Three Sisters Planting at Woodside National Historic Site with Dewe’igan

Three Sisters Planting at Woodside National Historic Site with Dewe’igan

Forest and Nature School’s Head, Heart, Hand approach encourages us to explore, experiment, discuss, form theories, and express our creativity as we are inspired to learn outdoors. Gardening curriculum is a long term, systemic, hands on approach that encourages learners to explore, observe, plan, calculate, celebrate, engage with, and understand growth processes. Gardening connects us to science, food sovereignty and sustainability. Please explore: https://www.regionofwaterloo.ca/.../SchoolGardens....

Learning about cyclical growth patterns, seasonal changes, companion planting, encourages us to form personal connections to the natural world. Following the growth cycles of the seeds we planted in relation to time, weather, and our input will support our systemic thinking.

Dewe’igan guided us through the Three Sisters Planting process with stories and teachings about the complex agricultural-sciences practiced by Indigenous Nations for millennia. Corn, Beans and Squashes are gifts from The Indigenous Nations of Turtle Island that support humanity all around the world. The Three Sisters are an perfect example of the principles of companion planting.

Dewe’igan introduced us to companion planting through the story of The Three Sisters and described the relationship among the plants, and the specific ways they support each other’s growth.

Nia:wen, many thanks, to Terrylynn Brant and the Mohawk Seed Keepers’ from Oshweken (https://www.facebook.com/groups/846377065399516/) the seeds we planted are their grand babies, grown in Eva’s garden for several seasons. Observing the Bean Family reminded us of the endless beauty and diversity in Nature. “They look like art!” several children exclaimed as they explored the colourful, and various seeds.

The Forest and Nature School Approach encourages learners to form personal relationships with Nature. To express and strengthen their relationships with the plants, the children created their own names for the different species of Beans. Poetic names such as “Purple Dream”, “Pink Orca”, “Brown Leopard”, “Purple Sea”, and “Black Plum” emerged. We observed and explored the beauty of Mohawk Calico Corn and Squash Seeds as we planted them side by side with the Beans. The children were excited to explore the rich soil, lovingly planted the seeds, and followed through with the steps of the project independently.

The windy weather on Friday provided invitations to explore and learn. The children explored the wind at the meadow (we stayed away from the forested areas due to strong winds). The children experimented with textiles and devised a variety of ways to “capture the power of wind”. A group noticed that when they created a tent with the large cape, the wind was strong enough to lift the branches they used as weights on the edges. Conversations lead to airplanes, we learned about lift, weight, drag, and thrust from the children:)

Each discussion, experiment, and project built on our previous knowledge and vocabulary. We discussed how we can use textiles to determine the direction of the wind.

While we explored at the Meadow, Dewe’igan made us Cedar tea with honey. We must declare, Cedar tea is the most popular tea we have tasted thus far! We learned the word for tea, Aniibiish, in Anishinaabemowin. Miigwech Dewe’igan.

What an inspiring day of learning! We found answers to many of our questions, however more questions emerged and inspired us to explore farther.

Szeretettel, Eva

“Gardening for The Butterflies and the Bees”

“Gardening for The Butterflies and the Bees”

April 20th 2021 

Dewe’igan gifted us with a heartwarming territorial acknowledgement, and an engaging poetic conversation, honouring Indigenous heritage.

Ranger Dan (Parks Canada) has been working on creating two Butterfly and Bee Gardens for us as well as a beautiful vegetable garden. Woodside National Historic Site offered us these invitations and we will plant the gardens and nurture the plants as we learn and grow with them. The plants were chosen with insects in mind and once the perennials are established the flowers will bloom in succession throughout the growing seasons to support Bees and Butterflies. Just imagine the learning opportunities ahead of us!

We started the garden with frost-resistant perennials, such as Irises, Dwarf Irises, Pearly Everlastings, Lambs Ears, Pansies, Sedums, and Wind Flowers. We will continue planting seeds, and other species of seedlings as the weather warms.

The children observed the plants with keen interest and tenderness. We looked at plant anatomy, talked about lifecycles of plants, and reflected on the connections among organisms in the soil, among root systems, among plants, and the insects who will be visiting our garden for food. “It will be a bee restaurant!” someone concluded.

