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!

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. 

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

A work of the heart

Today was pretty special. I arrived at Resen Nature Kindergarten with Jane. There were children and their pedagogue in icy wind flying a kite, all in a huddle. Johann saw us drive in and left the kite with the children to come and greet us. When I looked back at them I could see them laughing and squealing as the colorful kite took flight. 

Johann showed me around the place. It has an indoor space that is heated by a wood stove. This space had the usual kitchen, dining room and a small play area with a variety of activities that children could access. These play areas are nothing like what we have in Australia. There are no shelves bursting with craft materials, construction activities, games or toys. There are shelves, there are activities that children can freely access, but they are minimal and simple. At Resen I saw very little plastic, which warmed my heart. Outside there was even less, hardly any at all, just a few sandpit toys. 

All that the children need is provided through the natural materials in the outdoor environment, and these are mostly gifts of God, not of people. Johann has turned some natural things into challenging, imaginative and inviting play props through sculpture. He's formed a car, a boat, an aero plane and a bus from logs he found in the forest. He said it takes about a week to rustle one up, and it's obviously a work of the heart, giving him immense satisfaction in his creations. More logs, tree roots and tree stumps, as well as structures made from wood provide open ended options for play and challenge. 

There were many nooks and crannies about the place that children were free to access. The kindergarten area has no fences so children are expected to stay within the boundaries, and they do so to their hearts content. I could see twenty five children scattered about, mostly in small groups of peers. They range for three to six years old and again all I could see everywhere I looked was engaged, happy, carefree children. Kind of like free range kids. We do it for chooks out of a sense of ethics to fellow living creatures, why do we find it so hard to do this for children, fellow humans. We know it's best for chooks to be able to express their natural habits, to allow them the freedom to be chooks. Don't children deserve the right to be three, or six? 

I asked Johan about how these children cope with the more formal structures of school. They go to school here at the age of six. There are no four and a half year olds exposed to formal education in Denmark, and even the six year olds attend what they call play school. It is a lot more formal than their early education but play is still considered a very important aspect of the curriculum. Johann explained to me the importance of children attaining adequate motor development before they can be expected to undergo the rigours of academic learning and formalized structures. The motor development that occurs through freely chosen, engaging and satisfying tasks in the outdoors build muscle memory, kinesthetic awareness, balance and prepares the twenty five muscles in the hands for fine motor activity. They use tools, operate many different sorts of grasps and manipulate natural materials for real purposes. In doing all of this, their bodies are becoming more and more prepared for their brains to work in the way we need them to work for academic learning. Now I'm paraphrasing here, and I will be researching this in much greater depth when I return and write a paper. This blog is a space for me to reflect and write my thoughts as they come, catching what was significant for me at each place, so please forgive me not providing research or theory to back these claims. They will be coming. 

This very young girl got herself onto this tire swing and very deliberately and patiently placed her feet so that she could begin rocking. Bit by purposeful bit she got the swing into a smooth and controlled swinging motion. Is this what Johann means when he talks about the motor development that these children have opportunity to excercise in preparation for school?

Allow me to share a special experience from today with one of the children. 

I wandered around the site, looking for a place to watch and take it all in, but I can never resist joining children in play. So I swang on a swing, balanced along a log and approached some girls obviously making cakes from soil and sand on a tree stump. There was one little girl nearby who I was told could speak English, as her father was English, but she never spoke it out of shyness. I called to her and told her I only speak English, not Danish, and it was so nice to find someone I could talk to. She brightened immediately and began chatting away about her family. When the group of girls didn't want to share their cake, she translated for me that the kitchen was closed. She did, however, run to the sandpit and bring me a bucket of 'cake', just for me. Again I was amazed at one child's capacity to feel empathy for a stranger and to connect.  She followed me around the rest of the site and there was one particularly special moment whee Johann took me to see a blackbirds nest complete with eggs that he'd just discovered in the woodshed. I lifted the little girl to see. I had a book about Australian birds to give the kindergarten as a thank you and had a little time to look at it with her and talk about the beautiful birds illustrated until it was time to leave. 

The pedagogues that I met here today showed a real heart for their work. Johann in particular, as the head, spoke to me with such passion and belief that the kind of education they are offering here is in the best interests of children. The centre is currently involved in some action research with one of the universities and I look forward to reading of the findings. Much of the research I understand is around reflective practice and the why of what they do, as well as what the results are for children. Johan used the term 'provoke' as he explained some of the process of the research. 

If you are interested their website is well worth a visit. It is all in Danish but the video link shows some wonderful images. http://www.resendaycare.dk/afdelinger/skovbørnehaven

I didn't want to leave. I was in my happy place, but Jane had a surprise waiting for me and gently coaxed me away. You can read about that in my next blog. 

The theory of the flow zone

A fellow called Csikszentmihalyi (pronounced chick sent me high) came up with the 'theory of flow'. It's that place where people go when they are completely and utterly absorbed in an activity and where they are at their happiest. When we go to this place our hearts and minds are ripe for learning and this is the case for all age groups. The 'flow zone' is where challenge is equally matched to a persons skills. Where difficult challenges are met with a low skill level, there might be panic and learning is hampered. When skills out do the challenge, we become bored and again learning isn't optimized. But when skill and challenge are balanced and equal, flow can occur. You lose all sense of time, you are completely absorbed and you don't get distracted easily. 

So today we went out into the bitter cold. We were shown how to use wood tools then set loose with branches, knives, splitter tools and chisels. I tried to carve a duck of my own design from a tree branch about 5 cm in diameter. It was hard work. There were times I stated to feel discouraged as I couldn't get the hang of the movements needed in the use of the knife. I had to experiment, solve problems and create and I did this for three hours straight. At one point I realized that my bottom was numb from sitting astride a log for the better part of two hours. My toes were numb from the cold and my hands and wrists hurt. All of these were with me for the majority of the three hour session but I was so absorbed in what I was doing that I didn't notice. I was not aware of the passage of time. I was in my happy place, a place of mindfulness. I was in the zone. 

I leave you with this tonight. What takes you to your zone? Where do you get to experience 'flow' as I did today?

Before I go, a friend and colleague sent me this TEDTALK. It is very relevant to my journey and certainly got me thinking, as I hope it will you. Thanks Robyn.

http://www.ted.com/talks/gever_tulley_on_5_dangerous_things_for_kids?utm_campaign=&utm_source=m.facebook.com&utm_medium=on.ted.com-facebook-share&awesm=on.ted.com_g08Ji&utm_content=awesm-bookmarklet