Think of an activity you offer regularly in your classroom (drawing, reading, writing, blocks, painting). How could you move it outside? What help would you need? In this workshop we will explore the endless possibilities of encouraging learning and exploration outside the classroom. We will delve into the roadblocks that keep you from doing more outside while also exploring questions you have about how to maximize the time spent outside. While spending some of the workshop outside ourselves, we will explore and articulate specific ways to take learning outdoors.
In this lunch and learn session, participants will share and explore ways that early childhood educators design intentional instruction and deliberate opportunities for children to learn and practice empathy, gratitude, and kindness. Beyond ‘random acts’, the goals of this dialogue are to deepen our awareness of children’s capacities for engaged social emotional learning and actions, and for participants to develop specific strategies for designing and implementing intentional curriculum around kindness and inclusive community membership.
Holding a strong image of the child, we choose to embrace the toddler’s natural inclination for adventure and risk. We challenge the assumptions of what experiences we can offer to toddlers, how we can allow them to fully explore their environment and the ways in which we can introduce a variety of materials. Learn how we have designed both the indoor and outdoor classroom to nurture these experiences. Explore what this looks like in our group setting of toddlers and young preschoolers and share how you too can embrace these experiences in your program.
An almost universal truth is that young beings love to play; this includes humans as well as other animals! In fact, play is a crucial part of appropriate development in children. The natural world offers abundant opportunities for play. Why is outdoor play important, and how can we, as educators and parents, give children ample and appropriate opportunities to play outside?
The birthday child would get a crown and be sworn in as King or Queen for the day. I never thought too much about the titles chosen. That was until one of my students shared that they didn’t feel like they wanted to be either of those choices. They felt like they would like to be a royal dragon for the day.
This was an eye-opening event in my teaching career. If I really wanted to develop a classroom where everyone felt like they had a voice I needed to be more flexible in my thinking.