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The Centers for Disease Control and Prevention included outdoor learning in \u003c/span>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/reopening-schools-faqs.html\">\u003cspan style=\"font-weight: 400\">recommended strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for schools to reduce the spread of COVID-19, and research has shown \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">positive instructional outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from such methods. Long-time outdoor educators also tout the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">social and emotional benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But getting started can feel daunting. Below are five tips from experienced teachers for trying outdoor learning in any setting.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Look for possibilities in different spaces\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://twitter.com/schnekser\">\u003cspan style=\"font-weight: 400\">Becky Schnekser\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is teaching K-5 science fully outdoors this year at a private school in Virginia Beach. She has the advantage of a well developed outdoor classroom, but that’s not a prerequisite. “Any outdoor space is an opportunity, whether you have a beautiful wooded area or you have concrete jungle,” she said. From \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">sidewalk math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://twitter.com/cath_goulding/status/1306001825158574080\">\u003cspan style=\"font-weight: 400\">history walks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to socially distanced \u003c/span>\u003ca href=\"https://twitter.com/RaquelCoy1/status/1306717781325422593\">\u003cspan style=\"font-weight: 400\">singing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, educators are finding ways to teach outdoors \u003c/span>\u003ca href=\"https://www.edutopia.org/article/safety-mind-schools-take-classes-outdoors\">\u003cspan style=\"font-weight: 400\">across environments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-ways-bring-learning-outside\">\u003cspan style=\"font-weight: 400\">subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It takes thinking differently, which, as Schnekser pointed out, teachers are already doing because of COVID-19. “There are ways to take advantage of that. You just have to flip a little dimmer switch in your mind,” she said. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/schnekser/status/1299136704847151106\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Pack like you would for a field trip\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she’s teaching, Schnekser wears \u003c/span>\u003ca href=\"https://twitter.com/schnekser/status/1299136704847151106/photo/1\">\u003cspan style=\"font-weight: 400\">a toolbelt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could give Mary Poppins’ purse a run for its money. In it, she keeps duct tape, scissors, a refillable water bottle, gardening gloves, an extra mask, sticky notes, a screwdriver and more — all in easy reach. Even if you’re just going outside to read a story, it’s a good idea to carry a canvas tote bag with essentials such as a medical kit, cell phone and hand sanitizer.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Footwear is another consideration. Ditch heels, Schnekser said. Comfortable shoes are a must. Students, too, will need to wear clothing to match the weather. When \u003c/span>\u003ca href=\"https://twitter.com/MisterMinor\">\u003cspan style=\"font-weight: 400\">Cornelius Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> taught in New York City public schools, he kept extra coats and boots in the classroom so that his language arts students could leave the building every day, come rain, snow or sunshine.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Plan for physical distancing, of course\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s easier to maintain six feet of separation from peers outside, designing classes for coronavirus safety still takes planning. Educators are using \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1300552478824501249/photo/1\">\u003cspan style=\"font-weight: 400\">individual mats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or even \u003c/span>\u003ca href=\"https://twitter.com/sanford_music/status/1308021115030319104\">\u003cspan style=\"font-weight: 400\">painted lines on concrete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students maintain their distance. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/elizabeth_raff/status/1300552478824501249\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those precautions can bring other challenges, though. In a \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers about outdoor learning, New York City-based educator \u003c/span>\u003ca href=\"https://twitter.com/MsKass1\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> noted that physical distancing can make it harder for both kids and adults to hear, especially in urban settings. She suggested adopting classwide hand signals or student-created visual cue cards to help communicate common messages, such as “I have an idea” and “I need to use the restroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Schnekser, the pandemic has prompted her to restructure hands-on activities. In field studies, “a lot of times you're in the same space, rubbing elbows,” she said. This year, instead of having students try all aspects of a project, she has assigned them to specialized tasks to limit contact with materials and peers. The upside to the change is that it’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school\">\u003cspan style=\"font-weight: 400\">more authentic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to how scientists operate in the field. “So it has actually forced me to be more purposeful and intentional with what I'm doing with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s a fun idea from Minor: foam pool noodles are “a game changer” for physically distanced outdoor games like tag, she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connect children’s curiosity to content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While distractions like street noise can be planned for, others will be unexpected. In those cases, improv skills might come in handy. If a bald eagle flies overhead while your class is outside, you might pause to watch the eagle and then pose a question to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">connect children’s curiosity to content. \u003c/span>\u003c/a>\u003cspan class=\"s1\">If you were reading \"The Mouse and the Motorcycle,\" for example, you might ask, “If this was a book about an eagle, would it ride a motorcycle or something else?”