“When one thinks about revolution in this 21st century, childcare and parenting may not be among the first things that come to mind. However, they are the two most powerful areas of work with the potential to affect real change in the world.”
Life is the Curriculum/ Cynthia Aldinger/ 2015 LifeWays of North America
Sense of belonging.
Ample time outdoors.
Respecting children as capable.
The adult as curriculum acknowledges the truth that children learn about life through the adults in their world. Not what we say, rather what we do, and how we do it. And yes, also the words we use and the quality and gestures we give to them. Through our essential selves we strive to be a lively representative of the good, to bring authenticity (a striving to be our best selves - different than perfection), dedicating ourselves to bring something worthy of imitation for the child. This means we must keep joy at the forefront of our work with the child, intentionality to the work we do in front of and with them, an openness, a willingness to learn, to make mistakes, to forgive(self and others), to be patient, to be present, to slow down, to relish quiet moments, to wonder, to not have all the answers, to recognize what is essential. This things we must demonstrate consistently to receive the child’s trust and esteem. A warm, present adult provides an experience of resiliency, strength and courage for the child to mimic. Through this the adult brings the experience of hope to the child for a strong foundation and promising future. We endeavor to understand how our ‘being’ effects the children entrusted to us. How we speak, how we move, the clarity in our thoughts and intentions , and our attitudes impact the growing child in profound ways not yet readily visible to us in the present moment. Additionally modeled to the children are the adult relationships within each formed community, and the culture created and living in each child’s respective home. The fact of the matter is, the child lives in the experience of the adults who are taking care of the daily natural tasks at hand. We are the governors they are entrusted to and we must lead with integrity, humility and compassion. The adult as curriculum sows the seed for empathy in the young child.
Our central task of education is to cultivate in each child a sense of identity and a profound sense of purpose. When the child encounters this they acquire a genuine connection to the world. This sense of belonging made in childhood remains a resource to call upon throughout all of life. At The Little Birch Tree Nest we are committed to this task and seek to nurture a lifelong interest for life and learning. A sense of joy and well being can be experienced when the child learns to care for themselves, those around them, and their environment.
The environment as curriculum brings to mind a quote by Rudolf Steiner: “All human inquiry proceed from wonder.” The environment created for the children is akin to a garden that peaks their curiosity, nourishes their imagination, provides beauty, exudes warmth, provides protection, and prompts one to desire to look after and to be the caretaker of. The home environment at the Little Birch Tree Nest is intentionally created to bring the simplicity and cleanliness of the elements mentioned above, in an effort to encompass the child in a peaceful environment while simultaneously bringing a sense of duty. In this way the child has the ability to replicate this for themselves and others throughout their life span. Our well organized space invites the children to move around as freely as possible. You will notice there are minimal toys, and there are a variety of intentional open ended play materials designed for the child’s imagination and need for simplicity. Additionally, the children spend a good portion of their day outdoors, this insures the children experience the necessary healthy stimuli their bodily senses require to develop balance and agility in coordination with speech. This refers to proprioception and vestibular development. Moving their bodies through space in order to learn to feel at home within their own growing bodies is a crucial and fundamental piece of healthy child development. The intellect begins in the body first, informing the brain and giving the necessary feedback. This is where the brain body connection is wired and how optimal intellectual development occurs, laying the groundwork for all future cognitive capacities. The environment is intentionally media free. This element is based on sound, scientific information regarding a child’s exposure to media in the early years. This is sound practice and offers the best environment for the young child. Lastly, our home is strategically close to nature and trails for the children’s exploration through adult guided educational adventures. Connection to place is a critical element of human development. The children become intimate with a place through cumulative experiences in nature through the changing of the seasons. Hence, The Little Birch Tree Nest’s curriculum is year round.
“Only a person who as found their own individual identity can stand firmly on their own two feet and not be disorientated and knocked off balance by life’s storms. A person who has gained this inner sense of knowing who they are can then transform this natural and healthy self-centeredness into a true altruism later in life in the service of others without loss of their identity.”
