The importance of play to a young child’s development and learning is a recurrent theme on my blog. Equally so is the recognition of parents as their child’s first and most important teachers. Alongside this is my acknowledgement of the contribution made by my children to my own learning, especially to my understanding of how children learn.
Although I was often reminded that I had declared, “I’ll teach him,” when a younger brother was born, I had never given a great deal of thought to the teacher-role of siblings. How much that had to do with the reminders of my promise only coming when “naughty” things were occurring, I’m not sure.
Whatever the reason for my lack of consideration, I was quite delighted when I came across the post Siblings are a young child’s most influential teacher by Deborah Stewart on Teach Preschool. In this lovely post Deborah provides a wonderful list of lessons learned from siblings, and supports it with beautiful photographic evidence of her three gorgeous grandchildren.
Included in her list are things like learning to:
be imaginative
trust
be brave
try new things
be kind
laugh, and
love.
I have a large number of siblings from whom I’m sure I learned many things. As my younger brother could testify, probably not all of them were good. Deborah’s post challenged me to think about what those lessons might have been.
Here are some of the (better) ones I thought of, that weren’t on Deborah’s list:
to share, to take turns, and to wait (unless there’s only a few more cookies or lollies on the plate, then you’d better get in quickly before someone else does!)
that you can’t always be first or win, and
that the world doesn’t revolve around you
to make our own fun by creating our own games
to get along with children of all ages
to play without the constant participation or supervision of adults
to look out for and look after each other
to plan together
to forgive and get on with it
that a combined effort was more likely to get us an ice cream from the ice cream van than a succession of individual appeals.
This week at the Carrot RanchCharli Mills is talking about anxiety, panic attacks and agoraphobia.
The following statements taken from the Mayo Clinic website explain agoraphobia as:
“a type of anxiety disorder in which you fear and often avoid places or situations that might cause you to panic and make you feel trapped, helpless or embarrassed.”
“The anxiety is caused by fear that there’s no easy way to escape or seek help if intense anxiety develops.”
“Most people who have agoraphobia develop it after having one or more panic attacks, causing them to fear another attack and avoid the place where it occurred.”
“Agoraphobia treatment can be challenging because it usually means confronting your fears.”
Sometimes, as Charli says, we can face our fears head on and defeat them with the choices we make. Other times we may need support to help us overcome them. Sometimes therapy and medication may be needed to help those suffering the debilitating effects of anxiety. I will not be discussing those paths in this post. Nor am I going to talk about the anxieties of children with Asperger’s or Autism. There are others who do a much better job of it and are much more knowledgeable than I, such as Sherri Matthews and Shawna Ainslie.
However, it is not uncommon for a child to occasionally feel anxious and stressed by situations that occur at school. The incidence increases when children are placed in situations that are inappropriate to their development and don’t respect their needs. Sometimes the anxiety and stress is manageable and alleviated by more appropriate circumstances outside of the school environment. But sometimes the distress to the child and family can increase to a level at which more help and support is required.
A school environment more suited to children’s needs would reduce the number of anxious and stressed students, parents, and teachers. Creating a nurturing and supportive school environment requires a firm understanding of child development and a belief in their ability to learn. It also requires that children are respected and appreciated for who they are, and that they receive timely and appropriate feedback, encouragement, and support.
In recent posts I have mentioned the importance of play, and of time spent in, and learning outdoors, in nature. In his book Last Child in the Woods, Richard Louv espouses the importance of nature to the development of healthy children, as well as to the physical health and well-being of adults. Perhaps more time in nature would provide the calm that is needed to combat the hustle and bustle of modern life and pressures of formal, test-driven classrooms.
In fact, it is not just “perhaps”. In his article The School of Nature Louv provides evidence of benefits to learning that nature-based and place-based education can bring. He says, “greening schools may be one of the most cost-effective ways to raise student test scores.”
David Orr agrees. In his book Earth in Mind: On Education, Environment and the Human Prospect, he also stresses the importance of learning about, from, and in nature. He says, that, “all education is environmental education. By what is included or excluded we teach students that they are part of or apart from the natural world.”
It is easy to talk about the failings of the school system and suggest ways it could be improved. It is more difficult to make the desired changes happen. While the majority of teachers work hard to create warm, supportive, nurturing environments for children, there are many situations over which they have no control. It is important then to have strategies for dealing with anxiety and stress if they occur.
