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!

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. 

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. 

Playing in the Forest

Today I played in the forest. Jane picked me up and we drove to Høndruphus Nature Kindergarten, Lindum. Again we went through beautiful scenery and I was pretty excited as we pulled off the beaten track and started heading quite deep into a forested area. The forest is private, but the public are given access and the kindergarten leases the land. They have been given the use of an old cottage and some sheds that are quite ancient, and these have been converted into a kindergarten space with the usual cloak room, fully equipped kitchen, dining tables and a small space for play areas indoors. The shed has been converted into a workshop which has tools, timber and work benches for serious making and construction.

As soon as I arrived I was warmly welcomed by the pedagogues. Being keen to plonk myself amongst the children, one of the staff followed me to the sand pit and began translating for me to the children. I was grateful for this opportunity and it really helped me to feel more like I was a part of the place and not just a stander by. Soon the children were gathered to start their treck into the forest. They sat together and I was introduced and the children learned that I came from Australia which is on the other side of the world and right at the bottom. They sang galoop went the little green frog in my honor, asking if I recognised the tune and I eagerly shared the English version and was applauded for my troubles. I really felt included. 

We followed a path into the forest and it was decided that we would visit a huge tree that had recently been brought down by a mini hurricane. This tree would have stood twenty or thirty meters before it's demise, and when it fell the root ball was still attached, forming a huge mountain for the children to climb and a trench and ridges and many interesting nooks and crannies to play in and discover. The children crawled all over the tree. It was slippery and there were one or two spills and a few scratches but the staff were nearby to comfort and attend to them and I was able to reflect on the need to give children exposure to risk. One child fell a bit of a distance onto his back and his boot was caught and twisted in a root that he'd been riding like a horse. He was immediately attended to and helped up and comforted. The fall hurt, but it was a valuable lesson. Bitten the head, was keen to elaborate. He learnt about the need to be more careful when it's been raining and when it's slippery. He learned that a fall can hurt but that there are people nearby who care and that the hurt will go away and he will be ok. He learnt about the value in taking risks because it's going to be fun, and the need to take special care in certain conditions. All this builds for children who are not risk averse and this knowledge helps to keep them safe as they become more and more skilled, try ever more challenging activities and learn how to negotiate risks. Studies have shown that children who are overprotected are actually at more risk of more dangerous accidents. The little bumps and bruises that children attain in early childhood are good for them because they can prevent the major breaks and even death that comes from inexperience, bravado or peer pressured risk taking as teenagers. Interesting stuff. 

Look at that chappy way up high. 

The little boy I'm talking to in this picture was quite interested in the spiders we have in Australia. He asked if there were spiders that can kill you and with my iPhone I showed him an image of a funnel web and told him that sometimes I get them in my house and that I take them outside. Then I showed him an image of a huntsman that is not dangerous and I told him about Berty: the name I give to huntsmans  that find their way into my home and become loved pets. Through a pedagogue translating we had quite a long conversation and he asked many questions. 

When we returned the children changed and ate a packed lunch. There was a group time where Bitten read them a story about a koala who was getting too big to sleep in his mothers pouch so found a sleeping kangaroo and crawled into her pouch. The story had a variety of Australian native animals in it and  as she read, soft toys of Australian animals were taken out of a bag and shown to the children. It was touching to have my homeland honored through story and again I felt a wonderful sense of belonging. 

Bitten explained some of her philosophy to me and all this can be found on their website, which you might like to access. It has an English page. http://www.hoendruphus.dk/Forguests.html

I was greatly inspired by what I saw today. As we went outside before leaving I was shown around the extensive outdoor space that the children have access to. It includes three large goats and the biggest rabbits I've ever seen. Also also chooks. These are cared for by the children and the staff. There are play areas that contain challenge, promote socialization and imagination. There are garden plots, hides, swings and trees to climb. Everywhere I looked children were highly engaged and pedagogues were amongst them in their learning. 