\u003c/span>\u003cspan style=\"font-weight: 400\"> In other words, “find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">\u003cspan style=\"font-weight: 400\">embrace it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than fight it,” Schnekser said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Choose your own adventure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her virtual course, Minor described three levels of outdoor learning. The baseline level includes practices that may already occur in many schools: field trips, recess and traditional lessons held outside in good weather. The next level involves using outdoor experiences to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/inquiry-learning-2\">\u003cspan style=\"font-weight: 400\">generate questions or ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as taking photos as story prompts. The third level entails thematic units in which students examine environmental or neighborhood issues.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor encouraged teachers to consider their students’ cultures and experiences in their planning and to be gracious with themselves in this difficult year. Any of those three levels is \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1306032569029459969\">\u003cspan style=\"font-weight: 400\">a good place to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Simply being outside is a really powerful pedagogical move for children or any person, for that matter, during this time.\"\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"School usually happens indoors, but getting outside for fresh air, appreciate our surroundings and feel safer about COVID-19 can help with the learning and teaching. ","status":"publish","parent":0,"modified":1602084521,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":862},"headData":{"title":"5 Tips for Embracing Outdoor Learning in Any Setting - MindShift","description":"School usually happens indoors, but getting outside for fresh air, appreciate our surroundings and feel safer about COVID-19 can help with the learning and teaching. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Tips for Embracing Outdoor Learning in Any Setting","datePublished":"2020-10-07T07:42:42.000Z","dateModified":"2020-10-07T15:28:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56742 https://ww2.kqed.org/mindshift/?p=56742","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/07/5-tips-for-embracing-outdoor-learning-in-any-setting/","disqusTitle":"5 Tips for Embracing Outdoor Learning in Any Setting","path":"/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In a year when all schools look different from usual, some teachers are embracing the outdoors as their classroom. The Centers for Disease Control and Prevention included outdoor learning in \u003c/span>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/reopening-schools-faqs.html\">\u003cspan style=\"font-weight: 400\">recommended strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for schools to reduce the spread of COVID-19, and research has shown \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">positive instructional outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from such methods. Long-time outdoor educators also tout the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">social and emotional benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But getting started can feel daunting. Below are five tips from experienced teachers for trying outdoor learning in any setting.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Look for possibilities in different spaces\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://twitter.com/schnekser\">\u003cspan style=\"font-weight: 400\">Becky Schnekser\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is teaching K-5 science fully outdoors this year at a private school in Virginia Beach. She has the advantage of a well developed outdoor classroom, but that’s not a prerequisite. “Any outdoor space is an opportunity, whether you have a beautiful wooded area or you have concrete jungle,” she said. From \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">sidewalk math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://twitter.com/cath_goulding/status/1306001825158574080\">\u003cspan style=\"font-weight: 400\">history walks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to socially distanced \u003c/span>\u003ca href=\"https://twitter.com/RaquelCoy1/status/1306717781325422593\">\u003cspan style=\"font-weight: 400\">singing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, educators are finding ways to teach outdoors \u003c/span>\u003ca href=\"https://www.edutopia.org/article/safety-mind-schools-take-classes-outdoors\">\u003cspan style=\"font-weight: 400\">across environments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-ways-bring-learning-outside\">\u003cspan style=\"font-weight: 400\">subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It takes thinking differently, which, as Schnekser pointed out, teachers are already doing because of COVID-19. “There are ways to take advantage of that. You just have to flip a little dimmer switch in your mind,” she said. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1299136704847151106"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cb style=\"font-size: 24px\">Pack like you would for a field trip\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she’s teaching, Schnekser wears \u003c/span>\u003ca href=\"https://twitter.com/schnekser/status/1299136704847151106/photo/1\">\u003cspan style=\"font-weight: 400\">a toolbelt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that could give Mary Poppins’ purse a run for its money. In it, she keeps duct tape, scissors, a refillable water bottle, gardening gloves, an extra mask, sticky notes, a screwdriver and more — all in easy reach. Even if you’re just going outside to read a story, it’s a good idea to carry a canvas tote bag with essentials such as a medical kit, cell phone and hand sanitizer.