Changing The Nature Of Preschool

Estimated read time: 1:20

    Summary

    "Changing the Nature of Preschool" showcases the innovative approach of Cedarsong Nature School, where children participate in outdoor learning exclusively. Founded by Erin Kenny, it promotes experiential learning through nature, eliminating traditional classrooms. Kids explore natural surroundings, gaining knowledge on scientific principles naturally. Despite weather challenges, students thrive, exhibiting resilience and enthusiasm. Outdoor schools like Cedarsong face licensure challenges due to unconventional settings. Yet, the outdoor school model grows, with benefits like improved behavior and academic performance backed by emerging research. Parents prioritize play and holistic development over traditional academics in early education.

      Highlights

      • Cedarsong Nature School operates entirely outdoors, providing a nature-immersed learning experience. 🌲
      • Erin Kenny founded the school to combat the trend of children spending less time outdoors. 🌻
      • Learning outdoors helps kids bond with nature while gaining resilience and adaptability. 💪
      • Despite regulatory challenges, the outdoor preschool model is gaining traction across the U.S. 🗺️
      • Emerging research supports outdoor play leading to better behavior and academic outcomes. 📚

      Key Takeaways

      • Nature becomes the classroom at Cedarsong Nature School, fostering natural, experiential learning. 🌿
      • Kids engage with nature, learning crucial concepts like colors, shapes, and environmental processes naturally. 🍃
      • Despite weather challenges, children adapt, showing resilience and enthusiasm for outdoor learning. 🌦️
      • Outdoor preschools face regulatory hurdles as traditional education systems struggle to evolve. 🏫
      • The idea of outdoor schools is spreading nationwide, aligning with parents' preference for play-based, holistic education. 🚀

      Overview

      Cedarsong Nature School offers a distinct educational experience where traditional classrooms are swapped for the great outdoors. Kids here learn through nature, understanding environmental processes like decomposition by observing mushrooms and soil. Concepts usually taught with books and computers are absorbed through hands-on exploration and play, fostering a natural curiosity and love for learning.

        Faced with varying weather conditions, children at Cedarsong learn adaptability and resilience. Rain or shine, the outdoor setup keeps them connected to their environment, thriving without the constraints of walls. This approach stems from Erin Kenny’s mission to reconnect children with nature and address the indoor playtime deficit common in America's youth today.

          Although outdoor preschools like Cedarsong face significant licensing challenges due to their unconventional settings, their popularity is on the rise. Parents and educators recognize the holistic benefits these schools offer—nurturing resilience, creativity, and emotional well-being through unstructured, play-based outdoor learning. This emerging educational trend is reshaping preschool paradigms across the country.

            Chapters

            • 00:00 - 00:30: Introduction to Squirrel Camp and Cedarsong Nature School The chapter introduces Squirrel Camp, a completely outdoor educational program, and Cedarsong Nature School. The scene begins with a greeting and anticipation for the day. Despite appearing as a camp, it functions as a school where children spend all their time outdoors. Erin Kenny, who is both the lead teacher and the founder, is mentioned as the pivotal figure of the Cedarsong Nature School.
            • 00:30 - 01:00: Preschool Without Walls at Cedarsong This chapter discusses an innovative preschool model at Cedarsong, characterized by its unconventional setup with no walls, desks, or computers. The natural environment serves as the classroom, where the tree canopy acts as the ceiling. The educational approach encourages physical activity like barefoot climbing, suggesting a focus on experiential learning rather than traditional academics such as reading, writing, and arithmetic, yet still facilitates knowledge acquisition.
            • 01:00 - 02:00: Learning and Exploration in Nature This chapter discusses the natural learning process that occurs when young children explore nature. It highlights the idea that children, when given the freedom to explore their environment, gain valuable insights into various principles such as gravity, texture, shapes, and colors. This type of experiential learning is compared to elements typically found in a preschool curriculum. An example given involves mushrooms decomposing into soil, illustrating how soil is formed.
            • 02:00 - 03:00: Origins and Purpose of Cedarsong Nature School Cedarsong Nature School was established in 2006 on Vashon Island near Seattle as the first forest kindergarten in the United States. The school was founded by Kenny in response to the growing concern about American children spending less time outdoors, resulting in a weakening connection to the natural world. The program emphasizes outdoor learning and allows children to learn and play at their own pace in nature.
            • 03:00 - 04:00: Weather Adaptation and Parent Experiences The chapter explores the concept of learning outdoors and its benefits, focusing on building a positive and intimate connection with nature. It highlights the adjustments necessary for changing weather conditions, emphasizing the importance of proper attire like coats and fleeces to deal with cold and rainy weather, making a light reference to how chilly conditions can be by mentioning "my lips are turning blue."
            • 04:00 - 05:00: Growth of Outdoor Schools The chapter discusses the growing popularity and benefits of outdoor schools. It notes that children are unaffected by adverse weather conditions when they are properly dressed, allowing them to happily spend long periods in nature. A parent, Tania Zimmer, shares her positive experiences, highlighting that her daughters have never complained about the weather and enjoy attending an outdoor school. The outdoor school experience is credited with building resilience and grit in children.
            • 05:00 - 06:00: Flexibility in Outdoor Learning The chapter discusses the rise of outdoor learning schools, focusing on the emergence of such schools over the past decade since Cedarsong started the trend. These schools have become increasingly popular, with over two dozen now existing in the Greater Seattle Area. An example given is the Fiddleheads Forest School, located within the University of Washington Botanic Gardens. The transcript highlights a dynamic and flexible learning environment, demonstrating the concept's appeal through the school's setting amidst towering cedar trees.
            • 06:00 - 07:00: Challenges and Benefits of Outdoor Schools Teacher Joanna Wright highlights the benefits of outdoor preschool, noting that it allows energetic children to expend energy through physical activity, which helps them return to a focused state and become ready to learn. This approach views a child's need to run and move as a positive aspect rather than a problem, providing a natural outlet for their energy.
            • 07:00 - 08:00: Parental Perspective on Outdoor vs. Traditional Academics Kit Harrington, co-founder of the school, discusses the growing interest in outdoor schools and the slow evolution of the larger educational system in response. Many states do not recognize outdoor schools as legitimate due to the lack of traditional structures (i.e., 'schools without walls'), leading to licensing challenges for institutions like Cedarsong and Fiddleheads. Additionally, these schools face regulatory challenges concerning building codes, limited to features like climbing structures and standing water within specified safety limits.
            • 08:00 - 09:00: Future of Outdoor Education The chapter discusses the future of outdoor education, emphasizing the importance of keeping learning environments free of pests. It highlights the benefits of outdoor play on children's behavior and academic performance. The chapter also mentions intentions to engage in formal research to support the academic credibility of outdoor schooling, using the Puget Sound as a setting for practical learning experiences.