We explored working with a variety of trowels, shovels, watering cans, a hose and we formed hands on connections with the soil, discussing what plants need for growth and what our responsibilities are in supporting plant life. We observed the Trilliums, Trout Lilies, May Apples, Black Cohoshes, and many more woodland plants in their natural environments and marveled at their beauty and unique anatomy.

The children were very careful at measuring the required distances among the plants using sticks as measuring devices. It was inspiring to see all the learning emerging as the children formed theories through hands on exploration, shared their extensive previous knowledge and formed hypotheses about what will happen next in our garden as a consequence of weather, growth, time, and other systemic changes.

Hands on sciences and mathematics are present in nature, learning is joyful and engages all the children and educators in the group. Forming a strong emotional connection with plants is a joyful path to science, biology, math, technology, literacy, and emerging research ideas.

We were joyfully awaiting the word of the day in Anishinaabemowin; Dewe’igan shared the words Miishke Minis, Turtle Island with us. Dewe’igan shared the story of Sky Woman and the creation of Turtle Island with the group. The wonderful story connected us to the land, to the animals, the soil, to the plants, and lovingly supported our experiences of the day.

Dewe’igan reminded us of the work of Thomas King. Thomas King in his book, The Truth About Stories: A Native Narrative, shares his perspectives on the power of the origin stories we tell, and how narratives shape our cultures, communities, our relationships to the natural world, and most importantly our relationship to ourselves. A wonderful book to explore for adults to mirror our learning. Listen to Thomas King’s CBC Massey Hall lectures on the power of stories: https://www.youtube.com/watch?v=wzXQoZ6pE-M

If you have a surplus of plants that support Bees and Butterflies, we have a home for them.

E.M.

 

EaB Board of Directors Position Statement

Board of Directors Statement

“The Emmanuel at Brighton Child Care Centre Board of Directors strongly believes in the value of early childhood education; the nature of this education means our workers are on the front lines of the current global pandemic and are essential in the continued fight against it. As front line essential workers, who are in close and constant contact with unmasked children, Child Care Workers should be prioritized, with the support of our Provincial Government, in the vaccination rollout by our Public Health unit.”

Welcoming Spring at Woodside National Historic Site

Welcoming Spring at Woodside National Historic Site

The inhabitants of the woods at Woodside National Historic Site welcomed us with song and acrobatics. New voices returning from the South joined the beautiful chorus in the Trees. We said hello to the large Maples and compared the consistency and coulour of Maple sap to Maple syrup. We revisited our previous experiences exploring the textures of Maple bark, listening to the sap rising in the Maple Trees. We have been observing the annual changes in the lifecycle of trees simultaneously discovering other plants surrounding or growing on them.

The children took charge of gathering the kindling such as: grass, leaves, pine cones to create our fire of the day inside the Kelly Kettle. The children gathered loose materials testing each piece for moisture content. Groups found dry grasses, and announced: “I tell you, this will burn very well and will make a good little fire!”.

A group of children gathered around a friend to ensure everyone was included in the process. They brought the loose materials to him and discussed how to best arrange the kindling in the small vessel.

The fire was small but burned beautifully carrying the smoke into the air through the “tiny chimney”. The water in the kettle sang for us and the children expressed their satisfaction at the work well done: “We told you, you needed that good grass for a great little fire!”. We made chamomile tea with Maple Syrup and thanked the Trees for this delicious gift.

It is heartwarming to see the children taking care of each other, taking initiative to build fires independently and building an experiential understanding of the science of combustion.

As the children gathered dry leaves from last year’s bounty for the fire they surprised us by identifying Oak, Maple and Birch leaves.

Some children explored the colours of the tiny fungi on the decomposing leaves commenting on the beauty of the patterns. The children explored lichens on the bark of trees and mosses around the base of the trees with magnifying glasses, marveling at the details, forms and colours.

The Trees are inspiring teachers connecting us to the Wood-Wide-Web underground, to the birds and insects exploring the canopy and the complex yet small systems they create for other life forms to flourish.

Love, Eva

Welcoming Spring at Woodside National Historic Site

The scenery at Woodside National Historic Site changes each time we visit. The children noticed the seasonal changes as soon as they arrived on March 19th, and conversations emerged. We were inspired to observe how the children engaged in systemic thinking; the children noticed small plants emerging from the ground, talked about the growth that has been happening underground and observed the woods from the canopy to the ground-cover celebrating the changes heralding the new season.