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Footwear is another consideration. Ditch heels, Schnekser said. Comfortable shoes are a must. Students, too, will need to wear clothing to match the weather. When \u003c/span>\u003ca href=\"https://twitter.com/MisterMinor\">\u003cspan style=\"font-weight: 400\">Cornelius Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> taught in New York City public schools, he kept extra coats and boots in the classroom so that his language arts students could leave the building every day, come rain, snow or sunshine.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Plan for physical distancing, of course\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s easier to maintain six feet of separation from peers outside, designing classes for coronavirus safety still takes planning. Educators are using \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1300552478824501249/photo/1\">\u003cspan style=\"font-weight: 400\">individual mats\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or even \u003c/span>\u003ca href=\"https://twitter.com/sanford_music/status/1308021115030319104\">\u003cspan style=\"font-weight: 400\">painted lines on concrete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students maintain their distance. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1300552478824501249"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those precautions can bring other challenges, though. In a \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers about outdoor learning, New York City-based educator \u003c/span>\u003ca href=\"https://twitter.com/MsKass1\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> noted that physical distancing can make it harder for both kids and adults to hear, especially in urban settings. She suggested adopting classwide hand signals or student-created visual cue cards to help communicate common messages, such as “I have an idea” and “I need to use the restroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Schnekser, the pandemic has prompted her to restructure hands-on activities. In field studies, “a lot of times you're in the same space, rubbing elbows,” she said. This year, instead of having students try all aspects of a project, she has assigned them to specialized tasks to limit contact with materials and peers. The upside to the change is that it’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54461/how-to-bring-authenticity-to-learning-that-happens-in-school\">\u003cspan style=\"font-weight: 400\">more authentic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to how scientists operate in the field. “So it has actually forced me to be more purposeful and intentional with what I'm doing with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s a fun idea from Minor: foam pool noodles are “a game changer” for physically distanced outdoor games like tag, she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connect children’s curiosity to content\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While distractions like street noise can be planned for, others will be unexpected. In those cases, improv skills might come in handy. If a bald eagle flies overhead while your class is outside, you might pause to watch the eagle and then pose a question to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">connect children’s curiosity to content. \u003c/span>\u003c/a>\u003cspan class=\"s1\">If you were reading \"The Mouse and the Motorcycle,\" for example, you might ask, “If this was a book about an eagle, would it ride a motorcycle or something else?”\u003c/span>\u003cspan style=\"font-weight: 400\"> In other words, “find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">\u003cspan style=\"font-weight: 400\">embrace it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, rather than fight it,” Schnekser said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Choose your own adventure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her virtual course, Minor described three levels of outdoor learning. The baseline level includes practices that may already occur in many schools: field trips, recess and traditional lessons held outside in good weather. The next level involves using outdoor experiences to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/inquiry-learning-2\">\u003cspan style=\"font-weight: 400\">generate questions or ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as taking photos as story prompts. The third level entails thematic units in which students examine environmental or neighborhood issues.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor encouraged teachers to consider their students’ cultures and experiences in their planning and to be gracious with themselves in this difficult year. Any of those three levels is \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1306032569029459969\">\u003cspan style=\"font-weight: 400\">a good place to be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Simply being outside is a really powerful pedagogical move for children or any person, for that matter, during this time.\"\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_392","mindshift_20865","mindshift_21117","mindshift_20712","mindshift_21061","mindshift_943"],"featImg":"mindshift_56746","label":"mindshift"},"mindshift_51378":{"type":"posts","id":"mindshift_51378","meta":{"index":"posts_1591205157","site":"mindshift","id":"51378","score":null,"sort":[1528438130000]},"guestAuthors":[],"slug":"forest-preschools-let-kids-run-free-but-can-they-change-to-reach-diverse-families","title":"Forest Preschools Let Kids Run Free, But Can They Change to Reach Diverse Families?","publishDate":1528438130,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A 2½-year-old boy named Ben was ankle-deep in a Jefferson County creek when suddenly he lost his footing and plopped onto his bottom in the cold shallow water. The fall didn’t faze him. Neither did his dripping shorts. He got up and kept playing.\u003c/p>\n\u003cp>About a dozen children frolicked in or near the creek that day — making pretend tea in small metal buckets, building dams with sticks and mud, or inspecting bugs that flitted nearby.\u003c/p>\n\u003cp>It was a typical day at Worldmind Nature Immersion School, one of a growing number of programs where toddlers, preschoolers, and kindergarteners spend all their time outside — no matter the weather.\u003c/p>\n\u003cp>“When children look like they’re playing in nature, huge amounts of learning is taking place,” said Erin Kenny, founder of the American Forest Kindergarten Association and the co-founder of a pioneering outdoor preschool program in Washington state.