Parent perspectives first installment: a good start for life and learning

I was very interested in the perspectives of parents at each of the venues I visited. While in the UK I was often able to meet parents and was even able to ask some to a formal interview. The short duration at each centre in Denmark and the language differences made this a difficulty in Denmark, which was a shame. 

Whenever I got the opportunity I would ask parents why they had chosen this centre for their child's prior to school experience, what were their aspirations for their child and how they expected that this type of learning environment would foster this. I was also interested in their perspectives on schooling and how their children would go as they entered formal education. 

Their insights seemed to fall into four main categories: 

1. Giving their child a good start for life and learning

2. The way of teaching

3. Connecting to nature

4. Concerns regarding the school system

I'll be adding to this over the next few days, but let's start on how parents saw this type of early education as a good start for their child's life and learning. 

1. A GOOD START FOR LIFE AND LEARNING

This was by far the main source of insight that parents communicated to me. They spoke with passion about the types of dispositions they saw nurtured in their children through the learning environments and the style of teaching. 

Many comments referred to children being able to be themselves, to remain as children without the pressures of responsibility bearing down on them too early. Comments such as "What I want for him right now is just to be and he can just be here. I want him to just be a child and not rush into all the responsibility that you have when you start school" clearly indicates this parents desire for her child to enjoy that special time of being four. Another parent followed a similar statement with this "They are lucky to have no responsibilities.  It's such a gift to be able to be spontaneous and free and come up with wild ideas and then just do them" 

Children's confidence was found to be an important factor. Children who may have entered the nursery as shy, withdrawn or unsure were described as developing greatly in confidence and becoming more assured and assertive. The learning environment was seen to promote confidence, as shown in the following; "My child's confidence is ten fold. He's using language much more, his attention span has improved. He's building strong relationships with the staff and other kids. This environment allows him that and he's stronger and more confident for it. This will make him capable for the future". 

Opportunities for decision making were also commented on with great positivity. "He's able to choose and control his own play and experiences. He can come here and get dirty and make it what he wants to make it that day". Parents valued the autonomy that their children were given, seeing it as developing life skills. "They're independence is encouraged and they are given choices. When they are cooking the children are encouraged to say what they think, they're involved. Their opinions are valued. Little by little they've encouraged him to work out what he wants himself whereas before he'd need an adult to tell him". One parent commented on the way children are consulted at every point in the day. "It's not just about being free and just doing what you want, it's about knowing why and how it's going to effect everyone else. Helping them to shape their decision making process instead of a command" 

The natural outdoor environment provides much opportunity for children to be imaginative, curious and exploratory. For parents this was an important aspect. "If he's got a stick it might be a sword, it might be a magic wand, it could be a motor bike or a witches broom. That stick is such a rich object while he's here because he's constantly imagining. He's not being given a toy or an object and being told well this is how you play with it." Parents saw the value in children being imaginative and as an educator I know that it is vital for children to develop these skills as a means of understanding symbolism, as a precursor to formal literacy learning. 

I'll be writing about the other aspects from parent interviews over the next few days. This is enough for me for one sitting, and I imagine it's enough for you too. I'll leave you with this question. If you're an educator, do you know what your parents know about the sorts of dispositions that foster learning? What do you do to make parents aware of this? 

Stickland

10:15. 

We are getting ready to catch the bus. I arrive in the foyer where the children have been gathering what they need for the day and getting dressed in their warm clothing. Teresa, the forest school trained practitioner has also been very busy gathering up all that is required for a happy day in the woods. Snacks, water, spare clothing and the like. As they are waiting for the bus they are singing a song

One two three

Kieran's ready, Kieran's ready

Bag and boots, bag and boots

Waterproof and wellies, waterproof and wellies

Thank you Keiran, thank you Keiran. 

Sung to the tune of Ferra Jacka. 

There is discussion about Stickland as well as singing the song for each of twelve children. Other children have joined in this gathering and are welcomed, although it's not their day to go to the woods. 

10:30 and we are on the bus. There are bags of supplies and a box of food. Children and educators are chatting away, noticing things in the city as we drive towards the woods. Some sit quietly watching out the window. I feel quite sleepy. The city gives way to wider roads and suburbs, with houses rather than tall buildings. 

We arrive at a green space. It's alive with trees, moss, birds and even deer. There is a community area where different groups have structures to support  their 'programs'. There's a tipi that the scouts use, a yurt used by the nursery school, some timber shacks and a fire pit. We stop in the yurt for snack.

11:00

It's time for an adventure. Teresa waits for the children to finish their snack, to be ready to join the group. Some children wander off nearby, others stand with Teresa. It's not until all have decided to join the gathering that they move off together. The first stop is the public toilet. Again children busily investigate the environs nearby while others use the toilet. There's no pressure or stress to be quick or no expectation that they line up or stand waiting. When everyone is ready we move to the next spot, decided by the children. All agree to head to the river. Here we negotiate steep paths, exposed roots, rocks and low branches. We go down a steep incline to the water below. Here we come to a bridge, a bit of timber that has been placed there. It only goes part way across and the children tentatively make their way, carefully placing feet on the wobbly timber, then onto rocks and logs to get across. It doesn't take long for someone to get enough confidence to place their feet in the water, then even less time for them to be splashing and wading. Such fun and some do get wet, but that is their decision and there are cloths to change them into later. If they choose to be cold and wet while on the adventure, so be it. 

The adventure continues. If children choose to stop, we all do. 