The children welcomed the birds returning from warmer climates and shared names they had given to the birds “from the heart”. Groups explored with the nature guides in hand and were interested in identifying different species of birds. We added binoculars to the environment to expand on the observation and identification inquiries. The children have an extensive previous knowledge of birds and were sharing their knowledge and interests with the group. During the week we explored the names of bird communities and practiced collective nouns such as: gaggle of gees, descent of woodpecker, and cast of hawks.

The children worked together on building the safety area for our fire and engaged the educators in creating the fire for the group. Forest and Nature School celebrates child directed learning and we provided opportunities for the children to lead the learning processes. The preparations for the fire, building the fire, and cooking explorations are complex procedures that engage the group in planning. Fire explorations provide opportunities for measuring, calculating, forming and testing theories, and learning form our mistakes. Building a fire is a delicate balance, we learned through experience that the balance of kindling, larger pieces of wood, the moisture level of the wood create an important premise to a successful fire.

The children explored the woods, the trails, and the meadows during our nature hike with maps in hand and found snowdrops blooming by the pond. We talked about the coming season and the spring equinox. We thanked Winter for all the beauty, learning, and adventures we experienced.

The warmer temperatures helped us with expanding our tool explorations, it was warm enough for little hands to explore more tools of interest, we worked with cordless drills, woodworking vises, wood files, with wire, jewelry pliers, and a variety of wood pieces. The children fashioned “shapes and sculptures” with the wire and connected the art pieces together in creative expression.

Discussions lead us to explore the invisible yet audible changes in the woods. We placed our ears on the Maple Trees, and to our surprise, Peter Wohlleben, the author of the book, “The Hidden Life of Trees: What They Feel, How They Communicate – Discoveries from a Secret World”, was correct in describing the sounds the trees emit as the sap rises inside the trunks. I wonder what we will hear next as we explore?

We will continue exploring seasonal pedagogy and marvel at the systemic changes, the emerging plant species, emerging fungi, returning birds, and other relatives awakening as the winds bring warmer temperatures. If you have access to a stethoscope listen to the trees on Spring mornings and tell us what you hear.

Love, Eva

A Sunny March Day at Woodside National Historic Site

Sunny, warm March days brought joy and birdsong to Woodside National Historic Site. We marvelled at the melodies of Chickadees, Cardinals, Blue Jays and at the acrobatic flight of Red-tailed Hawks circling above us.

The group embarked on a walk around the park using maps to guide their journey. The children carried footprint and bird guides to help them identify the different animal species who call Woodside National Historic Site home.

Perhaps the brightness and warmth of the sunshine encouraged a group of children to take flight from our snow hill. Cheerful counting and brainstorming discussions filled the air as the children took turns jumping off “the highest peak”. After ten jumps each, the group decided to expand the game and “achieve levels”.

“After ten I will do the second level, after twenty I will do the third level, after thirty, I will do the fourth level, after level four…” – the group chanted.

The sunshine melted the snow around the Museum and around the roots of the towering trees, the children noticed small plants and mosses emerging bright and green from the moist ground. The children engaged in conversations and dreams with Ranger Dan about gardening.

The group experimented with a small hand saw and compared the new tool to the bowsaw they used when sawing fire wood, as an extension to our tool exploration project.

Our fire was exceptional, due to the hard work of the children who cut the branches, dried the wood, peeled the bark for kindling, made “fire bonbons” (bark pieces wrapped in paper and twisted at each end to look like candy) and built the fire. We caramelized brown sugar and glazed apple slices over the fire for a scrumptious snack.

This memorable warm day gifted us with conversations, birdsongs, multiple opportunities for learning about the forest and ourselves. The children explored new vocabulary identifying bird species and footprints in the snow using the nature guide maps. We talked about ways to identify raptors flying in the air; for example, the Red-tailed Hawks have a fan like broad tail, while Falcon species have narrower tails. We explored soft (cork) and hard wood (ash) loose materials, and created two and three dimensional art. Art explorations continued on melting snowy surfaces. The children experimented with the many learning opportunities the melting snow provided. We wonder where learning with the Forest will take us next time? If you are exploring interests with your child or children at home, please share your projects with us via Sandbox, we would love to learn with you as a community.

Love, Eva

Winter as Art and Inspiration

A new landscape welcomed us as we arrived at Woodside National Historic Site on this snowy February morning. The children were delighted by the snow topography Nature and Dan, the Parks Canada Ranger, created for us. He created a network of trails in the deep-deep snow. “It is like a work of art!” the children noticed as they explored the new terrain. Kelly observed that it felt like the children were sculpting the landscape embracing the opportunities the snow gifted to them for creative expression.