There are plans to extend the play areas and develop more play spaces. This is something Bitten has encouraged all to have a say in so that all voices can be heard and acknowledged. It is also an opportunity for the pedagogues to embrace what they are passionate about, because it is through this that children's learning is optimized. 

Wingate Children's Centre Training and Research Base

http://www.wingatenursery.com/landing.asp?id=2

Today I travelled about forty minutes South East to Wingate Children's Centre Training and Research Base. I had heard great things about this place but was unsure of what to expect. On entering I walked into a roomy and inviting space and was greeted with a welcoming smile from across an admin counter. There was a large sitting area with a couch and colorful cushions, and children's artwork on display that have been made into the centres trade marks. I'm always impressed when children's drawings are respected enough to form an expression of our adult world. They are truly beautiful images, created by children within this learning space. 

I waited on the comfortable couches until Paddy came from the nursery to greet me and take me to the training room. Her warmth and welcome was greatly appreciated as I was feeling the usual nerves at being in a new place and wondering what I would find here. 

This place has developed from a simple and basic regular nursery that was pre-war to support the needs of mines workers. I was shown photos of the original building, stark environments, a cement yard. Again I was amazed at the realization of the vision of a person, and its fulfillment. Paddy saw the possibilities and with a secure and supportive team behind her she grew the place. It now boasts a family centre, a training base, a nursery (preschool) and a childcare centre. Each learning space is aesthetically presented, including the adult training space. There was comfortable and attractive furnishings, book cases full of resources on hand, jars with spring flowers, a place to get tea and coffee. I think adult learning spaces make a difference to our readiness to learn just like for children. 

While my main interest on this study tour is the use of outdoor spaces and the utilization of local wild places, a comment on the indoor provision at Wingate cannot be overlooked. It is beautiful! Any early childhood educator would drool at the provision of the play spaces here. The materials available and their design, the careful placement and organisation of work spaces, the thoughtfulness that has gone into these provisions all tell us that children are valued and seen as highly competent. The walls are a testament to the work and learning that children have been engaged in. I see beautifully displayed images of flowers throughout the room. Each painting is either in a frame or within a border. Learning stories and wall documentation tell of the learning that has taken place. I ask about the process that was undertaken to bring children to such competent art works and Paddy explains that the art work are a culmination of children's exposure to the subject over an extended time and opportunities to revisit it. For instance, the representations of many colorful flowers were developed from a project where children planted bulbs in the winter that would flower in the spring.  The variety of flowers that this produced are in pots throughout the garden and paddy spoke of how the educators point out the various aspects of the flowers as they bloom, talk about colours, shapes, textures. The children are supported in mixing colours and in thinking about design. The results were fantastic. 

According to Paddy, when children feel it's their space and where they use the space for whatever they need, optimal learning results.  The children decide for themselves what they do and it's the job of the educators to ensure that they are provided with the materials, space and time. 

I was fortunate to join two other educators who are here as part of a learning partnership between their centre and Wingate, which is a part of the role Wingate plays in the early childhood community. I was particularly interested because these ladies were from a school that have a nursery school attached. The learning partnership that they have undergone began with an observation visit from the  Wingate staff, and a planning meeting to consider possibilities for change. This process, in time, involves the educators having opportunity to spend a day at Wingate and observe the learning in action. There are lots of support materials made available and many robust conversations as the educators meet with Paddy and her deputy to learn about the centre and it's values and to discuss the changes they have been making. This particular nursery had a focus on giving the children more choice and leadership. The training opportunity occurs over a long period, I think six months, and involves various opportunities for support. I quite like the model in that it has a coaching, mentoring basis that I believe can be very powerful. Bolden Nursery engaged in this training with Wingate a number of years ago and are an example of the change that can occur when people come together, see the possibilities  and reflect on practices with a view to making change. 

