench to stand up and try to see inside the owl nesting box; a bench to practice identifying the letters; a bench to snuggle close to someone; a bench to use like a table and count pebbles; a bench to make into a kitchen counter and make play food. Play Affordance/Value= high

What do you see in this photo?

I see– a place to hang a shelter tarp; a place to look for owl pellets; a place to play knights; a place to avoid the stinging nettle that grows alongside and learn about nettle; a place to collect sticks and sort by length; a place to lean on a tree and journal; a place to hold paper against the tree and use crayons to imprint the bark; a place to tell a spooky story; a place to sit and listen to blackbirds in the bushes nearby. Play Affordance/Value= high

As you look for play to hang out, ask yourself “What play value does this place offer?” Will it offer many open ended possibilities or is it fairly prescriptive and rigid? Try to seek out places that are the former and watch beautiful play emerge. Bring a book for yourself so you can be present but not hovering- keep an ear open but allow children freedom to play on their own. If they keep calling out to you, let them know you are also having some play time and will connect after. And dare I suggest, put your phones away- even for half an hour- unless you think the text or Instagram post might actually change the fate of thousands of lives that hour, put it away! Enjoy quiet moments for your child and yourself.

For inspiration, check out Megan Zeni’s work- an alumni TNNS parent, colleague and master educator.

With care and affection,

Emily & Kate

TNNS Offerings: Partners in Education

Whether your children are preschoolers or school-age, in light of the changes to our lives and activities, a lot of families are asking about curriculum: what do teachers teach, and how? What should children be learning, and why? How do children learn?  These are excellent, big questions that are both deeply personal and culturally specific, philosophical, and inherently political!  

“The child is not a citizen of the future; they  are a citizen from the very first moment of life and also the most important citizen because they represent and bring the ‘possible’…a bearer, here and now of rights, of values, of culture…It is our historical responsibility not only to affirm this but to create cultural, social, political and educational contexts which are able to receive children and dialogue with their potential for constructing human rights.”― Carlina Rinaldi, In Dialogue with Reggio Emilia: Listening, Researching and Learning

Although we are not gathering together in person, perhaps revisiting our TNNS beliefs and values can offer some direction to answering these questions:

The mission of Terra Nova Nature School is to connect young children with their community and the outdoor landscape by offering direct experiences with nature and gardening on the Terra Nova Rural Parklands. We believe that the whole community benefits when children learn to value and recognize our natural resources; participate in the cultivation of a local food system; and represent their knowledge, ideas and perspectives in a multitude of ways.

Although our work is more administrative than hands-on teaching right now, we are thinking a lot about these ideas. We wonder: are you able to provide your children with outside time?  What does that look like for your family? In your neighbourhood, what resources have you come to appreciate more – birdsong, flowers blooming, a particular tree? We ponder: how can we keep you feeling connected to Terra Nova Park in particular?  And we are curious! What resources are you using more mindfully? (milk, eggs and toilet paper come to mind!) How are you including your children in household chores and creating meals together? 

Over the next few weeks, we will refer to our TNNS guiding principles as a source of inspiration and connection.  We will provide some theory and context, as well as a few practical ideas, resources, and videos. In return, we would love to hear back from you! Tell us what worked, what inspired you, and what you are creating together.

The first of our TNNS guiding principles refers to ‘place’:

we employ a place-based approach to education that promotes respect for the environment, teaches ecological literacy, and develops environmental stewardship; we re-visit our ‘places’ and come to know them intimately, thereby nurturing an empathy for our corner of the Earth.

Our place is Terra Nova Rural Park, so what do we actually do here that meets our guiding principle above? First, we spend a lot of time here!   We visit specific areas frequently – Tree Tunnel, Storm Breaker, Muddy Hill, Cabbage Bench – so the children really get to know that particular place and develop a connection with it. We support their relationship to place by making comments such as “Wow, the grass seems so much taller than last week” or “I wonder why the black capped chickadees aren’t here today?”. We help children to notice what is around them-what changes have occured? What sounds do they hear? How does the breeze feel on my skin today? We invite questions, theories or simply just feelings to be shared.

Ask your child if they recognize this place! As we mentioned it probably looks the same as before and yet also different to them because the horsetail has popped up since they were last here.

Both the place, and our questions, are examples of provocations.  The purpose of a provocation is ‘to encourage children to experience the world for themselves through open-ended activities’.    Journey into Early Childhood further defines provocations as

“deliberate and thoughtful decisions made by the teacher to extend the ideas of the children. Teachers provide materials, media, and general direction as needed, but the children take the ideas where they want. This allows children to develop skills of creativity, inventiveness and flexibility in thinking, planning and reflecting.”

So, a provocation is an active way for both the adult (teacher/parent) AND the child to wonder and explore together without expecting a particular outcome, quizzable knowledge, or a final product.  