Eva received a gift of Birch Bark, and we had a discussion about the uses and the history of Birch Art in Indigenous cultures. The children remembered from previous discussions that Birch Bark was used as building material for baskets, canoes, and as paper in the past. The group decided to create their own stories on the lovely light auburn surfaces.

Our morning continued with working together to create the safety zone around our fire. The children created a safety area using pieces of bright red rope and pylons, the group worked on knots independently in order to cover the circumference of the required safety area.

Dan’s snow art creation inspired some storytelling around the fire, the children requested a story about “dragons and ice”. Eva shared a story heard from her Great Grandmother (thank you Dedike) about “Emese and Ice Fire”. The short version: “Ice Fire is a beautiful dragon who separates the light into the colours of the rainbow and creates the most enchanting music with icicle covered wings while flying above the mountains. Ice Fire collects the snow on the snow-caped peaks of The Carpathian Mountains and melts the snow into bubbling brooks, streams and rivers to provide water for all the plants, animals and other living beings. Emese is a child who befriends Ice Fire and realizes that there is lots more to learn about Snow.”

We embarked on a “snow labyrinth-walk”, following the new trails Dan created in the snow. We collected treasures on the way: leaves, branches, acorn caps, and much more. As we reflected on the mementoes of last year during Mindfulness Time, to our surprise, we found a moth egg-sack camouflaged on the underside of one salmon coloured Oak leaf. “You found something that is alive, there are moth eggs in there!” the children chanted with excitement. We observed the little beings and returned them to the Forest hoping to see the moths flying around in the Spring. Some of the children observed the sounds and movements of the Forest in their magic spots, some children closed their eyes and used their other senses to observe.

The children shared their own stories and observations on our walk. “Do you know there are little plants under the snow growing everywhere?”, “Look the buds know the days are longer, they are growing!”- the children noted. As Elder Clarence often told us, knowledge and wisdom belong to the next generation, children are systemic, divergent, and complex thinkers.

Let’s take a deep breath, let’s think about the complex systemic changes happening under the snow… What could we learn next?

“MAPS OF MAGIC IN THE SNOW” CONNECTING TO NATURE THROUGH ART AND FANTASY

Children have a unique affinity to form connections with the Land. Each visit to Woodside National Historic Site is an adventure anticipated with curiosity, imagination, love, hopes, plans, and theories. To children the snowy landscape is much more than scenery to observe, or pass through; children view the world with a keen eye for complexities, details, connections, and relationships. Observing children touch, manipulate, describe, and at times taste snow opens our senses to the complexities of seemingly simple phenomena around us.

Throughout our winter explorations the children discussed the different textures, properties, and consistencies of snow. On Friday the children described the snow as being “powdery and crumbly”, however they devised ways of gently compressing the snow into molds and used cups to “drill” holes into their sculptures. Friday was a cold and windy day thus the children observed that the “food colouring did not spread in the snow very well” and the paint brushes froze quickly gathering clumps of snow, the crystals forming on the bristles were welcomed by curious observers. The children expanded on their interest and created their own experiment using transparent water bottles, due to the cold temperatures, large crystals appeared on the walls of the water bottles creating “patterns and long needles”.

Tuesday’s trip brought sunshine and milder temperatures, the children continued with their snow art explorations requesting food colouring and art supplies. They discussed the way paint reacted to the “packing snow” in comparison to the “crumbly snow” of our previous visit. Their imagination took us on a multidimensional journey into fantasy play. A large group of children created large maps in the snow and characters from The Wizard of OZ appeared in their fantasy play scenarios. The map grew in fantastic forms, textures, and colours. The texture of the snow changed as the children discussed ways of adding a third dimension to their massive art project.

“We need sleds to make mountains on the Map, and to make some parts flat.”- a group came to agreement. For us adults it was difficult to visualize this plan until it unfolded. The children pulled an educator sitting on a toboggan across the snow mural, and in front of our eyes flat surfaces and mountain ranges appeared: the children remembered that the grooves on the bottoms of the toboggans leave “small mountain range prints”.

A group of artists contemplated ways of creating more patterns on the surface of the map and found a fallen branch, as they pulled the branch, fantastic patterns emerged sparking more fantasy play, engaging more children in the exploration.