I watch Teresa respond to some conflict. One of the children hurt another with a stick. She was immediately there, speaking calmly, comforting the child that had been hurt, drawing the child that did the damage near, gathering all the children together to share in this. She pointed out how much it hurt, suggested what could help, listened to the child crying and was ready to listen to the other. The situation ended in a hug and I observed that child being  very kind to his peer for the rest of the day. 

This child was behind the group and I stayed with her. There was a big gap between us and the rest but we weren't hurried or pressured. She had a great interest in the flowers that grew on the forest floor.

Here are some images of the woodland play space. I played hide and seek in amongst the greenery and watched that little girl roll a flower into a squishy ball. Note the fine motor as her fingers work the gooey mass. Note the language as she says "this is going to be all gooey and mushy now". 

Me in my happy place again.

12:00

Lunch in and around the yurt

12:30 

I watched a small boy laying in a pile of dirt for about an hour. During this trip I've seen a lot of this: children getting as close to the earth as possible, as if they can become part of it. They lie down and soak it up. The earth embraces them. This child spent over an hour making a mound and poking a hole in it, very carefully, then looking through it. It was a work of engineering and a work of art. 

"The silence, only broken very occasionally by a lone bird call, spoke of peace & tranquility & as he lay on the sand, felt the earth reaching up to embrace him, to hold him as its own & to help him exist at that moment in harmony with it and all around him. It's rare to feel this comfortable & this connected" (something a friend wrote to me recently which I think fits well here).

1:30

Some children ran full pelt across the field to a play area. Others stayed near the yurt. 

2:00

Children were called together to reflect on the day, sing a few songs and get ready to board the bus

2:30 

Back on the bus. 

3:00

At the centre the children needed to change and put things up to dry. They then played in their rooms or outside. 

4:00

I met with Lynn at last, who is the head of the centre. We had a fantastic long discussion about her PHD research in transition to school. Lynn has followed the experiences and progress of children from Cowgate to the early years of school. We talked about children's and parents ideas and attitudes towards school. Lynn found that many expected certain things of school and a lot of it has to do with fitting in and conforming, which I thought was really interesting. When parents were asked if they would like their child to be seen as an individual or someone who fitted in, most said fitting in. Again, I could have spent hours discussing this but it was time for me to go and for her to get on with her busy day. 

I came back to the apartment feeling sad and a little lost now that my study tour was finally at an end, and increasingly daunted by the mountain of clothing spilling out of my bag, spreading and cascading like an Edinburgh mist, the result of my not being able to find my camera charger a few days ago. 

So now I have the trip home to face and the job of putting all this into some sort of sense to talk to my colleagues about on Monday at our preschool conference. Who's idea was that? Oh yes, that would have been me. 

Thank you for joining me on this journey. I have really loved having you all along, knowing that there are people from all over the world interested in this concept and my discoveries. My email is posted on the blog in my profile so please feel free to contact me if you'd like to. 

I may have a few things to share as I make my way home, but if I don't, see ya!

Inspiring Scotland. An organization in defense of play.

While here in Edinburgh I was introduced to a fellow called David Hardie. As a semi retired lawyer David is now involved in a philanthropic organisation called 'Inspiring Scotland'. I met him here at a social occasion and once we got talking about his work I realized that I wanted to know more. He very kindly set up a meeting with himself and his colleague Eilidh Chalmers. 

As has become a common experience on this trip I was within the presence of an incredible inspiration, vision and passion. The people within this organisation are there to make a difference in the lives of kids and I'd like to tell you about it. I hope I can do justice to the work they are doing in this blog entry. Please refer to their website if this prompts further interest, it is well worth a look. 

www.inspiringscotland.org.uk

What initially sparked my interest in talking to David was the concept of getting children out to play. Inspiring Scotland funds a variety of worthwhile projects and initiatives that support children and young people, including a Go2Play fund that invests in play ventures. 

If you are reading this blog you probably have an understanding of the importance of play in children's lives. One thing that excited and impressed me was in talking to David and Eilidth, here were two executives who 'got' play. Their background is not education, not early childhood, but they understand the fundamental importance of play in children's lives and that it is not just for fun, it's vital. Because governments are recognizing the economic advantages of a healthy society and that play sets these foundations, organizations such as Inspiring Scotland exist. 

Go2Play is an investment in play ventures. This involves community charities in coming forward with innovative play ideas. David told me of one community that had a woodland within its environs, but it was used as a place for drinking and drugs. This space was reclaimed by children who went there regularly with 'Play Rangers', adults who facilitate free play, and it is now an attractive place that all can access within the community. This reclaiming of green spaces is happening in other places too, and play rangers is a growing phenomenon. Other ventures have included schools, where playgrounds are becoming 'grounds for learning', being developed into more natural spaces that provide for open ended free play. Playgrounds are changing, involving the voices of children, janitors, parents and school staff. All that become involved learn to articulate the benefits of play. The funding provided comes with clear expectations  and rigorous evaluation, so outcomes are monitored. An evaluation of each venture along with support, advice, training, capacity building and mentoring promotes its success and its future. Where does the money come from? I'm glad you asked. Some of it comes from philanthropists, individuals and organizations who want to invest their money into the future good of society. Because the money is managed so well and the outcomes are so effective, the government in Scotland also invests large sums of money. 

The whole exercise is not just grant giving. It comes with targets, plans and engaged support that works within the context of each community venture.  It was disappointing to hear that not many private donors are interested in funding play. It still has a perceived element of frivolity in it that is hard to compete with more regular charities and what is considered more dire needs such as drug and alcohol support or crime prevention strategies. I think our societies have a lot to learn about the value of play for children and beyond. The results from these ventures are collected as data to show the effectiveness of the programs, and there is much international research that shows how vital play is. The challenge for those of us that understand the play ethos is to defend and advocate for play, not only for our littlies but for older children as well. 