\u003c/p>\n\u003cp>Established first in Scandinavia, such “forest schools” occupy a steadily expanding niche in the American early-childhood landscape. But even with the movement’s popularity, advocates wonder if it can reach beyond the homogenous slice of families — mostly middle-class and white — it now serves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Advocates like Kenny lament the academic push found in many traditional preschools and say that young children thrive outdoors — developing independence, resilience, and other valuable social-emotional skills.\u003c/p>\n\u003cp>Parents say their kids like the expansive space, non-stop play, and dearth of rules in outdoor classes. And as long as they’re dressed for the conditions, they take rain, snow, or frigid temperatures in stride.\u003c/p>\n\u003cdiv id=\"attachment_166578\" class=\"article-img alignnone\" style=\"width: 500px\">\n\u003cdiv class=\"img-wrapper\">\n\u003cfigure id=\"attachment_166578\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"wp-image-166578\" src=\"https://www.chalkbeat.org/wp-content/uploads/2018/06/IMG_5452-768x1024.jpg\" alt=\"\" width=\"500\" height=\"667\">\u003cfigcaption class=\"wp-caption-text\">Megan Patterson, the founder of Worldmind Nature Immersion School, pretends her preschool students are penguin chicks. (Photo by Ann Schimke/Chalkbeat)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003c/div>\n\u003cp>“I think it’s great to come in bad weather,” said Denver parent Tracy Larson, who has two children in the Worldmind class. “It makes us go outside when we’re at home in bad weather too … You’re not afraid of it.”\u003c/p>\n\u003cp>Forest schools nationwide face significant regulatory and logistical barriers to expanding their footprint — and serving students of color and those from low-income families.\u003c/p>\n\u003cp>“This movement is not going to move forward or it’s going to be stigmatized if we don’t rapidly move the needle from white middle-class to all-inclusive,” said Kenny.\u003c/p>\n\u003cp>Perhaps the most immediate problem is that states have no rules for outdoor-based programs that serve young children and thus, no way to grant them child care licenses. Besides signaling that programs meet basic health and safety rules, a license opens the door to state subsidies that help low-income families pay for child care.\u003c/p>\n\u003cp>In Colorado, the inability to get licensed means that forest schools can only have up to four young children in a class or, as is the case at Worldmind, must require parents to stay for each session. But licensing rules here could soon change. The same is true in Washington state, where there are dozens of outdoor preschool programs.\u003c/p>\n\u003cp>Government officials in both states are working with outdoor preschool providers as part of pilot programs that could lead to creating a child care license for outdoor preschools. The idea is to ensure children’s safety without stamping out the creek-wading, tree-climbing sensibilities that make the programs what they are.\u003c/p>\n\u003cp>Kenny said there are now around 50 forest preschools in the U.S. and another 200 “nature schools,” which put a major emphasis on outdoor learning but have buildings, too. Colorado and Washington are the only ones she knows of that are actively exploring special licensing classifications for outdoor preschools, but hopes their pilot programs will build momentum nationally.\u003c/p>\n\u003cp>“I used to feel I was riding the crest of a wave,” she said. “Now I feel the wave has crashed and it’s moving in ripples everywhere.\u003c/p>\n\u003cp>\u003cstrong>TESTING THE MODEL\u003c/strong>\u003c/p>\n\u003cp>In Colorado, two providers — Worldmind and a Denver-based program called The Nursery School — are participating in the state pilot program. It starts this month for the Nursery School and in August for Worldmind. Both providers will be allowed to serve up to 10 children ages 3 to 6 during half-day sessions without parents present. The schools must adhere to a staff-student ratio of 1 to 5 — stricter than what is required in a traditional preschool.\u003c/p>\n\u003cp>They’ll also have to abide by other rules, including keeping tree-climbing children within arm’s reach and seeking indoor shelter in extreme weather.\u003c/p>\n\u003cp>In addition, both programs will track heaps of data, ranging from hourly weather changes to the circumstances behind any wildlife encounters or potty accidents. State licensing officials will also visit each program regularly. The pilot will run through February — to capture all kinds of Colorado weather — with a licensing decision possible in the summer of 2019.\u003c/p>\n\u003cp>Matt Hebard, a former preschool teacher and early childhood school district administrator, launched The Nursery School with Brett Dabb last fall at Denver’s Bluff Lake Nature Center. In recent weeks, the handful of children enrolled there have spotted newly hatched goslings and mule deer, and made “snowmen” with fluff from cottonwood trees.\u003c/p>\n\u003cp>The two men first conceived of the school in 2013 during their time in an early childhood leadership program and soon after discovered the long, bureaucracy-laden road to state recognition. There were waiver applications, denials, a hearing before the state attorney general, and even a look at whether state legislation would further the cause of outdoor preschools in Colorado.\u003c/p>\n\u003cp>“It’s been slow going,” but worthwhile, Hebard said. “It’s going to allow other practitioners to open outdoor preschools … It’s going to give parents another option.”\u003c/p>\n\u003cdiv id=\"attachment_166587\" class=\"article-img alignnone\" style=\"width: 650px\">\n\u003cdiv class=\"img-wrapper\">\n\u003cfigure id=\"attachment_166587\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-166587\" src=\"https://www.chalkbeat.org/wp-content/uploads/2018/06/child-in-the-limbs-of-a-tree-1024x768.jpg\" alt=\"\" width=\"1920\" height=\"1441\">\u003cfigcaption class=\"wp-caption-text\">A child plays in the limbs of a tree at Matthews/Winters Park in Jefferson County. (Photo by Ann Schimke/Chalkbeat)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003c/div>\n\u003cp>Megan Patterson, a former elementary school teacher in Alaska and Colorado, launched Worldmind in 2015 — complying with state rules by offering “child and caregiver” classes at local parks and botanical gardens in Boulder County and metro Denver.\u003c/p>\n\u003cp>“I studied urban ecology in Boston and after that I realized … how important it is to connect kids to places around where they live,” she said. “I finally found the type of education I believe in 100 percent.”