You may subscribe to 'Exchange Every Day' where I came across this little gem. I love the quote from the author of Smarter Than You Think, Clive Thompson in Psychology Today (March 2014):

"Think in Groups: Our intelligence has never been entirely just in our heads.  A huge amount of our thinking takes place in... the 'extended mind' - all sorts of resources outside us that help scaffold our thinking.  We rely on other people as cognitive amplifiers."

So I encourage you to be some bodies cognitive amplifier today. 

It's 5:30 the following morning. I can hear birds outside, song birds, as I'm in the English countryside staying in an old manor house. It's a lovely way to start the day. I'll have more on Wingate tonight (or if you're an Aussie, tomorrow morning) as I'm spending another day there today. 

Bye for now. 

A day at Boldon Outdoor Nursery

Boldon Nursery is an outdoor learning centre. The children play in their outdoor garden all day. There is a sheltered indoor space for lunch and a cosy open cabin for solitude and hot chocolate. There is also a studio that is indoors for children to make and create. Hopefully I'll be able to add photos once I get my camera to talk to my iPad. Dave at the centre assures me he can make this a possibility. 

So, my day. . .

I arrived today at Boldon nursery to be greeted with a hug. Sue and I are old friends now that we've shared a meal and a hot tub. When we entered the indoor space I could see small groups of children with educators preparing to go outdoors. It's quite a process to put on waterproofs, wellies and a warm jacket as well as beanies and gloves. As this was going on I was walked through the area and was shown the learning spaces. These are set up invitingly as workspaces, but I'll focus more on that next time I'm here, which will be on Thursday. Today I want to talk to you about the outdoors and about the leadership. Leadership here is owned by everyone, children, educators, parents, as you will see as you read on.

OUTDOORS

Donning a warm coat I stepped out into the misty and chilly air. I was taken on a tour, first by Sue, then by Sam, one of the educators. I was shown the mud slide and the sand pit complete with a replica of a local light house. There was a mud kitchen too. Going into the allotment, which is a space especially set aside for growing produce I could see a neat placement of veggie and herb gardens and a chicken coop. With pride Sue told me of its development, as parents raised the funds completely to provide the garden beds, a toolshed and a chicken coop. I watched in fascination as chooks walked amongst the small group digging in the soil. They were looking for worms. Now I like worms, I think they are lovely and I often rescue them when rainy weather brings them to the surface and they are at risk of drying out on paths. I watched the children digging along with the chooks and then offering up their find. I was sad to see the worms getting gobbled up with great enthusiasm (by the chooks not the children) and told myself to deal with it. It's the cycle of life, and the children obviously found great delight in the process and the chooks in the product. 

As it started to rain I came inside to get a waterproof jacket and then I was handed over to Sam. Now I've come across a lot of enthusiasm on this trip and enormous amounts of passion in every educator I've met, but Sam takes the cake. In the light rain her face lit up and her whole body moved as she expressed the delight she had in her job. Everything about Sam oozed pure enthusiasm and a belief that these children had the best that early education had to offer. She came here by accident, as a prac student a number of years  ago and only as a means to getting into pediatrics. She of course never left and now can't imagine doing anything else. So I listened with great interest as she talked about her work and the philosophy behind it. Having never worked in a regular 'nursery' (their name for a preschool), I think that if she had to do so she would fade away. This place offers such vibrant opportunities for staff to learn, to grow with the children, to be partners in their learning and to fully engage in relationship with children, parents and each other. As she took me around, each play space had a story, a particular enchantment for children and another way for children to learn. We came across a large 'lying down tree', a willow tunnel, a hide and a den. I asked her about what happens when children go from this place to the more formal expectations of school and her answer was pure gold. I recorded it and will share it with you another day. 

LEADERSHIP

I've been inspired by Sue and her vision for providing the best education possible for all children. Many of the children here come from disadvantaged backgrounds and this nursery is a place for all children to gain education and care of the highest quality. I'm very interested in how leaders enable change and empower people to grow and develop professionally. If you asked her how she did it she would tell you that she provides training and support, but mostly I think it's because she is often on the floor, mentoring, modeling and coaching. She has conversations with each educator regularly and these conversations are about reflecting. 