As the adventures on the “Land of Oz” unfolded the children took on the roles of Munchkins and Witches. As the landscape filled with the sounds of birds singing, the snow crunching, children laughing, the colours and textures emerging, we were reminded of the possibility of magic and the beauty of imagination. To honour the voice of the protectors of this Land, we listened to the gifts of Anishinaabemowin Speaker and Linguist, James Vukelich, sharing the words of winter with us. What are your inquiries regarding snow? How do you celebrate the possibilities of Winter?

Mindfulness Walk at Woodside National Historic Site

“The Land is the real teacher. All we need as students is Mindfulness.” - Dr. Robin Wall Kimmerer, Braiding Sweet Grass: Indigenous Wisdom, Scientific Knowledge and The Teachings of Plants.

Dr. Robin Wall Kimmerer’s words often are echoed by Forest and Nature School practices and pedagogy. The children explore Nature intuitively with all their senses and nurture a strong bond with the Land as their teacher.

The children and, their partners in learning, the educators decided to embark on a mindfulness walk on this bright Winter day, focusing their five senses on each detail that spoke to them. The group walked silently through the woods taking quiet and mindful steps.

It was inspiring to observe each person’s unique response to the richness of colours, textures, sounds, and movements surrounding us in the winter landscape. Each person would stop at times and observe a leaf, a footprint in the snow, an intricate pattern on a tree, a soft tuft of grass dancing in the wind with a lovingly quizzical expression. A group would stop here or there to observe the majestic canopy above us.

As a conclusion to our mindfulness walk the group gathered to offer their observations, inquiries, and ideas.

“I saw a Winter Parrot, it was here in winter, and it was sooo colourful, and it was so noisy, and it was so big, and it flew up above us!” - some explorers shared with enthusiasm. This observation was a perfect example of a personal relationship forming with the living being through creation of a personal story and an imaginative name. The children had a chance to form a relationship, compose a story, and contemplate their understandings.

After some time passed, our inquiry lead us to researching the birdsong we heard, and we discovered that our Winter Parrot has many names: Pileated Woodpecker, and Dryocopus pileatus (common name is an exact translation:). We were able to listen to our Winter Parrot again and again using technology. The children described the unique ways Winter Parrot moved, the powerful song they heard, and the beautiful colours they saw.

The children offered stories about other observations such as the sounds of “crunching snow” under our boots. The children discovered tunnels “little animals dug in the snow”, footprints that told stories of the lives of “Squirrels, Cayotes, and large wild cats” that shared the forest with us.

In our busy lives, mindfulness practices help us slow down, help us internalize our learning, help us understand others and ourselves, help us contemplate ideas, form understandings that are free of pressure and stress.

Learning with a sense of wonder in a stress free environment helps us understand the intricacies and complexities of the world. Please give yourself time, take mindful walks and tell us about your discoveries.

Éva

The Heartbeat of Trees at Woodside National Historic Site January 14th, 2021

Season after season, we visit our “Giant Tree” and marvel at the tall twin trunks of this beautiful being. The famous Potawatomi botanist Dr. Robin Wall Kimmerer encourages us to get to know nature by forming a strong personal bond with our plant and other relatives, giving them names based on a loving relationship. This beautiful being has been around for a “century and a half” according to the children.

The children gather around the tree gently exploring the bark, paying attention to the “arm of the tree that is hurt”. Questions emerge such as: “What lives under the tree?”, “How long will it stand?”, “Are these plants growing from the tree or from the earth (Ivy)?”. The children contemplate and discuss their inquiries in the company of our friend “Giant Tree”. Someone announces, “I heard that trees have a heartbeat, do you think we could hear it?”. The children and educators gather around the tree and listen for the heartbeat, and each person describes the sounds they hear. The children celebrate their relationship with the tree first, then inquire about the anatomy of the giant Canoe Wood, Saddle-Leaf, also known as Tulip Poplar or Liriodendron Tulipifera (Lilly tree that brings tulips forth). Humans and tree in calming unity.

During mindfulness or magic spot time, the children quietly, gently observe the towering giants around us. I wonder how many generations looked up lovingly at the canopy above at Woodside National Historic Site contemplating the beauty, the science, the history, and the complexity of The Forest.

On The Forest floor the children explore the possibilities of gravity and ice crystals working together in creating “Avalanches!”. It has been inspiring to hear all the knowledge discovered, contemplated, and shared at Woodside today.