\u003c/p>\n\u003cp>State officials say they have been approached by other outdoor preschool providers interested in the pilot, but don’t plan to expand it beyond the two programs, and the roughly 40 children they’ll serve during the pilot period.\u003c/p>\n\u003cp>“We feel the model needs to be even more rigorous in the state of Colorado,” said Erin Mewhinney, director of the state’s early care and learning division in the office of early childhood.\u003c/p>\n\u003cp>She said while forest schools are popular in United Kingdom — where leaders of Worldmind and The Nursery School have both attended special teacher training courses — Colorado weather and terrain pose different challenges\u003c/p>\n\u003cp>“We all love the outdoors, but we all know how dangerous it is and we’re trying to strike a balance with that license type,” she said.\u003c/p>\n\u003cp>\u003cstrong>A SENSE OF FREEDOM\u003c/strong>\u003c/p>\n\u003cp>The recent Worldmind class where 2-year-old Ben plopped in the creek took place at Matthews/Winters Park in Golden on a warm, sunny May morning. While Patterson offered some general structure to the dozen kids in attendance — a snack break, a brief discussion of a picture book they’d read, and a chance to feel animal pelts, the kids were mostly free to do what they wanted.\u003c/p>\n\u003cp>Their parents lingered nearby, chatting with each other, chasing after younger siblings, or joining their kids in the creek or on a green tarp laid out nearby. It felt like a big, free-flowing playdate in the woods.\u003c/p>\n\u003cp>To be sure, there were the usual little-kid frustrations. One small girl, after repeatedly scrambling up the bank of the creek without much trouble, was reduced to tears once her hands went from merely dirty to muddy.\u003c/p>\n\u003cp>Worldmind’s upcoming pilot program class will look similar to the child and caregiver class, though without the parents. It will take place at Denver’s City Park, with the adjacent Denver Museum of Nature and Science serving as a backup in case of extreme weather.\u003c/p>\n\u003cp>Several parents who attended the recent class at Matthews/Winters Park said they planned to send their children to the pilot program. They often used the same word to describe why they liked the outdoor classes: Freedom.\u003c/p>\n\u003cp>Brittany Courville, of Lakewood, said she brought her 5-year-old daughter Siena to her first Worldmind session after the family relocated to Colorado from Texas a few years ago. The move had been jarring for the then 2-year-old, but the outdoor class seemed to restore her spirits.\u003c/p>\n\u003cp>“She loved it … It was freezing and she didn’t want to leave,” said Courville. “You know, you go to library story times — ‘Sit down. Do this. Do that’ — and she came here and there were other kids she could play with and also be herself and just explore.”\u003c/p>\n\u003cfigure id=\"attachment_51382\" class=\"wp-caption alignnone\" style=\"max-width: 900px\">\u003cimg class=\"size-full wp-image-51382\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/IMG_5447-900x0-c-default.jpg\" alt=\"\" width=\"900\" height=\"675\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 900px) 100vw, 900px\">\u003cfigcaption class=\"wp-caption-text\">A girl plays during a Worldmind Nature Immersion School class at Matthews/Winters Park in Jefferson County. \u003ccite>(Chalkbeat/Ann Schimke)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv id=\"attachment_166580\" class=\"article-img alignnone\" style=\"width: 650px\">\n\u003cdiv class=\"img-wrapper\">\u003c/div>\n\u003c/div>\n\u003cp>Brit Lease, a Denver resident and the mother of 2-year-old Ben, has friends who are excited that their daughter’s preschool has pledged she’ll be reading on a first-grade level by the time she starts kindergarten. But Lease doesn’t want that for Ben.\u003c/p>\n\u003cp>“What social-emotional learning did they miss out on or interpersonal kinds of things did they miss out on because they were so focused on learning how to read?” she asked.\u003c/p>\n\u003cp>While she talked, Ben growled like a tiger and showed off his “sword” — fashioned out of two thin branches bound together with black cord.\u003c/p>\n\u003cp>“My theory right now is just let them be kids as long as they can because it does start sooner,” Lease said. “Kindergarten is no joke anymore.”\u003c/p>\n\u003cp>\u003cstrong>A BIGGER TENT\u003c/strong>\u003c/p>\n\u003cp>While Patterson launched Worldmind with a primary focus on getting kids outside, she’s lately shifted her goals. The organization is revamping its mission to aim for racial and ethnic, socioeconomic, cultural, and ability diversity.\u003c/p>\n\u003cp>If Worldmind becomes licensed, she also plans to accept state child-care subsidies. Tuition for four half-days of forest school during the fall semester of the pilot project runs about $2,900.\u003c/p>\n\u003cp>But like other outdoor preschool providers, Patterson knows the typical part-day forest school schedule doesn’t work for everybody.\u003c/p>\n\u003cp>In part to accommodate working parents, Patterson hopes by the fall of 2019 to open a brick-and-mortar child care center that would still focus on outdoor learning, while enabling Worldmind to serve infants and toddlers, and offer full-day care for children up to age 6.\u003c/p>\n\u003cdiv id=\"attachment_166581\" class=\"article-img alignnone\" style=\"width: 650px\">\n\u003cdiv class=\"img-wrapper\">\n\u003cfigure id=\"attachment_166581\" class=\"wp-caption alignnone\" style=\"max-width: 650px\">\u003cimg class=\"wp-image-166581\" src=\"https://www.chalkbeat.org/wp-content/uploads/2018/06/kid-in-tree-at-forest-preschool-1024x768.jpg\" alt=\"\" width=\"650\" height=\"488\">\u003cfigcaption class=\"wp-caption-text\">Megan Patterson, the founder of Worldmind Nature Immersion School, talks with two children while others play nearby. (Photo by Ann Schimke/Chalkbeat)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003c/div>\n\u003cp>Hebard said he doesn’t plan to accept child-care subsidies because they come with requirements he thinks don’t apply to an outdoor preschool model. These include evaluating students using a state-approved assessment tool.\u003c/p>\n\u003cp>Still, he would eventually like to raise money for a scholarship program. But with only a handful of tuition-paying families enrolled now and much of his extra time spent working nights at UPS Inc., that reality could be a ways off.\u003c/p>\n\u003cp>“It would be nice to have a broader demographic,” he said. “It’s a good opportunity for any child.”