Here are some other ways to ‘provoke’ children’s wonderings and learning, taken from Racheous: Respectful Learning & Parenting:

• An interesting photo, picture or book,
• Nature (e.g. specimens)
• Conceptual (e.g. changing seasons, light)
• Old materials displayed in a new way
• An interest that a child might have
• An object (e.g. magnets, maps)
• New creative mediums (watercolours, dough)
• Questions (from any source – i.e. What is gravity?)
• An event (e.g. a presentation, a holiday)

Now we invite you to explore YOUR outdoor place: through a window; a yard space, balcony, or your neighbourhood. What does your child notice? What do you notice that is interesting or remarkable? Then spend time, slow time, looking, investigating and wondering together. There is no need to rush this process.  Allow the curiosity to develop, perhaps over a few minutes or maybe even a few days, without rushing to a specific end result. We have to warn you, this can be harder for the adult than the child! Teachers and parents are so programmed to believe we must supply correct answers or produce something concrete, to demonstrate our knowledge. Enjoy this state of not-knowing and uncertainty.

Building on a horsetail inquiry, we offer some familiar play pieces to engage the children’s creative mind.

Horsetails- pine cones- sticks- can all be used for counting, measuring, sequencing, & patterning.

So, did you find a dandelion outside? or horsetail, or pinecones? If so, bring out some favourite figurines, blocks or lego, arrange the materials together, and ta da! you have extended the provocation!   It will be exciting to see what play your child develops!   However it works out, remember to just PLAY, be HAPPY, look at things with FRESH EYES and enjoy being together!

With affection,

Emily & Kate

Look closely! Can you see something camouflaged in the gravel?

I made a story basket with Little Nutbrown Hare!

Now Little Nutbrown Hare has found a basket too!

Sometimes, at Nature School, we would sit on the stumps and look closely at something together.  Even though we are all looking from home, I imagined what it would be like to be all together.  I am setting up the materials so you can remember and imagine as well!

Look closely! I gathered together tulips and daffodils to make a bouquet.  Would you like to paint or draw these flowers?

If you don’t have watercolours at home, you can make some paint from your felt pens!

First, test your markers.  Some might still be good for drawing, some might be dried up and ready to make into paint.

Next, sort your markers into groups of colours. Save the lids for counting, sorting, making designs, or to use with play dough!

Add some water to each jar of colours – let the markers sit in the water for as long as you can, even a few days!  The longer the markers soak, the stronger your paint colours will be.

Now you can draw a bouquet of flowers, or maybe some eggs, using the wet marker or by dipping a brush into the jar of water.  The colours will mix and blend to make new colours.

When you are finished, don’t tip away the water! You can let the water evaporate, and use the dried pigment at the bottom of the jar again and again, just add a little fresh water. Now that’s reducing, re-using and recycling! Even though we are not at school, we can still be creative, we can still find colours,  and we can still share beauty with others. Thinking of you all this joyous weekend, Love Kate

In this time of confusion and turmoil, we must stay positive, focused and attentive to all that is good. Pay attention to the new buds, the unfolding blossoms, the songs of birds, the change in the air, and the growth and development of our children. Enjoy these photos, may they bring light to your day. Happy Spring Break- a time to renew and replenish as best as we can.

With warmth and hope,

Emily

It was an extraordinary day-  we were sitting ever so quietly on the bridge, sun warming our faces, happily listening to Red Winged Blackbirds, and then suddenly we spotted Beaver swimming from it’s lodge. We watched in excitement and waited for Beaver to show its beautiful body again. Alas, we waited and waited, quietly and patiently, but Beaver did not re-surface. As we began to disembark from the bridge, we were called over by Alana- Beaver was on the shoreline! We quickly walked off the bridge, excitement bubbling inside. We sat down on the wet grass and for the next 3-5 minutes, we were privileged to watch Beaver eating and then walking along the grass. It was a tremendous event, never to be forgotten. I shared this story with the Owls later that day and they loved hearing the story of Beaver. Each day we have a chance to create stories together of our shared lived experiences. I feel a strong connection when this happens- a connection to something much bigger and older than myself. What are stories living in your family and how can you pass them on?

Some photos from here and there this week:

Warmly,

Emily

make mud

paint with watercolours

use water as play food

make giant splashes in puddles

practice pouring

stick your tongue out and taste the deliciousness of rain

touch wet bark

listen for birds in the shrubs

look for worms playing on the pathways

wash dollies

hide in covered areas

watch coyote scat disintegrate

eat snack quickly!

(some oddities with photo sizing- apologies and working on a fix!)