I recently came across a book that may be useful if your child tends towards anxiety. Stress Can Really Get on Your Nerves aims to provide children with strategies for coping with stress. Written by Trevor Romain and Elizabeth Verdick, it is published by free spirit Publishing as one of a series aimed at helping 8 – 13 year-olds “get through life rough spots”. With Trevor’s fun, cartoon-like illustrations on every page, the book promises to turn stressed out kids into “panic mechanics” with a toolkit of suggestions for reducing their own stress levels. I’d have to say, they’re not bad strategies for anyone’s toolkit.
I think time outdoors, breathing the fresh air, and enjoying the natural world is a great antidote to stress. I may no longer gambol in the grass, but I can sit in stillness and quiet, appreciating the beauty around me as I unplug from technology and reconnect by grounding myself in nature. I’m not sure how that works for agoraphobics with a fear of open places though. Perhaps having more time in nature as a child and learning techniques for coping with anxiety and stress could work as a preventative. But it’s only a thought. I am no expert.
This brings me back to Charli Mills and her flash fiction prompt to In 99 words (no more, no less) write a response to an agoraphobic moment. I have used the Mayo Clinic’s broader interpretation rather than the “narrow” definition of “fear of open spaces”. (I’d rather not be fenced in!) I hope my story portrays a recognisable response that could occur in a variety of circumstances. Please let me know what situation you think of as you read, and whether you consider my attempt successful.
Confrontation
She could hardly manage to chew, let alone swallow, the morsel of cereal occupying her mouth.
Her vacant stare and stifled moans alerted him.
“Are you okay?”
“I’m trying,” she mumbled, and squeezed her hands between her quivering knees.
“You’ll be fine. You haven’t had an attack for months. And, you’re prepared.”
“I know.” She pressed her arms against her gurgling belly. “But …”
He waited.
Finally, she looked at him. “But …”
He sponged her clammy forehead.
She looked away. “What if they don’t like me?”
“They won’t like you. They’ll love you. Come on. I’ll take you.”
What did you think of as you read? I wrote the piece about young teacher about to meet her first class. Did you pick it?
While anxiety about school is more commonly thought of as presenting in children, it is not uncommon for teachers to suffer from school anxiety as well. We accept that teaching is a stressful role, but for some it can also cause anxiety.
I think there are few who are immune from anxiety. We need to be more open in talking about mental health in general. Recognition, acknowledgment and supportive discussion are important factors in helping to overcome the effects of anxiety.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
Today I wish to share another post and another new book about the importance of play. This book by Kristi Mraz, Alison Porcelli, and Cheryl Tyler is called Purposeful Play with the tagline Igniting Deep and Joyful Learning Across the Day. (Hint: Click on Kristi’s post here for a chance to win a copy of the book. Read more about the book here to download the first chapter free!)
These three teachers begin by stating that all play is purposeful and explain ways of honouring children and their play throughout the day in early childhood classrooms. This book is full of practical ideas for teachers who want to incorporate more play to foster children’s learning and maintain their enthusiasm for and enjoyment of it.
If you wish to make your teaching day more playful, either of these books will provide ideas to get you started.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
I am so excited to share that in a week or so my new book (with Alison Porcelli and Cheryl Tyler- play gurus and authors of this handy book on choice time) about PLAY will descend upon this fine earth!!!! Now, listen, there is nothing I like to do more in advance of a new book coming out then have imaginary conversations of excitement and anxiety in my head. As a matter of fact, if you wake up at 3 AM to go to the bathroom, please rest assured that I am staring at my ceiling trying to execute everything I learned while writing A Mindset for Learning.
So, in the hopes of getting the word out about the book, and also maybe stop communing with my ceiling in the wee hours of the morning, I thought it might be nice to put out a post that conquers some of the…
Play is essential to learning, and creating an environment which allows for play while nurturing children’s learning and development is as important as creating an environment that nourishes and encourages the growth of plants in a garden. The link between the two was first recognised by Froebel in the early 19th century when he coined the term “kindergarten” which translates to “garden for children” (kinder meaning childand gartenmeaning garden), and created the first educational toys.
Froebel’s kindergartens were the first “formal” education for young children and his work greatly influenced that of other educators such as Maria Montessoriand Rudolf Steiner. His beliefs, for example that children have both unique needs and capabilities are still influential today. He believed in the importance of play and some of his toys were favourites of people such as Buckminster Fuller and Albert Einstein.