Why is play so hard to defend?

I wish to thank David and Eilidh for their time and interest in what I'm investigating here in the UK, and for giving me their very special take on it. I would dearly love to see this sort of thing happening in Australia and such things always start with an idea, a passion and a vision. It's another little seed planted in my head, and maybe yours? 

Interview with Jane, a teacher from Cowgate

I woke this morning to my alarm and am sad to say I've regained my habit of pressing (touching) the snooze button. This trip is nearly over and I am tired as well as relaxed enough to do that. I'm completely adjusted to this time zone now, sleeping when all my Aussie friends are up and about. I'm so comfortable in this way of working that I now see coming home is going to be huge adjustment. I feel that I could keep doing this for months. 

Today I'm going to Stickland, which is the outdoor venue in the woods for Cowgate children. They are able to go several times a week, parents sign them up for the experience, and children are also consulted.  It's too far to walk so we will be catching a mini bus. Presently the parents pay for this but the centre is looking at ways to increase the provision to five days a week and cost free to parents. 

8:00. 

My morning began with a meeting with Jane, teacher and outdoor educator

I'm waiting in the cafe where we will share breakfast. She's agreed to meet me to talk about her experiences and perspectives of early childhood education and outdoor learning. She has worked in a regular nursery so I'm keen to find out about the contrasts between that and Cowgate. 

And here she is

Jane told me about their recent experience of inspections. They are rated on thirteen aspects and it takes four days. It's pretty intense and the staff were put under the microscope and grilled. Jane and the other staff were put through extensive meetings and she said she felt like she was speaking a different language. There was no indication that the inspectors understood the way they do things at Cowgate and there was a lot of intense questioning. The focus on the recording of development was particularly problematic, as the staff here feel strongly that there is more to children's learning than developmental milestones and the assessment of these. 

"We were answering questions over and over and trying to do so in different ways but feeling like they didn't get it. We realise now that they were actually trying to understand us, to justify their assessment, but we didn't know that. We thought they were unconvinced and we were expecting a poor result."

They received an unprecedented assessment, the highest possible in all thirteen areas. I'm not surprised, but they were because the experience was so grueling. 

When I asked Jane about her understanding of the nursery system in the UK she said that most don't seem to give children choices as they do here in Cowgate and they are very focused on what the authorities are demanding in terms of assessment of children. Her face became grave as she told me this story.

"A friend who was doing some volunteering in a local nursery, she was reading a story to a child" 

I visualized the women and child together, enjoying a book, heads bent over the illustrations. A quiet and enjoyable moment for them both. 

"A teacher came along, clapping hands and moving children to the mat. My friend was told she needed to stop reading because the little child had to go to the mat to be read a story with all of the children. He had to go and listen in the group so that he could be ticked off the tracker sheet"

Jane shook her head and shrugged her shoulders and we both wondered at a system that not only sees such interruptions to real authentic learning, relationship building and enjoyment as ok, but better. Who is it better for? The child? the teachers? The system?

Jane feels that most nurseries function around adult choices and I think that that is possibly true of Australia, although I see that the Early Years Learning Framework has given us access to different ways and that change towards more child centered learning is becoming more embedded in our everyday practice. Many of our centres are providing for long uninterrupted times for play, free choice between indoor and outdoor play, roving snacks and choices around group participation. There is more creativity and open ended activities provided and I hardly ever see worksheets or stencils these day. I have to say that a month of not seeing this type of Creativity Reducing Adult Product (CRAP) has been extremely refreshing. 

I know that for many this is a challenge, not only to the way things have always been done, but to our belief and value systems. It's interesting that to Jane, to do it any other way seems archaic. There is so much evidence around the benefits to children to give them autonomy and agency, it's a mystery to her that many continue to 'live in the dark ages'. 

"Staff choose what gets laid out, they decide when it's time to toilet, to eat, to learn in a group and what the children get to play with. Activities are prescribed by adults and agency is limited."

"At Cowgate we give children autonomy. It is part of our ethos, an integral part of the way we operate on a daily basis. For instance, when we were developing our garden, the children were invited to do the planning. They designed it and we listened to them. They can see that we listen and that their ideas come to fruition"

Jane and I had lots more to say to each other. She was someone I could chat with all day. Again I was with a person who challenged my thinking and encouraged me to share my ideas. We were able to build each other up and encourage one another's ways of working. As with everyone I've met on this journey I knew I would have so much to learn from her if only given more time, but, Stickland was waiting. At 9:25 we made our way to the nursery, as Jane was needing to start her work day and I was off to the woods. 

 

Day two at Cowgate

I've been spending a bit of time in the outdoor and indoor play spaces this morning. I've met quite a few of the early years practitioners and have been interested in their professional journeys. Two that I met have been here for many years. One for over twenty. I know that Cowgate was a fairly regular nursery back then and I was interested in the impact of the changes that the staff have experienced. Both these ladies described a different educational environment in the past.  It was quite structured and children were directed in their learning and routines by the adults around them. I asked what they preferred and both were emphatic that the way it is now is greatly preferable. These days the children are given choices, listened to and encouraged to have ideas about how they want to spend their day and learning. They spoke of the improvement they have observed to children's learning in general and how pleasant it is for the staff to listen to children's ideas and support children in 'going there'. If something goes wrong, well that is part of the experience. Children are given autonomy, but it doesn't happen without some structures  and routines. These still exist and function, but they are within a policy of choice. Children are invited to join group, and encouraged to take part but if they choose not to then that choice is respected. The other thing that struck me was the ability of these staff members to so confidently articulate what they know about children and learning and what it is that brings about great outcomes. There is only one qualified teacher at the centre, so anyone else I talked to had varying degrees of qualification, yet were very capable of sharing their knowledge and expertise. 