            Changing The Nature Of Preschool Transcription

            • 00:00 - 00:30 HI VICTORIA, SO GOOD TO SEE YOU THIS MORNING! ARE YOU KIDS READY TO WALK IN? YOU LOOK READY TO WALK IN. SQUIRREL CAMP, SQUIRREL CAMP, HEADING UP TO SQUIRREL CAMP. THIS MIGHT SEEM LIKE A DAY AT CAMP. BUT ACTUALLY THIS IS A SCHOOL. IT IS HELD COMPLETELY OUTDOORS, THERE IS NO INDOOR TIME FOR THE CHILDREN. ERIN KENNY IS THE LEAD TEACHER AND FOUNDER OF CEDARSONG NATURE SCHOOL
            • 00:30 - 01:00 A PRESCHOOL WITH NO WALLS, NO DESKS, AND NO COMPUTERS. WHERE THE TREE CANOPY IS THE CEILING. AND CLIMBING BAREFOOT IS NOT JUST ALLOWED, BUT ENCOURAGED. THESE KIDS AREN'T DIVING INTO READING, WRITING AND ARITHMETIC. BUT THAT DOESN'T MEAN THEY AREN'T ACQUIRING KNOWLEDGE. DOES ANYBODY ELSE HAVE ANOTHER IDEA?
            • 01:00 - 01:30 MAYBE THE MUSHROOMS DECOMPOSED TO THE GROUND AND TURNED INTO SOIL. THERE IS GREAT LEARNING TAKING PLACE WITH YOUNG CHILDREN -- THAT'S EXACTLY RIGHT VEDA, THAT'S HOW SOIL IS FORMED. -- WHEN THEY ARE JUST ALLOWED TO EXPLORE NATURE, THEY ARE LEARNING ALL KINDS OF VALUABLE PRINCIPLES ABOUT GRAVITY, AND TEXTURE, AND SHAPES AND COLORS. ALL THE THINGS YOU MIGHT EXPECT TO SEE IN A PRESCHOOL CURRICULUM.
            • 01:30 - 02:00 THEY ARE JUST DOING IT OUTDOORS AND NATURALLY AT THEIR OWN PACE. CEDARSONG OPENED IN 2006, ON VASHON ISLAND, A SHORT FERRY RIDE FROM SEATTLE. IT WAS THE FIRST FOREST KINDERGARTEN IN THE UNITED STATES. KENNY BUILT THE SCHOOL IN RESPONSE TO THE ALARMING TREND SHE WAS SEEING --- AMERICAN CHILDREN SPENDING LESS TIME PLAYING OUTSIDE. AND WHEN KIDS STAY INDOORS, KENNY SAYS THEIR CONNECTION TO THE NATURAL WORLD WITHERS.
            • 02:00 - 02:30 I SEE IT. DO YOU SEE WAY UP THERE? DOES ANYBODY WANT TO LIE ON THE GROUND? LEARNING OUTDOORS IS ONE OF THE BEST WAYS TO CREATE A POSITIVE AND INTIMATE BOND WITH THE NATURAL WORLD. BUT WHAT HAPPENS WHEN THE WEATHER TURNS COLD AND RAINY? WELL, WE PUT ON A COAT IF IT RAINS, AND WE PUT ON A FLEECE WHEN WE GET COLD. MY LIPS ARE TURNING BLUE, RIGHT?
            • 02:30 - 03:00 THE CHILDREN HAVE NO PROBLEM WITH THE WEATHER, NO MATTER WHAT THE WEATHER IS. ONCE CHILDREN ARE APPROPRIATELY DRESSED, THEY CAN SPEND MANY HOURS IN NATURE WITH NO CARES. CEDARSONG PARENT TANIA ZIMMER AGREES. I'VE NEVER REALLY HAD AN ISSUE WITH THEM AND THE WEATHER. THEY'VE NEVER COMPLAINED ABOUT IT ONCE. I THINK IT BUILDS A CERTAIN AMOUNT OF RESILIENCE AND GRIT. ZIMMER SAYS HER TWO DAUGHTERS LOVE GOING TO SCHOOL OUTSIDE. THERE HASN'T BEEN A DAY WHERE THEY HAVE NOT WANTED TO COME TO THE SCHOOL