When you observe the canopy of trees in winter time, what do you wonder about?

Eva

Annual Forest and Nature School Information Night

Emmanuel at Brighton Forest and Nature School Virtual Information Night

Wednesday, January 13th. 2021

7:00 - 8:00 PM

Celebrating With Our Unsung Hero at Woodside National Historic Site

The month of December is coming to an end, it is time for us to say goodbye to The Old Year at Woodside and begin anticipating our visits in The New Year. We had a chance to thank Ranger Dan for all his support and knowledge. He has enriched our learning experiences and has been a wealth of information for our learning projects throughout the year. We would like to thank Parks Canada for all their support as well.

We gathered around the fire to share stories and songs. We shared the story of Reindeer Mother and The Sun, a story told on the longest night in Eva’s borough. We learned a bit about Reindeer as well, did you know that it is the Female Reindeer that keep their antlers throughout the Winter? Did you know that it is the Reindeer Mothers that protect the herd and teach the young herd members to find nutritious plants under the snow?

We sang festive songs to Ranger Dan and shared some hot chocolate around the fire with candy canes and marshmallows. Songs in many languages emerged during the festivities.

The children were eager to return to their projects. There were snow mounds to explore and tools saved from the “sculpting studio” to work with. A group of artists incorporated the coals from our fire into their ephemeral art explorations. The children remembered a project when we created ink from coals and put their knowledge into action. One group brainstormed ways to sculpt a sphere from the frozen snow, another group decided to “dig for treasures”. It was inspiring to see how the groups worked together, brainstormed techniques, tested tools in order to create a three dimensional sculpture.

The snow sculptures morphed with the weather, changed with each artists imagination each time we visited Woodside, reflecting the beauty of the ever changing natural landscapes, and the endless variations and opportunities natural systems offer to us learners.

We wish you a wonderful Holiday Season and a Happy New Year!

E.M.

The Magic of Snow at Woodside National Historic Site

“In any environment, both the degree of inventiveness and creativity and the possibilities of discovery are directly proportional to the number and kind of variables in it” Simon Nicholson

The soft cover of snow inspired the children to use loose materials in novel ways during our December visits at Woodside National Historic Site. The frosty textures and new dimensions captured the children’s interest sparking inquiries and conversations regarding the origin of snowflakes. The children described in discussions the differences between “crunchy” and “packing” snow noting the difference in the properties of snow in relation to temperature.

Loose parts, such as sticks, grass, rocks and snow are essential to and inherent in Forest and Nature School Learning. In 1972, architect Simon Nicholson developed the Theory of Loose Parts; the idea that loose parts, materials which can be moved around, designed and redesigned, and tinkered with; create infinitely more opportunities for creative engagement than static materials and environments.

The children experimented with a variety of tools. Different sizes of sticks were turned into “drills”, and were used in “sculpting experiments”. Someone noticed that as the sticks moved in circular motion large crystals emerged from the packed snow. The children formed many theories as to how the crystals formed.

The children tested and compared the speed of sleds inside the two large tunnels. Two sleds were launched at once by two “drivers” and the “spotter” would report back to the group on the distance the sleds made.

Another group worked very hard at rolling “an enormous avalanche” and incorporated the gigantic snowball into dramatic play scenarios. “Let’s block the tunnels and see if it is darker inside!” someone suggested. Once the “tunnel” was blocked the children jumped in excitement and declared: “We made a Dungeon! That was hard work!”.

They tested sounds in the empty tunnel and in the tunnel blocked by the snow avalanche. “Hmm, the echo has disappeared from the dungeon.” someone observed…The children formed theories as to what made the echo disappear, asked questions about resonance, how sound is created and how it bounces off surfaces.

Richard Louv highlighted the importance of loose materials in his books Last Child in The Woods, and Vitamin N. “Nature, which excites all the senses, remains the richest source of loose parts” (Louv, 2008, p. 87). Sticks, rocks, pine needles, pine cones, low branches, stumps, logs, snow, ice, moss, and grasses all are loose parts that lead to divergent thinking and creative explorations.

The above anecdotes demonstrate the opportunities loose materials provide for the children to explore, discover, form and test theories. Please tell us your story. How do you use loose materials in your work?