\u003c/p>\n\u003cp>Nationally, some forest preschools have come up with creative ways to open their doors to a wider slice of their communities. For example, the Forest Freedom School, based in Oakland, gives students of a color a 30 percent break on tuition. It’s billed as the “Struggle Is Real” discount.\u003c/p>\n\u003cp>Aside from financial obstacles, there can be cultural barriers that make outdoor preschools perplexing or unthinkable for some families. These may include worries that children will get sick if they spend time in the rain and cold or simply the sense that school isn’t an outdoor activity.\u003c/p>\n\u003cp>Hebard said a colleague at another organization told him about concerns voiced by parents about plans to replace the preschool’s brightly colored plastic play equipment with a nature-themed playground. Some of the parents worked outside all day and were put off by the idea of their children playing in the dirt at school.\u003c/p>\n\u003cp>Overcoming those perceptions will take parent education and outreach to local groups that work with communities of color, forest school leaders say.\u003c/p>\n\u003cp>Kenny said programs must be aggressive about serving all kinds of families. And it’s not just tuition help that’s needed, she said. Because children are outside in all kinds of weather, families may need help ensuring their children have access to high-quality clothing and gear.\u003c/p>\n\u003cp>“It’s incumbent on these schools to offer some kind of assistance because right now the government’s not doing it, nobody’s doing it,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org\">\u003cem>Chalkbeat\u003c/em>\u003c/a>\u003cem> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Forest-based preschools attract mostly white middle class families. Some programs are trying to diversify outdoor education by adapting to meet criteria for state subsidies or offering discounts for under represented groups. ","status":"publish","parent":0,"modified":1528438451,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":2286},"headData":{"title":"Forest Preschools Let Kids Run Free, But Can They Change to Reach Diverse Families? | KQED","description":"Forest-based preschools attract mostly white middle class families. Some programs are trying to diversify outdoor education by adapting to meet criteria for state subsidies or offering discounts for under represented groups. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Forest Preschools Let Kids Run Free, But Can They Change to Reach Diverse Families?","datePublished":"2018-06-08T06:08:50.000Z","dateModified":"2018-06-08T06:14:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51378 https://ww2.kqed.org/mindshift/?p=51378","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/07/forest-preschools-let-kids-run-free-but-can-they-change-to-reach-diverse-families/","disqusTitle":"Forest Preschools Let Kids Run Free, But Can They Change to Reach Diverse Families?","nprByline":"\u003ca href=\"https://chalkbeat.org/author/ann-schimke/\">Ann Schimke\u003c/a>, \u003ca href=\"https://chalkbeat.org/\">Chalkbeat Colorado\u003c/a>","path":"/mindshift/51378/forest-preschools-let-kids-run-free-but-can-they-change-to-reach-diverse-families","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A 2½-year-old boy named Ben was ankle-deep in a Jefferson County creek when suddenly he lost his footing and plopped onto his bottom in the cold shallow water. The fall didn’t faze him. Neither did his dripping shorts. He got up and kept playing.\u003c/p>\n\u003cp>About a dozen children frolicked in or near the creek that day — making pretend tea in small metal buckets, building dams with sticks and mud, or inspecting bugs that flitted nearby.\u003c/p>\n\u003cp>It was a typical day at Worldmind Nature Immersion School, one of a growing number of programs where toddlers, preschoolers, and kindergarteners spend all their time outside — no matter the weather.\u003c/p>\n\u003cp>“When children look like they’re playing in nature, huge amounts of learning is taking place,” said Erin Kenny, founder of the American Forest Kindergarten Association and the co-founder of a pioneering outdoor preschool program in Washington state.\u003c/p>\n\u003cp>Established first in Scandinavia, such “forest schools” occupy a steadily expanding niche in the American early-childhood landscape. But even with the movement’s popularity, advocates wonder if it can reach beyond the homogenous slice of families — mostly middle-class and white — it now serves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Advocates like Kenny lament the academic push found in many traditional preschools and say that young children thrive outdoors — developing independence, resilience, and other valuable social-emotional skills.\u003c/p>\n\u003cp>Parents say their kids like the expansive space, non-stop play, and dearth of rules in outdoor classes. And as long as they’re dressed for the conditions, they take rain, snow, or frigid temperatures in stride.\u003c/p>\n\u003cdiv id=\"attachment_166578\" class=\"article-img alignnone\" style=\"width: 500px\">\n\u003cdiv class=\"img-wrapper\">\n\u003cfigure id=\"attachment_166578\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"wp-image-166578\" src=\"https://www.chalkbeat.org/wp-content/uploads/2018/06/IMG_5452-768x1024.jpg\" alt=\"\" width=\"500\" height=\"667\">\u003cfigcaption class=\"wp-caption-text\">Megan Patterson, the founder of Worldmind Nature Immersion School, pretends her preschool students are penguin chicks. (Photo by Ann Schimke/Chalkbeat)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003c/div>\n\u003cp>“I think it’s great to come in bad weather,” said Denver parent Tracy Larson, who has two children in the Worldmind class. “It makes us go outside when we’re at home in bad weather too … You’re not afraid of it.”\u003c/p>\n\u003cp>Forest schools nationwide face significant regulatory and logistical barriers to expanding their footprint — and serving students of color and those from low-income families.\u003c/p>\n\u003cp>“This movement is not going to move forward or it’s going to be stigmatized if we don’t rapidly move the needle from white middle-class to all-inclusive,” said Kenny.\u003c/p>\n\u003cp>Perhaps the most immediate problem is that states have no rules for outdoor-based programs that serve young children and thus, no way to grant them child care licenses. Besides signaling that programs meet basic health and safety rules, a license opens the door to state subsidies that help low-income families pay for child care.