I watched a very small child, about eighteen months or maybe two, experimenting with a puddle. He jumped and splashed and kicked at the water. He was asked if he might need his mackintoshes on, but he kept splashing away. He was asked again and his response was to jump again into the puddle. He was wearing joggers and regular trousers, they were soaked and it was very cold but this wasn't a concern to him, obviously. I liked the way that the early years practitioner respected this choice that he was making. After a while and after some more encouragement he went indoors with a carer to get on the appropriate gear, but it was ultimately his choice. 

Something else that has caught my attention at Cowgate is the development of the outdoor play space. I was shown some photos of the area prior to 2008. It was stark concrete with the addition of a few portable climbing frames that were taken out and in each day. The leader of the centre, Lyn, had a vision and this was realized by her and other staff in the centre. The transformation is nothing short of amazing. What can you do with concrete? It is impossible, isn't it? To create a living space out of something so dead as concrete? 

Well no, it appears that this is not the case. Much can be done. They transported in great mounds of soil, sand and mulch and created a beautiful environment with loose, natural and open ended materials. The addition of garden furniture, potted plants, gardens, cubbies and musical instruments combine to make it a place to explore and investigate. 

I have much more to share about my day but the hour is late so I will take this up tomorrow. 

Bye for now. 

Cowgate Under Fives; First Impressions

I've been in Edinburgh now since last Thursday. I drove here from Fife and took a little time exploring one or two castles on the way. This place is jam packed full of wonderful history, stories from centuries ago that catch my imagination and pull me back to another time. Having scones with jam and cream in a castle is pretty special. I've yet to sample a high tea, but it is on my list of things to do. 

I've met a contingent of Aussie friends here and am sharing an apartment for the week. It's so great to be with people all day. I have been so well looked after in my travels but most breakfasts and dinners and quiet evening times have been spent alone. I was getting used to it and utilizing the time but nothing beats having someone to return home to and I'm relishing in the familiarity of good friends. 

The apartment was not chosen by me, but I was invited to join my friends here. I had no idea how far Cowgate Nursery would be from it and was googling maps, trying to figure out what sort of walk I would have in the mornings and afternoons. I was pleasantly surprised to realise that it is less than a minute or two away, down an alley called Old Assembly Close, just off The Royal Mile. I can walk to Edinburgh Castle in minutes, or to Hollyrood Pallace in less than an hour. The childcare centre is tiny, squeezed into an inner city space. What they have done to make their garden a special place is nothing short of amazing. 

Last Thursday I met with yet another inspirational and knowledgable practitioner. Lian Higgins is the Deputy Head of the Cowgate Under Fives and when I arrived in the morning she greeted me with a smile and an apology. They have just recently been under the stress of an inspection and are still recovering from the experience (sound familiar?). When Lian got my email reminding them of my immanent arrival in the next few days she was understandably flustered as they had had more pressing things to attend to. What impressed me was what I often see when I arrive at early childhood centres. People who are ready for the next challenge, armed with resilience and an ability to access coping mechanisms. As I arrived, so did parents, another staff member and children were adding their presence to the mix because they have free access to the office and foyer. This is their space. Liam listened with delight to a group of children, signed parents in, gave instructions to a staff member, greeted a new baby and welcomed the overseas guest. You know the drill, you've possibly experienced similar demands all happening at once in your own work. Within this busy hubbub Liam also accessed some information on the centre and was showing me some of their story, recent history and projects, as she continued to respond to everything else that required her attention. Soon the administrative officer turned up and Liam took me to an upstairs meeting area where we could talk. 

I've mentioned about my happy place before, and for the next two hours I was there, listening to what Lian had to share about their centre, it's philosophy, the strength and vision of the leadership, the theoretical influences that govern their practice and some of the many challenges along the way. It was an intense conversation with me worrying that I wouldn't retain it all, as I felt that taking notes would be an intrusion into this candid and sociable chat. I decided to relax and just take out of it what my mind would naturally retain, because that would be what was significant for me, what was firing my neurons and what resonated. 

So I was left with some very strong impressions:

Leadership and vision is vital to developing a quality education environment and enabling change

Froebel is a theorist who deserves more attention in my research  and my investigation. His work seems to scream EYLF in very big letters.

It can be done, with persistence, courage, support and determination. 

Staffing is vital. You need the right people that will share the vision. If you don't get it, you're better off somewhere else and so are the children (sorry to be so harsh).

Children deserve no less than the very best education in a child centered system

Early childhood needs to be an advocate for children as they embark on the next educational journey into formal schooling and beyond. 

Ok. I'll be back tomorrow with more on Froebel and on Cowgate. I just wanted you know that I haven't become lost in the dungeons around the castle. Talk tomorrow. 

Day two at the Secret Garden

The children attending The Secret Garden begin at 8:30 at a local park. This green space is very much a part of the local community, there having been a project in partnership with the nursery to develop it, adding challenging play equipment in additional to the old merry go round, ancient slippery dip and swings from the sixties. I was pretty excited to see a merry go round, as they have been absent from Australian playgrounds for many years. The park also boasts a shelter built from straw and mud, which was provided by the nursery and is used as their 'headquarters' and as an additional shelter. 