The Magic of Snow at Woodside National Historic Site

“In any environment, both the degree of inventiveness and creativity and the possibilities of discovery are directly proportional to the number and kind of variables in it” - Simon Nicholson

WORLD CHILDREN'S DAY, November 20th. 2020, Remember to wear blue on Friday!

WORLD CHILDREN’S DAY

20. of November 2020

“On November 20th. children will reimagine a better world. What will you do?”- UNICEF 2020 (unicef.org; Call for Action)

 As we gather wearing blue on Friday, let’s remember that now more than ever it is crucial that all generations come together and take action and create a World we want to create for generations to come. We need to recognize that the COVID 19 crisis is a children’s rights crisis simultaneously. Let Friday and every day be a day of action.

World Children’s Day

November 20th. 2020

The View of The Child in Forest and Nature School

“Everything I carry and know belongs to you, the children, the next generation: love, courage, knowledge, wisdom, truth, bravery, it is all yours. It is my responsibility to carry my bundle of knowledge, and share all I have with you with humility.” – Clarence Cachagee, Northern Cree Elder in conversation with the children at Emmanuel at Brighton Child Care Centre (2018).

In Forest and Nature School we rely on the millennia old, sophisticated, land based knowledge and philosophy of Indigenous Nations from all around the Earth to reimagine the world with the leadership of future generations.

As we see in the brave activism of Autumn Peltier, Fabio Gondim, Maria Cunha, Mala Yousafzai, Greta Thunberg, just to mention a few, children when given the opportunity are powerful World Leaders and Earth Guardians.

Here are few ways you can take action:

Stand up for and demand equality, dignity and respect for all children regardless of ethnicity, ability, gender, race, or socio-economic status.

Take your child or children outdoors, listen, and observe.

Discover Nature following their lead, listen to what the children are observing, listen to their questions and interpretations.

Ask your governments to provide outdoor learning environments for your schools and child care centres.

Stand up for and learn about quality, research informed early childhood education, and protect quality education.

Help children know their rights (resources at unicef.org).

Learn about the World Children’s Day (resources at unicef.org).

Encourage community leaders, businesses, and governments to support the plan to protect, empower and recognize children’s rights.

Emmanuel at Brighton Child Care Centre AGM- Nov. 24, 2020

Emmanuel at Brighton Child Care Centre Annual General Meeting
November 24, 2020, 6:30–8:30PM
Location: Zoom Event (link to follow closer to the AGM)

Hallway Hellos Reimagined
We miss you! With safety protocols limiting in-person conversations, we’re inviting parents to join us for some virtual connecting time. Join us at the AGM to connect with our educators, fellow parents, and learn more about how things are going at Emmanuel all from the comfort of home.

Exercise Your Vote
We need you! If you pay for childcare at Emmanuel, you are a Member of our corporation and are entitled to vote at our AGM. Help us reach quorum and exercise your right to vote on the election of members to our Board of Directors, approval on the selection of our auditors, and more. Who says kids get to have all the fun!

To help with planning, please RSVP by completing the survey: https://forms.gle/2rqJcHm27cV9E2wSA.

We ask at least one parent from each family complete the survey (even if you are unable to attend the virtual AGM)

Be part of what keeps Emmanuel moving forward.

See you on November 24th!

Call for nominations for the Emmanuel Board of Directors

Emmanuel at Brighton Child Care Centre has been a keystone in the Waterloo community for more than 50 years. Our centre is a family and the history and values that connect us can be seen in every aspect of who we are — from our nurturing care to the strategic governance provided by our Board.

In 2019 Emmanuel launched an ambitious, new strategic plan that outlines direction and focus for organizational growth in the years ahead. Employee engagement, fund development, program growth, and governance excellence are key priorities.

Call for Nominations

Are you passionate about advancing learning through nature and growing bright futures in Waterloo Region? Nominations are now open for the Board of Directors at Emmanuel at Brighton Childcare Centre.

Three positions are available. Community members, parents (past, current, future), and friends of Emmanuel are encouraged to apply.

In alignment with our strategic plan, we are seeking the following skills:

• Passion for forest- and nature-based programming

• Financial, including fundraising and fund development

• Human Resources

• Communication

• Legal

Please complete and submit your application form (PDF or Word) to Rebecca Pope by Tuesday October 20th, 2020. More information on the current Board membership can be found at emmanuelchildcare.ca/board.

Reopening August 4, 2020

Dear Emmanuel families,

We have some very exciting news to share. Emmanuel at Brighton Child Care Centre will be reopening on August 4th!