\u003c/p>\n\u003cp>In Colorado, the inability to get licensed means that forest schools can only have up to four young children in a class or, as is the case at Worldmind, must require parents to stay for each session. But licensing rules here could soon change. The same is true in Washington state, where there are dozens of outdoor preschool programs.\u003c/p>\n\u003cp>Government officials in both states are working with outdoor preschool providers as part of pilot programs that could lead to creating a child care license for outdoor preschools. The idea is to ensure children’s safety without stamping out the creek-wading, tree-climbing sensibilities that make the programs what they are.\u003c/p>\n\u003cp>Kenny said there are now around 50 forest preschools in the U.S. and another 200 “nature schools,” which put a major emphasis on outdoor learning but have buildings, too. Colorado and Washington are the only ones she knows of that are actively exploring special licensing classifications for outdoor preschools, but hopes their pilot programs will build momentum nationally.\u003c/p>\n\u003cp>“I used to feel I was riding the crest of a wave,” she said. “Now I feel the wave has crashed and it’s moving in ripples everywhere.\u003c/p>\n\u003cp>\u003cstrong>TESTING THE MODEL\u003c/strong>\u003c/p>\n\u003cp>In Colorado, two providers — Worldmind and a Denver-based program called The Nursery School — are participating in the state pilot program. It starts this month for the Nursery School and in August for Worldmind. Both providers will be allowed to serve up to 10 children ages 3 to 6 during half-day sessions without parents present. The schools must adhere to a staff-student ratio of 1 to 5 — stricter than what is required in a traditional preschool.\u003c/p>\n\u003cp>They’ll also have to abide by other rules, including keeping tree-climbing children within arm’s reach and seeking indoor shelter in extreme weather.\u003c/p>\n\u003cp>In addition, both programs will track heaps of data, ranging from hourly weather changes to the circumstances behind any wildlife encounters or potty accidents. State licensing officials will also visit each program regularly. The pilot will run through February — to capture all kinds of Colorado weather — with a licensing decision possible in the summer of 2019.\u003c/p>\n\u003cp>Matt Hebard, a former preschool teacher and early childhood school district administrator, launched The Nursery School with Brett Dabb last fall at Denver’s Bluff Lake Nature Center. In recent weeks, the handful of children enrolled there have spotted newly hatched goslings and mule deer, and made “snowmen” with fluff from cottonwood trees.\u003c/p>\n\u003cp>The two men first conceived of the school in 2013 during their time in an early childhood leadership program and soon after discovered the long, bureaucracy-laden road to state recognition. There were waiver applications, denials, a hearing before the state attorney general, and even a look at whether state legislation would further the cause of outdoor preschools in Colorado.\u003c/p>\n\u003cp>“It’s been slow going,” but worthwhile, Hebard said. “It’s going to allow other practitioners to open outdoor preschools … It’s going to give parents another option.”\u003c/p>\n\u003cdiv id=\"attachment_166587\" class=\"article-img alignnone\" style=\"width: 650px\">\n\u003cdiv class=\"img-wrapper\">\n\u003cfigure id=\"attachment_166587\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-166587\" src=\"https://www.chalkbeat.org/wp-content/uploads/2018/06/child-in-the-limbs-of-a-tree-1024x768.jpg\" alt=\"\" width=\"1920\" height=\"1441\">\u003cfigcaption class=\"wp-caption-text\">A child plays in the limbs of a tree at Matthews/Winters Park in Jefferson County. (Photo by Ann Schimke/Chalkbeat)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003c/div>\n\u003cp>Megan Patterson, a former elementary school teacher in Alaska and Colorado, launched Worldmind in 2015 — complying with state rules by offering “child and caregiver” classes at local parks and botanical gardens in Boulder County and metro Denver.\u003c/p>\n\u003cp>“I studied urban ecology in Boston and after that I realized … how important it is to connect kids to places around where they live,” she said. “I finally found the type of education I believe in 100 percent.”\u003c/p>\n\u003cp>State officials say they have been approached by other outdoor preschool providers interested in the pilot, but don’t plan to expand it beyond the two programs, and the roughly 40 children they’ll serve during the pilot period.\u003c/p>\n\u003cp>“We feel the model needs to be even more rigorous in the state of Colorado,” said Erin Mewhinney, director of the state’s early care and learning division in the office of early childhood.\u003c/p>\n\u003cp>She said while forest schools are popular in United Kingdom — where leaders of Worldmind and The Nursery School have both attended special teacher training courses — Colorado weather and terrain pose different challenges\u003c/p>\n\u003cp>“We all love the outdoors, but we all know how dangerous it is and we’re trying to strike a balance with that license type,” she said.\u003c/p>\n\u003cp>\u003cstrong>A SENSE OF FREEDOM\u003c/strong>\u003c/p>\n\u003cp>The recent Worldmind class where 2-year-old Ben plopped in the creek took place at Matthews/Winters Park in Golden on a warm, sunny May morning. While Patterson offered some general structure to the dozen kids in attendance — a snack break, a brief discussion of a picture book they’d read, and a chance to feel animal pelts, the kids were mostly free to do what they wanted.\u003c/p>\n\u003cp>Their parents lingered nearby, chatting with each other, chasing after younger siblings, or joining their kids in the creek or on a green tarp laid out nearby. It felt like a big, free-flowing playdate in the woods.\u003c/p>\n\u003cp>To be sure, there were the usual little-kid frustrations. One small girl, after repeatedly scrambling up the bank of the creek without much trouble, was reduced to tears once her hands went from merely dirty to muddy.\u003c/p>\n\u003cp>Worldmind’s upcoming pilot program class will look similar to the child and caregiver class, though without the parents. It will take place at Denver’s City Park, with the adjacent Denver Museum of Nature and Science serving as a backup in case of extreme weather.\u003c/p>\n\u003cp>Several parents who attended the recent class at Matthews/Winters Park said they planned to send their children to the pilot program. They often used the same word to describe why they liked the outdoor classes: Freedom.