As I write this she's busily preparing for three days of presentations but has time for me when I ask her the question, "What is it about your leadership style that has brought this about?" I'm anxious to get her thoughts and processes about leadership reflective of her, not me. 

As is her habit she answers with great humility and eloquence

"Well it has to be right for them (the staff) doesn't it, but mostly it's about the children. The children need to be at the centre so I make sure that everyone is looking at things from the child's point of view, to see what it's like for the children"

"So what was it that started you on this journey? Where did you initially get your vision?"

She smiles a bit dreamily and says "I have always been able to see the potential of the early years and I knew where I wanted to be. It came from my own childhood. Those skills and memories will never go away. Being young, making dens, concocting perfumes. Being out until dark and then being in a warm and loving home with bath time, meal time, story time, and finally bedtime. I'm passionate about children making memories that will stay with them and that's what I aspire to here. When I went to Reggio, to Auchlone, it just cemented this belief. It's always been there and I've built on it and learned about it from there."

"Did you have to make many changes to get it to here?" I ask

"Well yes but I think the most significant change is that we are more reflective and that enabled the changes. It's developed over time. I remember a time when things were done because that's the way they were done. Things were provided for children because we believed that that was what made a good nursery program, but now, through reflection, we never really know what we are doing. We are constantly tweaking things to make them better, or we get rid of them altogether. We found we couldn't do both. We tried that and it nearly destroyed us. We had to get rid of some things to make way for a new way."

I comment, "It takes courage to let go of the control we often hold onto. Being in control makes us feel safe, we can anticipate what to expect, we can feel secure within the structure. I think that if we can just let go, even a little, we give ourself space to be flexible and the structures become less  and less important"

"Yes" she replies. "It takes a huge leap of faith. You have to let go. You can't keep doing what you've always done as well as this," and she waves a hand towards the outdoor garden. "For example, for a long time we kept doing the regular nursery things indoors, like blocks and puzzles and home corner. It took a while to realise that it wasn't working, it wasn't in harmony with what we had created for the children outdoors. We had to let it go, give it up, and now our indoor space is simply an extension of the outdoors. A place to prepare or to reflect."

"Did you have to give up things that you really liked"

"You can ask the team that. No, I don't think so. We gave up what we didn't need. The things we liked like the art studio, we held onto. We work hard at allowing the children to lead the learning. It's never about us it's about them."

"I can see that the team here is very engaged, very happy. They seem to find great rewards in their work" I notice.

"The well being of the educators is very strong. They have opportunities for professional learning, they enjoy good relationships with parents and each other,  and they are able to enjoy just 'being'"

I understand what she means. The educators can be seen within small huddles of children, completely in the zone, at one with the group, learning alongside and modeling, reflecting all the wonderment that each experience has to offer. 

STAFF REFLECTION TIME

As the day was drawing to a close the children got all cleaned up (some needed showers). Once they had been collected the staff tidied and prepared for the next day. Each day they sit for a reflection time from 3:15-4:00 and I was invited to observe this. It proved to reinforce what I had gathered from talking to Sue about her leadership. They were able to affirm each other, to question and to challenge. There was a great sense of trust and respect within the group. The process was just as purposeful and meaningful and authentic as all the other learning that had gone on there today. 

They questioned each other, made suggestions, considered what was significant for certain children and considered where to next. The conversation flowed, there was no one leader. There was genuine interest in the insights each had to offer. I commented on the ease with which they reflected together. 

"We've had to develop this. We have learnt to challenge each other and push each other out of our comfort zones."

"And what sorts of changes have you made to your planning?"

"We used to plan things more in advance but now we are a lot more flexible. We do a lot of in the moment planning, responding to where children are taking it."