Families with children returning in August have been notified and, unfortunately, we do not have space to accommodate any additional children at this time. If you are hoping to return in September, we don’t know if we will be allowed to have more than 15 children per cohort and since some of our classes typically have 24 children, we know not everyone will be able to start in September that has a spot. All spaces will be saved until we reach our full capacity. We will update you about September as soon as we have further direction from the Ministry.

Stay safe and be well.

Emmanuel at Brighton Child Care Centre

Emmanuel at Brighton closure extension until at least August 3, 2020

Dear Emmanuel families,

Our concern for the wellbeing of our families, the beloved children to whom we provide care, our employees, and our greater community, have lead the Board of Directors at Emmanuel at Brighton Childcare Centre to decide to extend the current Centre closure until at least August 3rd, 2020.

While we understand that this may be very challenging for our families in terms of managing childcare for the month of July, and that there is continued uncertainty for summer planning, the decision was not come to lightly.

Please know that our leaders and educators wish to be reunited with families and children and to be providing the care we are known for and that we love to provide.

Various elements contributed to this decision including:

• The Board of Directors is committed to the alignment of the decision to reopen Emmanuel at Brighton Childcare with our Centre values of family, belonging, community, nature exploration, and nurturing care

•   What we heard from families surveyed regarding returning to the Centre underlined that reopening needs to align with our values 

o  Very few families indicated interest in returning full time in July

o  Many families expressed concerns for emotional wellbeing, physical wellness, and risk

• The Ministry Guidelines for childcare reopening create a challenging position for Centres financially, logistically, and from a quality care perspective

o  For instance, children with symptoms would have to get a COVID-19 test. Were a classroom to be exposed to a child with a positive or presumed positive result, each child and educator in the classroom would require self-isolation for 14 days. During this time, families would not have care at Emmanuel but would still be paying fees.

•  We are currently facing  funding uncertainty to support the additional resources, both human and material, to adhere to the Ministry Guidelines

•  We need to have more certainty and more information to ensure the provision of sustainable, safe, and quality care in order to reopen the Centre

Families who expressed interest in care for during the summer can expect further communication with additional details about what care might look like in August to reiterate or change their interest in receiving care.

Again, we apologize for any inconvenience this may cause you. Please reach out if you have any questions.

Thank you,

Dana Bernhardt, Executive Director executivedirector@emmanuelchildcare.ca 

Eve Nader, Board Chair chair@emmanuelchildcare.ca 

Camp Cancellation annoucement for summer 2020

Dear Parents and Campers, 

Due to the ongoing COVID-19 pandemic, Emmanuel at Brighton Child Care Centre has made the difficult decision to cancel both Junior and Senior Summer Camp this summer.

Despite the Provincial government’s announcement that summer camps can operate, the regulations on group sizes and additional health and safety requirements limit our capacity to offer the summer camp experience families signed up for. As an organization, we did not come to this decision lightly.  We know that this will be disappointing and disruptive to many families who were looking forward to camp this summer. Our team is proud of the programs we provide to children in the community and will be ready to offer an amazing camp experience for all campers in 2021. 

We wish you the very best and thank you for your support.  Stay safe and stay healthy!

Dana Bernhardt, Executive Director

Eve Nadle, Board Chair

Centre Closure extended until July 5, 2020

Dear Emmanuel Families,

Emmanuel at Brighton Child Care Centre Board of Directors and the Leadership team have made the decision to extend our closure until at least July 5, 2020.

The safety and wellbeing of our families, children, and employees continues to be our top priority. Timelines and guidelines for reopening childcare centres have not yet been provided by the Province of Ontario or the Ministry of Education. We need access to these guidelines to ensure we have the appropriate time to fully develop, communicate and operationalize a reopening plan with guiding principles that consider the health and safety of children; health and safety of employees; and quality of programming.

Given known timelines, it is not feasible for Emmanuel to consider a safe reopening any earlier than July 6th; while this date may push later into the future, we know that it can not occur sooner. Extending the closure reiterates Emmanuel’s commitment to ground decisions based on what is right for our Centre, families, and employees once government and health authorities have approved reopening within the sector.

The Emmanuel leadership team and the Board will reassess further closure as the situation continues to evolve.

Thank you,

Dana Bernhardt, Executive Director

Eve Nadler, Board Chair