Our Philosophy
The Little Birch Tree Nest’s approach to curriculum is an alternative method to Early Childhood Education and is based upon sustainable practices that children thrive upon. This innovative relationship-based care for the young child takes into account a holistic view of the child; a developmental approach to the physical, cognitive, emotional and spiritual aspects of the child. We believe when these facets are recognized and valued the child’s learning is integrated, providing the foundation for a balanced person to evolve. We hold a consistent rhythm and routine, while creating flexibility to provide a warm and supportive environment. We believe self-discipline is the pathway to optimal learning, and is the key to open the door into each child’s full potential. We also hold true to the idea that, learning to be responsible while being emotionally responsive initially takes root in the child through co-regulation (the doing with and alongside the adults being mirrored), and is a necessary component of being of service to greater mankind.
The main approach to the curriculum practiced is based upon real life experiences that bring purpose, joy and self-discipline. A home environment is the most appropriate and thus suitable model for the young child. The main pillars of ‘life’ as the curriculum are: practical activities, nurturing care, creative exploration, and social awareness. The day to day responsibilities of keeping a home and caring for oneself and one another provide meaningful work (play) for the young child to be engaged with. This allows experiences in mastery, autonomy and collaboration throughout the child’s unfolding day. Practical, domestic activities build the formation of strong, healthy habits for life. The relationships formed here are akin to a second or extended family and allow for the discovery of social and emotional intelligence. Within this natural setting the child, the adults, and the environment become the curriculum. Real-life experiences provide the substance for the child’s emerging whole being, for expression of their burgeoning, unique sense of identity, and for a meaningful, deep connection to people and place.
Childhood is a sacred time and requires slowing down, room to ponder in quiet reflection, uninterrupted play, and meaningful work. We affirm the child as curriculum by providing adequate space and time for self discovery and by placing emphasis upon collaboration and cohesiveness within our small family style setting. This intentionally held community evolves throughout the seasons of the year, forming a sense of connection. The mixed age group of 2 - 6 years has tremendous social value. The children learn to appreciate each person’s unique gifts and learn to support one another’s weaknesses. The wide range of ability requires flexibility and adaptability on the part of each individual and the community as a whole, resulting in the recognition and celebration of each person’s unique being. The importance of the young child’s experience being an integral part of the whole should not be underestimated and is a critical element of becoming human. We are highly social creatures hard-wired for connection.
“Wonder felt in childhood towards nature can become the deepest sense of thoughtful responsibility in adulthood.”
- Waldorf Education/Clouder & Rawson 2003 Floris Books.
Children’s innate thirst for knowledge and independence are nurtured through meaningful work in the home, artistic endeavors, ample time and space for free play, and exploration in nature. Play is the highest expression of human development as stated by Friedrich Frobel, Kindergarten pioneer. Children require simplicity and beauty, and the primary way of connecting with them is through joy, movement and music, imagination, warmth (physical and soulful), humor, and nourishing meals. These things speak to the child’s native language. Great care is given to the child’s physical needs in harmony with their spiritual needs in an effort to provide warmth. The daily rhythm is built around the child’s need for nourishing food and sleep. The young child flourishes in polarities of rhythm. The flow of the different days of the week are designed with this in mind. The children are guided between alternating focused work and free play- in and out breaths of held activities and free play. The child’s innate musicality is met through songs, stories, and games immersed throughout the rhythm of their days. The child’s need for creativity through artistic expression is met through painting, molding, and other forms of creating art within the context of our evolving seasonal/festival life. The need for movement is nurtured through plenty of time in nature, domestic activities, and guided movement during daily circle. Communication is grown through being immersed in a literature rich environment, and natural conversation. In this way the child’s imagination and curiosity are honored and exercised throughout the course of their days at The Little Birch Tree Nest and hence inform the curriculum.