            • 03:00 - 03:30 OR THEY'VE LEFT IN A BAD MOOD. NOW A DECADE AFTER CEDARSONG STARTED, THE OUTDOOR SCHOOL IDEA IS GROWING -- SIMILAR SCHOOLS HAVE SPROUTED ACROSS THE NATION. IN THE GREATER SEATTLE METROPOLITAN AREA ALONE, THERE ARE NOW MORE THAN TWO DOZEN OUTDOOR SCHOOLS. ONE IS THE FIDDLEHEADS FOREST SCHOOL, NESTLED AMONG THE TOWERING CEDAR TREES OF THE UNIVERSITY OF WASHINGTON BOTANIC GARDENS. DOES ANYBODY ELSE WANT TO RUN AROUND IN THE CLASSROOM BEFORE LUNCH? MINA, DO YOU WANT TO GO TOO?
            • 03:30 - 04:00 ARIA, YOU WANT TO GO TOO? LET'S GET OUT SOME OF OUR ENERGY. TEACHER JOANNA WRIGHT SAYS SHE NOTICED AN INHERENT BENEFIT TO OUTDOOR PRESCHOOL. IF A CHILD HAS A LOT OF ENERGY AND NEEDS TO RUN, THAT'S NOT INHERENTLY A PROBLEM. SO THEY ARE ABLE TO GET THAT ENERGY OUT AND COME BACK TO A MORE FOCUSED AND READY TO LEARN STATE.
            • 04:00 - 04:30 KIT HARRINGTON CO-FOUNDED THE SCHOOL. SHE SAYS WHILE INTEREST IN OUTDOOR SCHOOLS HAS GROWN, THE LARGER EDUCATIONAL SYSTEM ISN'T EVOLVING AS QUICKLY. MANY STATES SAY A SCHOOL WITHOUT WALLS IS NOT A SCHOOL. AND THAT'S WHY NEITHER CEDARSONG NOR FIDDLEHEADS ARE LICENSED. THERE ARE ELEMENTS THAT PERTAIN TO BUILDING CODES FOR EXAMPLE AND WE DON'T HAVE ANY BUILDING. YOU CAN'T HAVE CLIMBING STRUCTURES THAT ARE MORE THAN 6-INCHES OFF THE GROUND, YOU CAN'T HAVE STANDING WATER THAT IS MORE THAN 2-INCHES.
            • 04:30 - 05:00 KEEP THE AREA FREE OF RODENTS AND OTHER INSECTS FOR EXAMPLE, WHICH IS A VERY IMPORTANT PART OF OUR CURRICULUM. LOOK AT MY PRAYING MANTIS. A GROWING BODY OF RESEARCH SHOWS OUTDOOR PLAY LEADS TO BETTER BEHAVIOR AND ACADEMIC PERFORMANCE. HARRINGTON SAYS THEY PLAN TO PARTICIPATE IN FORMAL RESEARCH TO HELP BUILD A CASE FOR THE ACADEMIC RIGOR OF OUTDOOR SCHOOLS. IT'S THE WHOLE OCEAN OF PUGET SOUND!
            • 05:00 - 05:30 FOR PARENT ASHLEY SAMPSON, IT'S NOT ABOUT THE ACADEMICS. FOR ME I FEEL LIKE, IT IS MORE IMPORTANT THAT MY 4-YEAR-OLD GETS THE MOST OPPORTUNITIES TO PLAY. ONCE THEY GET INTO SCHOOL THEY DON'T HAVE AS MUCH PLAY TIME AND THAT'S SORT OF GONE FOREVER, FOR THE REST OF THEIR ACADEMIC LIVES. FOR NOW FORMAL ACADEMIC LEARNING STILL HAPPENS INDOORS, AT DESKS AND IN FRONT OF COMPUTERS. BUT AS MORE STUDENTS ATTEND SCHOOL OUTDOORS,
            • 05:30 - 06:00 WHO KNOWS HOW FAR THE IDEA WILL SPREAD.