The children are brought to the park by their parents and released into the care of the three practitioners. A half hour walk up a hill along a country lane begins the day, as the children make their way to the woods carrying on their backs the necessities for the day. The three staff also carry packs, or rucksacks as they call them here. These are filled with afternoon tea, a laptop, note books and their own provisions. 

Again I sat quietly observing the children as the staff do here. I curbed my usual tenancy to join play or suggest possible options for learning. I sat quietly, a little withdrawn and if children approached me I responded as sensitively as I could. It was hard. It was also peaceful and I found myself watching with great interest the play choices, the socializing and the imaginations of the children flowing through the day. It was in a way a kind of meditation. Perhaps I was learning to engage in what Cathy calls mindfulness. It would take more practice to perfect it, as I was often drawn in where other educators stood back, respecting the children's competence and confidence where I tended to want to scaffold, 'teach'. 

Behaviour guidance is practiced here in a way that I aspire too. Children are sometimes corrected but it comes with great respect, firm guidance and high expectations. The practitioners, while standing back, are highly aware of the ebb and flow of the children's play and are ready to intervene and guide when it's needed. Children know the limits and are responsive to correction as it is respectfully and sensitively delivered. For instance, yesterday when a little boy helped himself to my iPad in my back pack I responded with disappointment that he hadn't asked first. His teacher was there in a flash. She bent to his level, a look of concern and openness on her face and explained the importance of respecting other peoples belongings. I couldn't hear the exchange, but the little fellow approached me once his teacher had finished with a stricken look of apology on his face and said "I'm very sorry that I didn't ask you for the iPad and I promise that it won't happen again". I was moved by his sincerity. He then asked very politely if he could use it and I had to explain that the woods offered all he needed for the day and it was put away securely and safely in my back back. 

So today I took paper to write on and record some of the play that was occurring. 

INVITATION

Two boys spy the paper I'm writing on and asked for a piece. I was a little concerned because I didn't have a lot to spare so I tore a piece in half and scrounged around in my back pack for some pens. They enthusiastically find a log with a smooth surface and write on the paper, sharing the limited space and conferring with each other what it was about. They told me it was an invitation in Indian and then one read it to me in his own made up foreign language. Before leaving this task, which took a good half hour, they tore it in two to share the finished product. Later I saw these scraps of paper in other children's hands. Perhaps they had been invited to the party. 

SLUG

I see two children crouched low over a rock. 

This pose is a common sight here and you can see the intensity of their interest, the 'being in the moment' is communicated in the bend of their bodies, their heads inclined to the subject, hands freed to investigate tentatively, gently. 

"A slug" he exclaims and she comes over to join in the investigation. She draws back a little, "ooh" she says.

"It's ok, I'll show you" he encourages. He finds a very small stick and gently pokes it. The long slugs curls into a protective ball, still clinging to the rock. He then touches it with his finger.

"You touched it" she says

"It's slimy" he responds. "Look, it was big and I made it smaller"

She runs over to tell me. "We found a slug and it's not slimy, just a bit wet"

"No", he corrects. It was slimy.

CLIMBING BRANCHES

There is a fallen tree with its branches spread horizontal to the ground. Two boys spend hours here. They bend limbs and bodies, twist and pull, clutching one branch after another to change to a new spot, legs and feet negotiating, testing, bouncing, as they explore every possible branch that will accommodate their bodies. They see what that tree can provide, testing it's potential bit by bit. They return to it regularly throughout the day, exploring further, higher, but not where the drying branches won't support them. I imagine when it first fell they would have enjoyed springy green branches, perhaps complete with leaves. Now it is dry and bare and I often hear a crack as a branch gives way. They are ready though, holding on and ready for it. I wonder what they know of this tree, of its demise and slow deterioration. Their long hours of time spent within it giving them a certain intimacy with the earth. 

WHEELBARROW 

A wheelbarrow is used by the practitioners to transport supplies for the day. Two boys ask if they can use it and they are given permission as long as they empty it carefully and replace everything when they're finished. They agree and get to work. I saw it being used in various ways with different children throughout the afternoon; it was a mixing bowl, a mulch mover, a taxi, a rocker, a bed and a hide. Children shared it with little conflict and turns to use it came and went. Again the term 'ebb and flow' comes to mind as the wheelbarrows uses were transitioned seamlessly. We often talk about giving children open ended materials to use, and this wheelbarrow is the perfect example. 

I caught some of the language of the children as they played. 

"I'm the mechanic"

"Ok it's fixed, let's go"

"No wait, it's not working"

"Put the oil in. That's it"

"Ready to go"

"No it's not"

"Yes it is, it's fixed now"

"We just need to check. There's rust inside now"

"And I've out the electricity in so it can go now"

"I can give you a lift to Edinburgh"

"Do you know where Dundee is?"

At one point another child squeezed in the front of the driver. He was told "hey! Noooo!" And was pushed from behind. He turns and says "Well that's not nice" and the driver explains "Well you didn't even ask". The interloper gets off and is told "You can sit at the back though", which he does and the play commences peacefully. 

PARENT CONVERSATIONS

I met Rachel and her daughter Sophia today. Sophia is about to start coming one day a week and today was a short introductory visit with her mum. I asked Rachel what is was about this nursery that she chose it for Sophia. She doesn't hesitate and tells me that she likes that there are no toys, no plastics and that really appeals to her. The children in the woods get to use their imaginations and make use of what the woods provide as their inspiration, not have it dictated to by plastic reproductions. It's hard to do this at home, although she tries. Rachel also feels that this is the last chance for Sophia to enjoy her childhood before being in school. Rachel perceives the school system as being a place where children sit from 9 till 3 at a desk. 

