Our Philosophy
The Wonder of Outdoor Education
and the Reggio Inspiration
“A New Leaf” symbolizes the beauty, vitality, and power of each child. We believe that every child is gifted, and has the right to explore a rich and safe learning environment. We believe that children are social from birth, and that they have the need and the right to engage in community with adults and other children. We feel strongly that society shall not waste or betray children's potential, and that we shall inspire joy, connections, and success for every child.
Our core philosophy is Reggio Emilia inspired with an emergent curriculum that allows students to express and follow their interests.and our approach is project-based with an emphasis on Science, Technology, Engineering, Arts, Agriculture, and Mathematics. Our STEAM approach is influenced by the ecology of the farm and the study of the aquatic and forest ecosystems within. Drawing from the expertise of biologists, soil scientists, meteorologists, sociologists, gardeners, and farmers, we wish to develop an education in nature to promote sustainable lifestyles.
We are traveling on the learning journey and making friends. Our Reggio-inspired approach to education with hands-on inquiry enables children to express 100 Languages of knowing. Every day, we think actively with our hands, body and mind, while we encounter many types of materials, get dirty with nature, and explore ideas from different points of view. We invite you to be involved with us in giving children an authentic childhood.
Below are eight of the key cornerstones
of our philosophy
1. ENVIRONMENT AS THE THIRD TEACHER
In the Reggio way, the first teacher is the parent, the second is the trained educator, and the third teacher is the classroom environment. Our environment is composed of labs and ateliers such as the Light Lab, the Library, the Kitchen, the Courts, the Field, the Botany Lab, the Barns, the Exploratorium, the Art Studios, and the Dens. But for us, the environment is largely the classroom of the great outdoors: fields, creeks, ponds, rain puddles, soils, gardens, and woodland spaces, and their inhabitants. Nature is a powerful teacher, guiding the interests of the children, filled with scientific inquiry, and always ready to teach the importance of ecological relationships, balance, and belonging.
2. THE 100 LANGUAGES OF CHILDREN
In the environment we find 100 languages to explore. A concept central to the Reggio philosophy, it was developed by Lori Malaguzzi and deeply influenced his thinking about early childhood education. He advocated for a diversity of experiences for children that was not forcing intellectual endeavors into a narrow tunnel of practices. Our school is a place where children can create a bee hospital on a frosty morning in the garden, as well as practice skills and solve problems, puzzles, and challenges in community with each other.
Developing the love of stories, news, descriptions, and narratives, emerge from the one hundred languages. We shortchange children if we use too many worksheets devoid of real experiences and imagination. A favorite material is clay – children develop the alphabet of clay as they apply different techniques. The Italians have shown us how to celebrate the tools of expression, and combine them in unusual ways. Our own art studios invite a diversity of these languages of expression.
The 100 languages represent 100 ways of knowing. Knowledge is constructed within the pedagogy of listening to promote singularity and novelty. It is a statement that values original thinking, moving away from schools that mold individuals to follow the norm. It is a concept that illustrates the belief that ideas, truth, and events have many layers. The hundred languages are meant to maintain individual differences while building the values of friendship, solidarity, respect, dialogue, feelings, and affection.
3. CONSTRUCTIVISM
Constructivism – that is, how knowledge is constructed – is a way of learning and teaching that is less didactic and less controlled. Children have more agency and possibilities, and they have more power to learn and pursue interests. Knowledge is personal, built by the learner, in a manner that is actively engaging with the environment.
But it is also a way of being together. In this way, children develop empathy for each other, collaborative skills, a spirit of justice, of elevated quality of interactions and strong relationships. Constructivism is a way of learning that values the voices of the children and the transformative power of their stories in community with each other.
4. CREATING CITIZENS THROUGH CROSS-CURRICULAR CONNECTIONS
Children have opinions and feelings that can be properly represented and communicated – which is more of what the world needs today. We embrace students as co-researchers and presenters, and we give them avenues to express their individuality. Our children are inclusive, they manage their time, and when faced with hardships, they develop self-regulation. The students observe and appreciate, contribute, and are proud of their achievements.
They are learners, thinkers, and doers. Our meaningful citizens engage in many projects that combine all aspects of standardized curriculum. Our goat training project shows how we weave mathematics in with social emotional learning in challenging herd dynamics. Serious messes can lead to a complex project of behavioral economics, while our leadership project explores physics, consequences, fine and gross motor skills, and communication skills. Science, Technology, Engineering, and Mathematics are all combined into engaging and immersive challenges and projects.
5. BALANCING INQUIRY BASED AND EXPLICIT LEARNING
We value academic disciplines and we combine inquiry-based learning with curricular tools for explicit learning, including math and literacy programs. Our students meet and frequently exceed state standards of learning in our unique hands-on educational approach.
6. MULTI-AGE GROUPING AND DIFFERENTIATION
We believe that children’s empathy and inclusion evolve with a better understanding of our differences. Combining age groups, where possible, reduces competition and increases acceptance and collaboration. New students have exposure and inspiration, and it allows long-term students to develop a perspective of the growth of human development. Working in small and large groups with students of different ages helps broaden friendship, solidarity, respect, dialogue, expression and understanding of feelings, and affection as we value everyone’s contributions.
7. ENGAGEMENT AND JOY
When they are allowed to follow their interests within the context of the learning goals, children become fully engaged in the process of their education. They form close-knit relationships and delight in each others’ successes and triumphs. The explorations lead to the construction of knowledge that brings forth the joy in the community.
8. VALUING local and GLOBAL CULTURES
We study the history of our land from the present backwards as well as cultures to develop an open minded framework of the world. We study countries around the world, and their languages. We have enjoyed reading “Braiding Sweetgrass,” written by Dr. Robin Wall Kimmerer, a citizen of the Potawatomi Nation and professor of environmental and forest biology, as well as director of the Center for Native Peoples and the Environment. She presents a unique perspective as she contrasts indigenous and scientific knowledge and explains the concept of reciprocity – the earth gives to us, and we shall give back. Next year we may read another of her books, “Gathering Moss” or “The Democracy of Species.