Warmly,

Emily

Snow- my relationship with snow is complicated. I grew up in Montreal so snow is in my soul. I have very fond memories of playing outside, uninterrupted and certainly never monitored ( it was ever so long ago when parents sent their children off for the day only to come for supper time). I was a mountain child, skiing at a very young age, crashing over moguls until my legs wobbled. I really, really had fun in the snow. But then, it would turn dirty and yucky looking, spotted by car exhaust and dog droppings. And of course, as I got older, there was the incessant shovelling, and then as I learned to drive, the getting in and out of stuck areas, tires spinning.

But here, at Terra Nova, it is pretty hard not to feel anything but pure love for the snow- it is so white, shining and sparkling in the sunshine and when children say things like “It is so beautiful” I just have to agree. Enjoy some photos from this week- we had way more but technical difficulties prevent me from uploading them- sorry!

In gratitude,

Emily

December has been a whirlwind! Yes, it is always a busy month as we gear up for the holidays with crafts, parties, and closing down. But this December it has been particularly busy with staff absences, Cottage maintenance and a new registration system. It could have been a month that we rushed through just to get by; crossing things off the list and happy they are done. I cannot say that I never felt that way this month but mostly my mantra was one of joy and calm and taking it all in, every crazy moment. I am actually pretty proud of myself and it feels good going into the holidays. Of course, all this wonderfulness can only happen with our awesome team- from our preschool team to our substitutes to our volunteers to our amazing City of Richmond staff. And of course, you, our families- for making what we do feel so good each day! So, thanks to each and every one of you.

Enjoy a whole bunch of photos from the past few weeks- no particular order, just capturing moments of children at play. Thank you for joining us for our Winter Celebrations- they were heartwarming evenings for us all. We wish you all light and peace in the holiday season and year ahead- 2020!

Winter Celebrations

In gratitude,

Emily

Last weekend Kate and I attended a two day conference on pedagogical leadership. The weekend was the culmination of the work we had done throughout the year with a group of fine Early Childhood Educators- we had dived deep into a book titled “from Teaching to Thinking” by Ann Pelo and Margie Carter. Ann Pelo is somewhat of a hero for us and we have been fortunate to not only to have learned from her on many occasions but she has come out to TNNS for a visit! Our hearts and minds are full and it would take pages and pages to truly share some of our learnings so I will focus on one point that resonated for Kate and I. Ann used the term “What is capturing my attention?” frequently during our discussions and it has led us to really think about what is in fact capturing our attention!

One of the areas that is capturing my attention as of late is the incredible primal need for what I am calling ‘nomadic wanderings’. As I observe children run, crawl, leap, gallop, jump, scamper through our expansive land, I am fascinated with how much space they use! It is so natural- how is it that we have become so entrenched in small spaces- both living spaces and work spaces? It begs the question about our schools- our buildings and what boundaries they set. I am cherishing our land and the vast space it offers our children. As their confidence develops, they just seem to go further and further. I am going to continue my observations in this area and will keep you posted on my learnings!

Enjoy these photos that provide a snapshot into the children’s work the past couple of weeks; playing with sheet magnifiers, play dishes, paint, books, sticks, water and just being together.

With attention,

Emily

Each autumn, once everyone is settled into school, we like to host a family event. In keeping with our usual way, we like it to be low key (no stress!) but still offer something special and festive. We have done a soup day for the past few years and also like usual, we wanted to change things up a bit-keep it fresh! So we came up with ‘Taco Tuesday” and “Taco Wednesday’- something about tacos sings out “PARTY!” For days before our gatherings, we spoke to the children about the upcoming event and in the Eagles class we have been sharing ideas around table settings and feasting.

We had a rain plan but Rain decided not to join our party those days so Sunshine came instead. She was glorious and she really added a lot to our parties!

The children and educators loved hosting our families- cooking together to make the taco fillings (if you had not heard, the black beans were from our very own garden!), getting the tables set up, and opening our day with a gathering circle. Thank you all for joining us, taking time from your typical day, to be part of your child’s life at TNNS!

A special thanks to Scott, our Area Coordinator and Chloe & Grayson (Kate’s children) for helping out!

• please forgive me if I missed a photo of you and your child!

Warmly,

Emily

Each new school year has its own rhythm and I do declare I think we have found it! The rain arrived this week and with the wondrous droplets pitter-pattering all around, there also landed a sort of settled feeling like “Okay, this is what we do here and this is who we do it with!” This is not to say all is easy and all children are happy all the time- we still see some children feeling sad about saying goodbye to parents. And why shouldn’t they be? They love them and it is hard to say goodbye to people you love. Just because we grown-ups think they should be over the sad goodbyes by now, why really should they be, given their deep love?

This week I have seen hands reaching out to pull one another up a ditch embankment; I have witnessed a child graciously offering a toy even though he just got it; I have seen water being passed around the table with greater ease and understanding; I have seen a child cradling another child in her arms when upset; I have heard belly laughs and giggles. These precious moments reveal relationships developing as we begin to care about one another. This place feels good, really, really good!

With affection,

Emily