I have touched on the topics of play, creativity and children’s uniqueness in previous posts. A respectful, encouraging, nurturing and stimulating environment underpins all that I value in education; as does a belief in the power of play to develop understandings of self, of others and relationships, of the world and how things work, and to inspire thoughts of what could be, to imagine possibilities never before imagined.
While Froebel’s beliefs, and those of his followers, are still valid, sadly they are often disregarded by those who wield the power in education, who dictate otherwise.
In a previous post I shared an article by Paul Thomas who attributed his readiness to learn at school to the richness of his home environment. He also decried the formal tedium of school lessons which contribute much to curbing a child’s enthusiasm for learning. Paul is not alone in his views. There are many teachers who agree with him, myself included, as I have shared many times before, including here and here.
I am not the only early childhood teacher to be saddened and appalled by the formal approach that has been enforced upon teachers, replacing play-based approaches in classrooms for children as young as four. With the administration of standardised tests and the publication of graded results, children are labelled successes or failures before they have had a chance to develop. Those children from privileged backgrounds, as described by Thomas in Formal Schooling and the Death of Literacy will be immediately successful. Those from less advantaged backgrounds will be labelled failures. Unfortunately, the labels are often reinforced with little chance of replacement.
I am always gladdened when I hear another expounding the benefits of play and the importance of child-centred approaches to learning and teaching. I hope that when enough voices unite in this important message, the tide will start to turn, and those with the power to make changes will do so in favour of children.
This week I read another article stressing the importance of play for young children. The article, written by Susan Gonzalez for Yale News, introduces a recently published book by Erika ChristakisThe Importance of Being Little. I have not yet read the book, but I know that I will agree wholeheartedly with its content. The title itself tells me the value of its message.
In words reminiscent of my poem “Education is” Christakis says that “schooling and learning are often two different things.” Here is just a sprinkling of her thoughts reported in the article.
children are capable and powerful but our expectations are often mismatched
we ask too much of children pragmatically but not enough cognitively
there is too much teacher-direction and not enough time for play in many preschool classrooms
teachers need to take the time to listen to children’s stories, to laugh with them, to get down on the floor, at their eye level, and figure out what makes them tick … (through) … respectful observation
childhood pedagogy should be based on ideas, not on the repetition of simple skills
respect for early childhood as a life stage worthy in its own right and not merely as a training ground for an adult future
These are ideas I have oft repeated here on my blog. Please read the article in full and, if you are as inspired as I am, read the recently published book The Importance of Being Little. I’d love to know what you think.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
Paul Thomas in this post describes the literate home environment of his early childhood days, an environment that created his advantage, his privilege in becoming literate.
He also describes the tedium of school days that had to be endured rather than enjoyed, and decries the cult of measuring and labeling texts and students that “murders literacy among our students“.
He goes on to say that “The very best and most effective literacy instruction requires no textbooks, no programs, and no punitive reading policies. Literacy is an ever-evolving human facility; it grows from reading, being read to, and writing—all by choice, with passion, and in the presence of others more dexterous than you are.”
I couldn’t agree more.
If you enjoy this post by Paul, check out this follow-up post Everyone Learns to Read by Direct Instructionon his blog the becoming radical. You may find many other posts of interest as well.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
My privilege is easily identified in my being white and male, but it is the story of my life that better reveals my enormous privilege established by my mother when I was a child.
I entered formal schooling with such a relatively high level of literacy and numeracy that from those first days I was labeled “smart”—a misnomer for that privilege.
From Green Eggs and Ham to Hop on Pop, from canasta to spades, from Chinese checkers to Scrabble—games with my mother and often my father were my schooling until I entered first grade. And none of that ever seemed to be a chore, and none of that involved worksheets, reading levels, or tests.
Formal schooling was always easy for me because of those roots, but formal schooling was also often tedious and so much that had to be tolerated to do the things I truly enjoyed—such as collecting, reading…
I have never been physically adventurous; never dived off a high cliff, surfed a rolling wave or bungeed into an abyss; I don’t like heights and get no thrill from the thought of a roller-coaster ride. I don’t believe it’s fear that holds me back. It’s lack of interest and opportunity: I never sought it and it never sought me.
When I was very little I earned the nickname “Possum” because, apparently, I was a climber and constantly getting into mischief. I soon had that knocked out of me by a combination of physical and verbal admonitions. Perhaps this contributed to my dislike of heights, but I think my disinclination for the adrenalin rush of physical activities was inborn.
