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