I later watch these two bending over something on the ground. There it is again, that 'in-the-moment' pose that I see so often. There is obvious curiosity and delight in their body language, heads bent close to the ground and to each other. Mother and child sharing a moment. The object is carefully picked up and brought over to Cathy. Sophia is holding up a small slug in both hands, smiling broadly as Cathy comments and encourages. 

In the afternoon I meet the parents and I get the opportunity to ask a few more about what they chose this nursery. Each time their eyes light up with enthusiasm as they talk about it allowing children to be children, giving them opportunities to play freely in a natural environment. One spoke about her child's struggles to begin with but that she can see he's stronger now, more resilient. Another told me that when looking for an area to move to she chose this area because of the proximity to the Secret Garden. Cathy told me that the local health care centre recognises 'Secret Gardeners' when they come in for their immunizations. They don't cry with from the jab. 

Well I'll leave you with this for now. It's time to get up and get moving for another day. I'd just like to leave you with this image of delighted children getting to know each other within the arms of a unique tree. 

Day one at The Secret Garden

http://www.secretgardenoutdoor-nursery.co.uk/contact.htm

A small group of three boys are sitting astride a fallen log. Some large sticks (or small logs) are placed in front of them to be the dashboard, levers and a steering wheel. They have all that's needed to drive on a great adventure. 

Another group of four are on a mat with books. One of the children is reading and confidently leading her peers, suggesting 

"You might as well read these books"

"Look at all these butterflies. Butterflies can even walk" another points out and she shows the page to the group. 

"Well" calls another loudly and in a sing song voice to the children scattered. "Would you like to come and read a book?"  

The children leaf through the books. They are guide books of all the things that might be found in the forest. Trees, plants, insects, birds, animals. 

"I think we should just put them in order. Just put that one down there. Ok you can read any book like"

A small boy is looking intently at a leaf, lying down, face close the earth. 

In the distance a group of excavators are banging on rocks with hammers, or on sticks to prepare them for the fire. They take off bark and put these in baskets for kindling. A child brings her broken rocks, held in her hands to proudly show us. 

I hear singing. "Who'd like to come to the library

Who'd like to come to the library

Who like to come to the library

Today" 

It's from the children sitting amongst the books. 

Four children walk past me with baskets.  They are collecting leaves in one, grass in another and then sticks. "We need little sticks. I'll show you where to get the little sticks. Here put them in my basket"

These collections are all for a fairy den, I am told on enquiry, which is going to be constructed at the base of a tree that has many trunks growing from the ground. A perfect place for fairies to visit.  

A child is pushing a branch, using his body weight to push it down low. He gets off and it springs up. His companions nearby say "hey, that hurt me!"

"Sorry" he says. "How about if I push it this way?" And he demonstrates pulling it in a different way. His companion nods and gets on with collecting sticks for the fairy den.

The fairy den is progressing, a carpet of grass. "I want to get more sticks, because there's too much grass". Leaves are placed strategically. "Ok here's the carpet we're making"

Someone approaches his friends climbing a tree, basket in hand and reports "The fairy den is going good". 

A springy branch provides a great place for a group of three girls to balance, bounce and hang from. Together they make it bounce low and feel it spring them back up. This is their trapeze. Underneath are rocks and the girls are about 1.5 m from the ground. Nobody warns them to be careful, or hovers protectively. The practitioners stand away, ready to respond, guide or interact if needed, but mostly they leave the children to their own excellent choices of amusement and learning. 

Another huddle is gathered in a circle with a practitioner, I'm too lazy and comfortable here in the sun under my tree to go and investigate, but I can see even  from this distance that they are engaged, purposeful and interested, heads bent, all low as they examine something in their midst.

A practitioner begins a song, calling children over to go and use the toilet, clean their hands with wipes, and walk to a spot for lunch. The toilet area is a tarp strung between trees, a toilet seat for poos to be collected in a bucket and later composted. Wees are a simple process of peeing on the ground under the tarp. Wipes are provided for hand washing. Children who need more privacy are provided for. Adults wander to a private spot of their own. Today I peed in the woods, which was a bit novel for a working day, but then this whole experience is certainly novel. 

The children sit together in a circle for lunch. They have everything they need in their napsacks, including a mat to sit on. Wipes are handed around and I ask Louis who I'm seated next to what I'm to do with it. He explains that they will sing a song and he can't really tell me how to do it until the song begins. So we wait and when everyone has a wipe the practitioner starts to sing. Those hands were given a thorough clean as the adults modeled and demonstrated with a little song to guide them. Louis kept and eye on me to make sure I was getting it. Once done they were collected in a bag for later disposal and eating began. 

As children were finishing one of the practitioners sang a new song, encouraging the children's participation, and then another told the story of the three billy goats gruff. Both the singing and the story are presented in a calm and relaxed way. The beautiful Scottish accent is music to my ears and I find myself just as transfixed as the children into the telling of this familiar and well loved tale. 

After lunch comes more play and many return to their previous  activities. Their play is long, purposeful, constructive and uninterrupted except for a few more routines. These include an afternoon snack, then a reflection time in small groups and finally the afternoon pack up. Pack up mostly involves the children in gathering their things and putting their packs on, no easy task with all the things they need to bring with them. Because it was a warm sunny day, they are carrying all their warm and protective gear including waterproofs, jackets and woolen accessories. They are now ready to walk the half hour along the lane back to the centre. 