Fear probably does contribute to my reluctance to participate in other height related activities such as parasailing, hang gliding, gliding and hot air ballooning. Each of these does have a certain amount of appeal and I think I would love the experience, if I was brave enough to take the leap. One day perhaps.
Not only were my explorations through climbing curtailed, I was also discouraged from conducting my own investigations and from asking questions. While my parents encouraged reading through library membership and giving books as gifts, my father was often heard to say, “What you don’t know won’t do you any harm.” Though I read avidly, self-selected material was almost exclusively fiction. Non-fiction was the realm of textbooks set for study in boring school subjects with enforced memorisation for regurgitation in exams and then promptly forgotten.
Fortunately, I gained some sense of the limitations of my own experiences and thinking and endeavoured to avoid limiting my own children in similar ways. Only they will be able to say how much their experiences and learning were restricted. Neither is into extreme physical challenges and I certainly didn’t provide them with opportunities that may have encouraged such activities. However, I did encourage them to be curious, to ask questions and to investigate. I closed the door on thinking that revered ignorance and opened the one for adventures into learning.
It is important for parents and teachers to realise the impact of their attitudes, expressed and otherwise, on the developing attitudes of their children. There is a lovely poem Children Learn What They Liveby Dorothy Law Noltethat expresses it rather well.
Below is a list of a few further ingredients that I consider essential for maintaining the fun and adventure in learning throughout life. I’m sure you will think of many more.
Children learn best when they have time to:
play,
choose,
grow and develop,
think,
problem solve,
make many attempts,
develop independence,
create,
be,
question,
wonder,
imagine,
explore, and
discover
in an environment of respect and encouragement that is unhurried and non-competitive.
While I often say that children are born scientists, constantly exploring the world and conducting experiments to find out what works, we can sometimes take their discoveries for granted as their investigations confirm for them something it seems that we have always known; for example, that something dropped will fall. However, any question that a child asks can be a springboard into further learning. It is the questions asked that have driven science discoveries and understandings: questioning, wondering and imagining.
As she reached for the unicorn-shaped balloon the man smiled and winked. She hesitated, accepted the balloon, and pushed back through the small audience. Something made her turn. The bystanders, the man, and the balloons were gone. Puzzled, she scanned the crowd for her mum. A sudden gust puffed out her skirt and, as she clutched the unicorn, lifted her high and away: across the city, over the fields, beyond the horizon; and back. She gazed at the patchwork unfolding: beautiful, connected, serene; and recognised herself a part. As she descended all was as before. Only she had changed.
And if you are wondering about a unicorn-shaped balloon, it is possible:
Thank you for reading. I appreciate your feedback. Please share your thoughts.
There’s an event worth celebrating at the Carrot Ranch this week. Two years after posting her first prompt encouraging writers to hone their writing skills by joining the 99-word flash fiction posse, Charli Mills has posted her 99th.
I’m proud to say that I’ve been there since the first, riding the range of story prompts with others who have gathered around the campfire to share stories, wise words and writing tips in response to the nurturing offered by Charli’s warm, honest and generous spirit. It is she who is the hub around which has formed a community that is welcoming, supportive and encouraging. She is the one who keeps the wheels turning, the imaginations stirring and the words flowing.
I take this opportunity to congratulate Charli on her initiative. In this recent post she restates that “the original intent ofCarrot Ranch as of March 5, 2014 was to create a bully-free zone where writers could learn to access creativity through problem solving (the constraint); write from a unique perspective (diversity); read and discuss the process or prompt (engagement).” There is no question that she has achieved that and more. I have met many wonderful writers, bloggers and friends through my visits to the Carrot Ranch. If you are not yet a visitor, I suggest you pop on over. You’ll be warmly welcomed.
Recently I received as a gift a book called “One: How many people does it take to make a difference?” The book is filled with many wonderful quotes, stories and suggestions; too many to share, in one post anyway. I decided to open the book to a random page and share what I found. This is it:
“If someone listens, or stretches out a hand, or whispers a kind word of encouragement, or attempts to understand, extraordinary things begin to happen.” Loretta Gizartis
That’s a pretty powerful quote. The effects of Charli’s “just one” contributions are easy to see. The quote is equally applicable to teachers and the effects that they may have upon the lives of others.
It is lovely when teachers are publicly (or privately) acknowledged for the positive influence they have had upon a life. Charli did this recently when she acknowledged a high school teacher who had encouraged her to achieve more than she thought she could.
