THE WOODLAND PHILOSOPHY
THE WOODLAND PHILOSOPHY
Woodland Discovery is a non-profit (501c3) corporation whose express purpose is to provide outdoor learning activities for children of all ages.
In the book, “Last Child in the Woods,” Richard Louv coined the phrase “Nature Deficit Disorder” for this generation of children who are disconnected from the natural world. The reasons are many: electronic media, crime and safety concerns, lack of information and experience in the out of doors, and over scheduled children and parents.
Research continues to suggest that nature deficit is associated with childhood obesity, diabetes, behavior disorders, short attention span, sensory disorders, stress, anxiety, depression, and aggression. On the positive side, research also suggests that experience in the outdoor world improves cognitive development, creativity, attention span, academic achievement, and gives them an increased sense of well-being, place, and community.
Based on this research, Woodland Discovery noted several ways to improve children’s programs. The most notable is to increase time for gross motor activities and exploration in a nature-rich environment. Research shows that exploratory and creative activity that children initiate themselves is the primary way they develop concepts and understanding about their world. Play helps children develop the skills necessary for critical thinking, leadership, and problem-solving. A program that includes this free play concept in an outdoor setting is commonly termed “Nature Play"
Lastly, as adults, we are often inclined to tell children when, what, and how to do everything. If children do not practice using some thought processes, how will they ever learn to think without us? Exploration, assessing risk, learning to negotiate and solve conflicts are all basic skills that children need to sort out and practice. Research shows that children who play in the natural world experience more happiness, more social cooperation, and less bullying.
Engaged and experienced teachers know age appropriate skills in areas of self reliance, social, emotional, language, fine/gross motor, and reading/math readiness. They can then meet individual needs by observing, modeling, nurturing, evaluating, and adjusting the environment. In the process of exploring and imagining at Woodland Discovery, the teachers plan for daily experiences in seven areas: To move, discuss, observe, create, read, sing, and play.
"Play is not a break from the curriculum;
play is the best way to implement the curriculum." -Bev Bos
These experiences take many forms at Woodland Discovery:
All experiences are based on a multi-age approach to learning and mentoring. We are presently working on expanding our classes and workshops for all ages. We believe that many learning experiences can be enhanced by the outdoor environment.
Woodland Discovery has reflected on the obstacles to outdoor play and sought to minimize them. For example, you cannot drop your children off at a public park and come back three hours later to pick them up. There would be dangers from strangers, physical accidents, or bullies. You might be accused of “neglect.”
Woodland provides supervision during play by a caring adult. These adults value safety and respect for the environment and for others. They value helping children assess risk, speak up, and solve problems. They understand that competence breeds independence and confidence. They understand child development and how to ask appropriate questions to lead children to outdoor discovery. They will also model appropriate social interactions between children.
hey understand that experiential learning builds a firm foundation for future academic success. Activities are in blocks of time that allow parents to complete other duties while children take a break from the virtual world and explore the real world around us.
Woodland Discovery is a non-profit (501c3) corporation whose express purpose is to provide outdoor learning activities for children of all ages.
In the book, “Last Child in the Woods,” Richard Louv coined the phrase “Nature Deficit Disorder” for this generation of children who are disconnected from the natural world. The reasons are many: electronic media, crime and safety concerns, lack of information and experience in the out of doors, and over scheduled children and parents.
Research continues to suggest that nature deficit is associated with childhood obesity, diabetes, behavior disorders, short attention span, sensory disorders, stress, anxiety, depression, and aggression. On the positive side, research also suggests that experience in the outdoor world improves cognitive development, creativity, attention span, academic achievement, and gives them an increased sense of well-being, place, and community.
Based on this research, Woodland Discovery noted several ways to improve children’s programs. The most notable is to increase time for gross motor activities and exploration in a nature-rich environment. Research shows that exploratory and creative activity that children initiate themselves is the primary way they develop concepts and understanding about their world. Play helps children develop the skills necessary for critical thinking, leadership, and problem-solving. A program that includes this free play concept in an outdoor setting is commonly termed “Nature Play"
Lastly, as adults, we are often inclined to tell children when, what, and how to do everything. If children do not practice using some thought processes, how will they ever learn to think without us? Exploration, assessing risk, learning to negotiate and solve conflicts are all basic skills that children need to sort out and practice. Research shows that children who play in the natural world experience more happiness, more social cooperation, and less bullying.
Engaged and experienced teachers know age appropriate skills in areas of self reliance, social, emotional, language, fine/gross motor, and reading/math readiness. They can then meet individual needs by observing, modeling, nurturing, evaluating, and adjusting the environment. In the process of exploring and imagining at Woodland Discovery, the teachers plan for daily experiences in seven areas: To move, discuss, observe, create, read, sing, and play.
"Play is not a break from the curriculum;
play is the best way to implement the curriculum." -Bev Bos
These experiences take many forms at Woodland Discovery:
- A morning forest preschool program
- A morning forest adventure club for older students to supplement homeschool, on-line or partial schedule school learning
- Classes for home school students
- Nature field trips
- Learning workshops
All experiences are based on a multi-age approach to learning and mentoring. We are presently working on expanding our classes and workshops for all ages. We believe that many learning experiences can be enhanced by the outdoor environment.
Woodland Discovery has reflected on the obstacles to outdoor play and sought to minimize them. For example, you cannot drop your children off at a public park and come back three hours later to pick them up. There would be dangers from strangers, physical accidents, or bullies. You might be accused of “neglect.”
Woodland provides supervision during play by a caring adult. These adults value safety and respect for the environment and for others. They value helping children assess risk, speak up, and solve problems. They understand that competence breeds independence and confidence. They understand child development and how to ask appropriate questions to lead children to outdoor discovery. They will also model appropriate social interactions between children.
hey understand that experiential learning builds a firm foundation for future academic success. Activities are in blocks of time that allow parents to complete other duties while children take a break from the virtual world and explore the real world around us.