Tomorrow I will meet them at the centre and walk with them to the woods early in the morning, and return late in the afternoon. The day goes from 8:30 till 4:30. It's a long day, one I'm looking forward to experiencing in full. 

http://www.theecologist.org/campaigning/schools/984512/the_secret_garden_nursery_a_unique_daycare_where_children_spend_all_day_outdoors.html

I've arrived in Fife

I'm in Fife. It was no mean feat getting here, let me tell you. After some significant drama and another lesson in resilience I find myself yet again alone in a hotel room with my luggage and my iPad, contemplating the adventure that this is, and enjoying the softening of the experience that a large glass of wine can bring. ( they serve large servings here which I think is about half a bottle). 

The trip from Denmark to here was not, for the most part, much fun. I got to Copenhagen airport by taxi in plenty of time and enjoyed a dark ale and a conversation with a fellow called Mike at one of the bars. I like connecting with people, and he was interested in what I was doing so far from home. It's always fun trying to share the concept of Nature kindergartens with people who have never heard of the concept or contemplated it. 

Then things went pear shaped. Long story short, my flight from Copenhagen to Brussels was delayed, giving me significant worry that I might miss the connection again. I didn't, I made it by minutes. Brussels airport has gates A and B and the journey to gate B that is reserved for connecting flights took nearly an hour. Knowing I was cutting it fine didn't allow me any time to take in the atmosphere, and the usual fug I'm in when trying to find my way around was another reason to walk around with an anxious frown stamped on my face the whole time. I did make it however, just in time to join the line to board and the next flight was without incident. 

Ok, so this is where the fun starts. I arrive at Edinburgh, get through customs and  start confidently to the car rentals. I walked the long stretch, a five minute walk outdoors, covered but still exposed and cold and don't forget I'm carrying and pulling over 30 kilos of luggage. The wind is arctic and whips my scarf all around my head. I arrive at the office where a gorgeous young girl serves me. She is chatty and friendly and so comforting, that is until my credit card is declined! What! Declined! It can't be. But it was, and I had no back up plan. They needed a secure credit card to let me take a car and I didn't have it. I wanted a car with a gps which was going to cost a huge amount extra, plus they said I needed insurance. It was going to diminish my scholarship funds considerably, but that was mute because my credit card was declined. Her tone changed from sweet and friendly to officious and professional. They could do nothing for me. So I caught a bus.

Panicked calls to the teachers credit union and my husband were to no avail. Nobody was open and once Graeme is asleep that's it until morning. I managed the .05 km walk from the bus stop to my hotel, all uphill and this time sleet added to the blustery winds whipping my face. I  got past the concierge without having to leave a credit card for security, got settled, showered and dressed to emerge back out on the street to find a meal.  I walked along a lovely ancient street where there were a fantastic selection of cafés and I chose one where two young fellas were playing and singing traditional Scottish folk music. I drank cider, ate salad and tried to relax. 'Live very moment' was sign posted on the door and it reminded me that every moment is precious even when things seem insurmountable. 

Sleep was hard to come by and I have to admit I shed a few tears in frustration and worry that night, but sleep I did. 

That restless sleep found me ready for breakfast the next morning. The breakfasts here have been amazing! I start with fruit and yoghurt, progress to toast and eggs, mushrooms, baked beans, then finish with a pastry or two. All this with lashings of tea and some times a coffee as well. Going home to Vegemite toast is going to be an adjustment. 

I got stuck into that breakfast with all my might, packed and left my room. I tested my credit card and found it worked fine. I bought a shiny new tom tom, I checked with the flight centre across the road about the car hire plan I'd paid for in full and was told I don't need extra insurance, and I caught a bus fully armed and ready to tackle whatever came my way. I got the car at no extra cost and drove to Fife. 

So here I am, in the hotel room, enjoying the quiet and settling in with a cup of tea and my new book. I'm looking forward to visiting the Secret Garden tomorrow. I'll let you know what I learn and experience. I will be meeting them at their forest venue, meeting new people and having the time of my life. 

Bye for now. 

Prepare for school, climb a tree!

I am in a very fast train, flying through gorgeous Danish countryside. This time in daylight, and it's a great way to see the various landscapes: the forests, fjords, farms, towns and villages, all gone quick as a wink so that I'm reluctant to be writing in case I miss something. But write I will because I want my reflections on my stay here to be fresh in my mind. Once I'm in the next place it will be harder to access what I am thinking and feeling now. 

I have been able to gain immense personal satisfaction during this leg of my study tour. From the friendship with Jane and Keld to the knowledge that I can survive and cope in very difficult situations (as it took nearly 24 hours to get here from Edinburgh, see blog entry 'can someone tell me why I'm doing this'). Not to mention being in a beautiful place on a lake that was good for walks, picnics and a haven for the soul to take respite. And then of course there was the joy of the buggy ride and being in good company, human and animal. 

But these personal aspects are an added bonus and I keep reminding myself that I'm here for serious professional learning. I have gained new perspectives and understandings of the nature kindergarten concept from being here in Denmark. This is where it all began and each country has taken bits of it and made it their own. The places I visited previously, in Scotland and in England, have developed it and tweaked it and turned it into what is appropriate for their education community and for their own culture. 