"It takes a massive amount of trust with the team, this responsiveness to children and each other. We recognise that whatever each staff member is doing, it's intentional and we are aware of each other's movements. There has to be an understanding of where people are needed and nothing is set in stone. It takes flexibility, understanding, communication and trust." 

"Being flexible is important, and knowing that you'll learn the most when things don't work."

"We have moved in such a way that we've been able to do things when they seemed right. We are walking into the unknown all the time and even though we know it's the right thing to do, it takes commitment and it's scary. Letting go of that element of control is frightening. It's good and it's pushing you further all the time. The adults not being in control is harder. For example, facilitating the children all talking the way you do around a dinner table. It can look quite chaotic but it's about the adult letting go. Through all the chatter the children bounce off each other and everyone is equal. If they have something to tell you they need to tell you. They won't be able to listen to anything else until they've been heard so it's important to acknowledge them and listen."

"And it's not about us knowing things. The children come up with amazing ideas and theories. They might be wrong but if that's their theory, they can run with that. They work it out themselves and they'll remember it and know it. This type of learning is contextual, real, authentic. The children here rarely ask why. They are too confident in making their own theories, testing them, or being supported to research them. This gives them the experience of finding the answer, of being resourceful, of making connections. I don't want to be their teacher, I want to learn along with them."

Phew. I've been writing for a few hours now and I could go on with so much more, but you're probably tired of me rambling on as is my want. I didn't even get to tell you about the children on the mud slide but perhaps the photos will tell that story. 

It's been an awesome day. I can't thank Sue and her staff, the parents and the children enough for all I've learned from them today, for making me so welcome and for sharing, always sharing. They have this wonderful belief that learning is for all children everywhere and this is their contribution to our children in the Western suburbs of Sydney, freely given. Tell me what you think, tell them what you think. I'd love to hear from you. 

The joy of mud

http://www.mindstretchers.co.uk/Auchlone%20Nature%20Kindergarten.cfm

What an awesome day! I got up early (5:30am) as sleep alluded me. It's cold here, but the day dawned fresh and clear with sparkling blue sky. I enjoyed a wonderful breakfast then started for Crieff. I didn't get lost which is always a relief and arrived at Auchlone Nature Kinder after a ninety minute drive through scenic countryside.

As soon as I walked in the place I felt at home. I was greeted by friendly staff and confident children. Kate met me at the gate,  covered in mud and as I shook her hand the mud and dirt was shared with me. I felt like I could really fit in here. She'd been out the back working on a joint project to create a swampy play space. Recent rain has turned some of the playground into a bog. Now I've come across many situations back in Australia where that would be a cause for concern. What to do? Mud must be tamed, turned into a respectable thing, or avoided at all costs. Not here! They turn it into a play swamp and build a log swing with curling rope, thrown over a tree branch for children to swing on, to test their skills and problem solve so that your bottom slides through the gooey mud at just the right moment. I watched two boys, old hands at this, discuss the situation, heft and pull and carry that swing up to the top of an incline, and the joy shared in swooping downward, the flexing branch allowing for a bounce and a slide. Laughter and satisfaction at the patch of mud on their bottoms as they made contact. It was beautiful. Nobody stopped them, told them to be careful, or warned them to keep clean. They were able to delight in the sensations to their hearts content. What were they learning here? Well I'm sure you can find an answer to that.

I'm always harping on about finding the significant thing that happened that day, and that is what you document, so I'm going to heed my own advice and leave it at this. There was a lot more that happened today, I could write for hours, but this one story tells it all.

I do however, want to take this opportunity to thank the University of Woollongong for their sponsorship of this study. I will be forever thankful of this opportunity. It's only day one but I'm beginning to get a sense of what I'm in for. A whole month of inspiration and learning amongst leaders in early childhood education.

So I've managed to stay awake until evening and now I am looking forward to a full nights sleep before I embark on more adventures tomorrow. My husband just called and he's on his way to work as I consider hitting the sack.

Talk tomorrow.