“Thanks to Mr Tahta, I became a professor of Mathematics at Cambridge, in a position once held by Issac Newton. I have spent my life attempting to unlock the mysteries of the universe. When each of us thinks about what we can do in life, chances are we can do it because of a teacher.”
Even teachers need mentors and many can name one who has made a difference to their lives. As if in response to Charli’s challenge, this week Vicki Davis, the Cool Cat Teacher, nominated “just one” personal mentor who had taught her the most about teaching. Of Maryfriend Carter, Vicki says,
“I’m grateful for her mentorship and encouragement in my life. She changed my thinking about teaching as she taught me about teaching. She single-handedly convinced me that testing doesn’t work and what does.”
But not all who teach the most important lessons in life are “professional” teachers. There is a great saying that goes something like, “When the student is ready the teacher appears.” I often say that my own children have been my best teachers. But I have also been inspired by other wonderful teachers too. I have mentioned many of them in previous posts including here, here and here.
However, my response to Charli’s flash fiction challenge aims to demonstrate that even the smallest, seemingly inconsequential, action can have a powerful effect upon the life of another. Sometimes we learn of the effects, sometimes we don’t; but when we do, the effect can be magnified. I hope it works.
The Power of One
Only much later, through a chance meeting with mutual friends, did she discover her power of one.
“I know you,” said the other, pointing her cake fork. “You’re the one.”
The old fear gripped, twisting tight. Her cake lost its appeal.
“Which one?” another asked.
“In the foyer. On the first day. You spoke to me.”
“Oh,” she reddened, shrinking to nothingness inside.
“I was so nervous. You made me feel welcome, at ease. I’ve been wanting to thank you.”
“Oh,” she lifted her fork, smiling. “You’re welcome.”
“If only you knew,” she thought. “I did it for me.”
Thank you for reading. I appreciate your feedback. Please share your thoughts.
The Gruffalo is as fearsome as any monster you are likely to meet with its “terrible tusks, and terrible claws, And terrible teeth in his terrible jaws”; “a poisonous wart at the end of his nose” and “purple prickles all over his back”. The quick witted mouse, who imagines the Gruffalo into storybook “reality”, must find a way of ridding himself of the monster’s inherent danger and once again uses his ingenuity to escape.
I’m not sure if it was Donaldson’s intention, but I think this is a great analogy for the monsters we create for ourselves such as self-doubt, unrealistic expectations, and (you can add your own monster here). Not that I’d be sharing that thought with young children.
In this video Axel Scheffler explains his concept of the Gruffalo and even hints, a couple of times, that he too may be troubled by that all too common of personal monsters, self-doubt.
Throughout The Monster at the end of this BookGrover, from Sesame Street, pleads with the reader to not turn the page as there is a monster at the end of the book. You could almost say he is immobilised by this fear, or that he tries to immobilise the reader. Of course it is a lot of fun and provides much laughter. When we (reader and Grover) do get to the end of the book, he is rather embarrassed to find that he, “lovable, furry, old Grover” is the Monster. He tries to assure us that we, and not he, were the scared ones.
Of course Grover wasn’t the monster only at the end of the book. He was always the “lovable, furry” harmless monster. It was his fear that was the real monster. How often are we immobilised by our fear, and how often when we take that jump despite it, do we find our fears to be groundless? Sometimes I think, or is it only me, we are our own worst monsters setting ourselves impossible targets with too-high expectations that lead us only to disappointment if we don’t achieve them.
But if we view ourselves as works in progress, in the process of working out where we want to be and how to get there, we can find contentment in what we achieve along the way, in where we are and how far we have come, rather than ignoring those milestones and looking only at how much further we must (in our own minds) go.
It is all too easy to contribute to the development of children’s personal monsters by doing to them what we do to ourselves: setting unrealistic targets, expecting too much, insisting on error-free work, measuring them against external benchmarks … To avoid this, we need to view them also as works in progress and encourage them, through a growth mindset, to reach their own milestones and goals in the time that is right for them.
Like the mindset of the mouse in The Gruffalo who was able to think on his feet and overcome the obstacles, or that of Grover who realised there was really nothing to be worried about at all.
We need to be not afraid of the monsters under the bed or in the cupboard, most of which we have created in our imaginations and stuffed there, sometimes with the assistance of others, allowing them to multiply like wire coat hangers until there is no room left for anything good. I have taken the theme of internal monsters for my response to Charli’s challenge.