What I saw here was, in my mind, raw and pure. It seems that it is just part of the way it works. The three centres I visited are, according to Jane and my own observations, exceptional in the quality of their education. In Denmark nearly all children from six months to six years are in care (it's free and expected that all children will be cared for by pedagogues during the working hours), and every centre has an outdoor component that is an important inclusion in the curriculum.  On one of my walks I passed a regular kindergarten. The outdoor space was extensive and I saw one adult in the space, near the sandpit. The area had all sorts of play areas such as mud pits, hides, climbing areas, plants and gardens, and right in one corner, out of sight of anyone, were five or six older children on a swing. It was two tires with a plank secured between and these kids were working together to send it flying. They were having a fantastic time, calling out to each other and laughing and then two girls leapt before the climax of the curve to land in the dirt below. No adult was hovering, they just don't do that here. The children know what to do if they need help, and have been given thorough guidance in risk assessment since their early days in the centre. 

So, what do you think? I find regulation and fears of bumps and bruises, plus the terror in our minds that a bad accident might happen, really prevents us from achieving this sort of independence and freedom for children in Australia. I have to admit that one of my biggest perceived challenges in all this, from the beginning, has been how to navigate the health and safety aspects. Not from my own feelings on the subject, I love risk, can see the benefits of it when it's calculated and thought through, but from the knowledge that colleagues, parents  and regulators will give me a hard time about it. The kids, however, will be into it with bells on. "Risk and challenge are a part of children's learning environments. It is seen as an important part of the Danish approach that children learn how to assess risks and take challenges because these are vital life skills, and the pedagogues role is to support and guide the children in how to assess risk for themselves" (Williams-Seigfredson, 2012, p.12). The other important aspect of Danish society is that the pedagogue is a trusted 'other parent' by the children's parents. This is not a litigious society, trust and respect being reciprocated by both party's (Williams-Seigfredson, 2012). 

Something else that struck me here is the belief that the forest environment will provide children with all that they need in life skills, education, and knowledge to allow them not only to be who they are as learners but also to launch them successfully into the next phase, as in formal schooling. This takes care of the being and becoming that we talk about in our Early Years Learning Framework. Belonging is a given. There is an incredible sense of connection to the environment, to peers and the community in what I saw in Denmark. But I digress. Back to the 'becoming". 

The research around the benefits of this approach indicate that the opportunities for learning are all honing skills that will be useful in school. These include increased levels of concentration, more complex language development and highly developed social and emotional skills. The opportunities for children to investigate and experiment also have educational benefits in formal schooling, as does the fine and gross motor aspect of everyday life in a forest (Williams-Seigfredson, 2012). The difference is that all these aspects of a young child's development seem to be valued in Danish schools, whereas in Australia there seems to be a big focus on whether a child can sit quietly for a story, follow directions, decipher sounds, recite number orders and write their name. I know I'm perhaps being simplistic here, but I'm just thinking it through. Tell me if you agree or disagree, I'm open to other thoughts on the subject. 

I'm nearly in Copenhagen. Time to stop hurting my brain with all this thinking. I'm going to relax and enjoy the remainder of the trip. Till next time. . .

A buggy ride in the Danish countryside

I have spent the last three days with Jane Williams Seigfredson. Her company, Inside Out Nature, provides training and development around the world to people like me. Educators, governments, organizations and the like who are interested in the concept of outdoor learning in education settings. 

http://insideoutnature.com/

Again, I see it as a great privilege to have been able to learn from Jane, but the last three days have been more than that. Jane invited me into her home, concerned that I might be lonely on my own, which I was. I've been driven around the countryside to three extraordinary kindergartens, been taken care of, introduced to amazing pedagogues who have a heart and a passion for their work, and enjoyed fantastic conversations about our work with children and educators over lunch and coffee. 

This has been an extraordinary opportunity, so can you imagine my surprise when I arrived at her house for the last time, thinking I was there for a coffee and authentic Danish pastry, when I saw Keld with his buggy and a friend, ready to take me for a drive with May and Monty? 

I was taken into the utility room and provided with a ski suit and a scarf to add to my collection of warm clothing, and as I emerged well and truly rugged up, there were the ponies, all harnessed up and ready to go. 

Can you see the smile on my face? I was beaming.

It was a breathtaking journey, first into the back of the property and into a forested area where it was cold and dim. A tree stole my beanie and Poal had to get off the cart and retrieve it from a branch. We emerged into the gorgeous Danish countryside where I was able to see typical farms and various livestock. There were crops of barley and rye growing as well as wild patches of forest. The road surfaces changed from grass track to rutted dirt and gravel to sealed road until we came to an intersection of a main road. Here the horses trotted and I was amazed as cars wizzed by from the other direction. May and Monty were responsive to Kelds calls and touch through a piece of string on a pole as well as the guidance of the reins. I was on top of the world, looking down at the lush country, half in last century and half in today's crazy sped up world. The last leg of the journey was through the village, where mothers and small children smiled and waved and cars slowed as we passed. A wide tractor approached but there was plenty of room. As we came into the driveway of their home I was sorry it was over but incredibly joyous from the experience. 

The horses were released from their harness and the sense of being freed was expressed in large sighs, snorts and a thorough shaking. They were lovingly hosed down and scraped and had to put up with me nuzzling and rubbing their muzzles and scratching their necks throughout. They were finally placed in their stables where hay and water was waiting and clean straw under their hooves. They were two very happy ponies and I thanked them later with half an apple each. 

Then we had the promised Danish and a cup of tea, delicious Stone Age bread made with seeds and rye and a chunk of Bree cheese. A feast accompanied by more conversation, this time about our travel experiences. 

Jane and Keld, if you are reading this, please accept my thanks and gratitude for not only a wonderful learning opportunity beyond all my expectations but also for your hospitality, kindness and friendship. I'm not much into stuff, I'm into experiences and this experience with your ponies is one of those precious ones that will always be remembered and thought of with a smile. 

I hope you enjoy the photos