Open, close them, open anew
The picture was clear. Taken with wide open shutters and long exposure, then developed in black and white for extra clarity, the result was undeniable and exactly what would be expected.
“You’ll never amount to anything.”
“That’s rubbish.”
“Pathetic.”
“You’re always the troublemaker.”
“Because I said.”
“Shut up!”
“Stop asking questions.”
An existence devoid of value was drilled with reminders hurled unrelentingly from birth. Well-schooled in self-loathing, the lessons were regurgitated without effort or question. The monsters without had created the monster within. How could one escape from what was recognised only as truth?
And now for something a little lighter:
The Monster Mash
Thank you for reading. I appreciate your feedback. Please share your thoughts.
For the past few years I have been preparing early childhood teaching resources for a website that I hoped would be up and running by now. Unfortunately, there have been some delays with the developer. In the meantime, I thought I’d share a resource with an Easter theme to give you a free taste test. This will be of interest mainly to early childhood teachers or parents of young children. Everyone else is excused.
The resource, called “Easter Delivery”, is a story about twin bilbies, Benny and Belinda, who get to deliver eggs to the families of some friends for the first time. It incorporates addition conceptsand is suitable for use with the whole class on the interactive white board.
The story involves the children in helping Benny and Belinda work out how many eggs they need to deliver to each family and the combination of packs they could choose. The maths concepts are probably most suitable to year one students but teachers may use their discretion about how much maths to include.
Included is an information sheet about the resource and three printable follow-up activities:
Benny and Belinda’s Easter Activity – children record the number of people in their own family and draw and calculate the number of eggs Benny and Belinda would deliver
A Happy Easter Card from the Bilbies– a card with a picture to colour and blank inside for children’s own messages
The Bilbies’ Easter Colouring Page
The resource is available clicking on the image until Thursday 24 March 2016. Hopefully it will be available on my website for Easter 2017!
Yes. It is a bit of shameless promotion but it is also a gift for you to use if you would like to in the lead-up to Easter. The resource is not downloadable, but I am happy for the link to be shared with your early childhood teaching friends and colleagues. While it is not a requirement of use, I’d really appreciate some feedback. Please use the poll or share your thoughts in the comment box below.
Thank you for reading. I do appreciate your feedback. Please share your thoughts.
In last week’s post I shared information about research projects students could become involved in to be scientists in real life. Some of the projects such as Project BudBurst and BudBurst Buddies encourage junior scientists to observe and record changes in plants throughout the changing seasons. Many commenting on the post agreed that projects such as these would make the learning of science come alive. Pauline King the Contented Crafter even commented that she may have to reconsider her opinion of schools if children were involved in projects such as these.
Shortly after posting I read an article on Co.Exist describing a preschool that doubles as urban farm where “Kids learn among the plants and animals in this design for a radically different education environment.” A bit like my concept of an early learning caravan, the school does not actually exist. The design was entered into and won an architecture competition. It is an interesting concept and I especially like the suggestion that children spend more time learning about nature through experiencing it in wild spaces in the outdoors rather than only through classroom activities and books, both of which do have their role.
I have previously shared the wonderful books of Jeannie Baker which have strong environmental themes encouraging children to care for nature and appreciate the natural wonders and beauty of the world around them.
This morning, thanks to a recommendation from Sarah Brentyn who blogs at Lemon Shark,I received another lovely book in the post that will sit among my favourites. The Curious Gardenby Peter Brown tells the story of how a curious boy helps transform a city from a drab grey concrete jungle to a one filled with gardens and gardeners. The story affirms the belief that the actions of one person can make a difference.
I am currently listening to Earth in Mind: On Education, Environment and the Human Prospect, an interesting and thought-provoking book by environmentalist David W. Orrwho challenges the focus of schools and advocates for learning outdoors in the natural environment. He may approve of the preschool farm, but he’d probably be more in favour of a forest preschool.
This, however, is only a small part of his position and I do not wish to misrepresent it. In an article, which reads like a chapter from the book, Orr describes “Six myths about the foundations of modern education, and six new principles to replace them”. The part of me that strives towards meliorism is seriously challenged by the picture Orr paints. The picture books, stories, and research projects are fine; but there’s much more to be done if we want to do more than simply wish for a greener future.
I agree with Orr wholeheartedly that education for, with and through the environment is essential; and that many of our problems are caused by miseducation. However, I had not thought about education in the way that Orr explains. I think I’ll be sharing more of his work in future posts.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
In last week’s post I shared information about 
Norah Colvin 