\u003c/p>\n\u003cp>Brittany Courville, of Lakewood, said she brought her 5-year-old daughter Siena to her first Worldmind session after the family relocated to Colorado from Texas a few years ago. The move had been jarring for the then 2-year-old, but the outdoor class seemed to restore her spirits.\u003c/p>\n\u003cp>“She loved it … It was freezing and she didn’t want to leave,” said Courville. “You know, you go to library story times — ‘Sit down. Do this. Do that’ — and she came here and there were other kids she could play with and also be herself and just explore.”\u003c/p>\n\u003cfigure id=\"attachment_51382\" class=\"wp-caption alignnone\" style=\"max-width: 900px\">\u003cimg class=\"size-full wp-image-51382\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/IMG_5447-900x0-c-default.jpg\" alt=\"\" width=\"900\" height=\"675\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG_5447-900x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 900px) 100vw, 900px\">\u003cfigcaption class=\"wp-caption-text\">A girl plays during a Worldmind Nature Immersion School class at Matthews/Winters Park in Jefferson County. \u003ccite>(Chalkbeat/Ann Schimke)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv id=\"attachment_166580\" class=\"article-img alignnone\" style=\"width: 650px\">\n\u003cdiv class=\"img-wrapper\">\u003c/div>\n\u003c/div>\n\u003cp>Brit Lease, a Denver resident and the mother of 2-year-old Ben, has friends who are excited that their daughter’s preschool has pledged she’ll be reading on a first-grade level by the time she starts kindergarten. But Lease doesn’t want that for Ben.\u003c/p>\n\u003cp>“What social-emotional learning did they miss out on or interpersonal kinds of things did they miss out on because they were so focused on learning how to read?” she asked.\u003c/p>\n\u003cp>While she talked, Ben growled like a tiger and showed off his “sword” — fashioned out of two thin branches bound together with black cord.\u003c/p>\n\u003cp>“My theory right now is just let them be kids as long as they can because it does start sooner,” Lease said. “Kindergarten is no joke anymore.”\u003c/p>\n\u003cp>\u003cstrong>A BIGGER TENT\u003c/strong>\u003c/p>\n\u003cp>While Patterson launched Worldmind with a primary focus on getting kids outside, she’s lately shifted her goals. The organization is revamping its mission to aim for racial and ethnic, socioeconomic, cultural, and ability diversity.\u003c/p>\n\u003cp>If Worldmind becomes licensed, she also plans to accept state child-care subsidies. Tuition for four half-days of forest school during the fall semester of the pilot project runs about $2,900.\u003c/p>\n\u003cp>But like other outdoor preschool providers, Patterson knows the typical part-day forest school schedule doesn’t work for everybody.\u003c/p>\n\u003cp>In part to accommodate working parents, Patterson hopes by the fall of 2019 to open a brick-and-mortar child care center that would still focus on outdoor learning, while enabling Worldmind to serve infants and toddlers, and offer full-day care for children up to age 6.\u003c/p>\n\u003cdiv id=\"attachment_166581\" class=\"article-img alignnone\" style=\"width: 650px\">\n\u003cdiv class=\"img-wrapper\">\n\u003cfigure id=\"attachment_166581\" class=\"wp-caption alignnone\" style=\"max-width: 650px\">\u003cimg class=\"wp-image-166581\" src=\"https://www.chalkbeat.org/wp-content/uploads/2018/06/kid-in-tree-at-forest-preschool-1024x768.jpg\" alt=\"\" width=\"650\" height=\"488\">\u003cfigcaption class=\"wp-caption-text\">Megan Patterson, the founder of Worldmind Nature Immersion School, talks with two children while others play nearby. (Photo by Ann Schimke/Chalkbeat)\u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003c/div>\n\u003cp>Hebard said he doesn’t plan to accept child-care subsidies because they come with requirements he thinks don’t apply to an outdoor preschool model. These include evaluating students using a state-approved assessment tool.\u003c/p>\n\u003cp>Still, he would eventually like to raise money for a scholarship program. But with only a handful of tuition-paying families enrolled now and much of his extra time spent working nights at UPS Inc., that reality could be a ways off.\u003c/p>\n\u003cp>“It would be nice to have a broader demographic,” he said. “It’s a good opportunity for any child.”\u003c/p>\n\u003cp>Nationally, some forest preschools have come up with creative ways to open their doors to a wider slice of their communities. For example, the Forest Freedom School, based in Oakland, gives students of a color a 30 percent break on tuition. It’s billed as the “Struggle Is Real” discount.\u003c/p>\n\u003cp>Aside from financial obstacles, there can be cultural barriers that make outdoor preschools perplexing or unthinkable for some families. These may include worries that children will get sick if they spend time in the rain and cold or simply the sense that school isn’t an outdoor activity.\u003c/p>\n\u003cp>Hebard said a colleague at another organization told him about concerns voiced by parents about plans to replace the preschool’s brightly colored plastic play equipment with a nature-themed playground. Some of the parents worked outside all day and were put off by the idea of their children playing in the dirt at school.\u003c/p>\n\u003cp>Overcoming those perceptions will take parent education and outreach to local groups that work with communities of color, forest school leaders say.\u003c/p>\n\u003cp>Kenny said programs must be aggressive about serving all kinds of families. And it’s not just tuition help that’s needed, she said. Because children are outside in all kinds of weather, families may need help ensuring their children have access to high-quality clothing and gear.\u003c/p>\n\u003cp>“It’s incumbent on these schools to offer some kind of assistance because right now the government’s not doing it, nobody’s doing it,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://chalkbeat.org\">\u003cem>Chalkbeat\u003c/em>\u003c/a>\u003cem> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51378/forest-preschools-let-kids-run-free-but-can-they-change-to-reach-diverse-families","authors":["byline_mindshift_51378"],"categories":["mindshift_192"],"tags":["mindshift_20720","mindshift_20784","mindshift_20866","mindshift_1040","mindshift_21117","mindshift_20712"],"featImg":"mindshift_51384","label":"mindshift"},"mindshift_41303":{"type":"posts","id":"mindshift_41303","meta":{"index":"posts_1591205157","site":"mindshift","id":"41303","score":null,"sort":[1438088405000]},"guestAuthors":[],"slug":"a-kindergarten-designed-to-let-kids-be-kids","title":"A Kindergarten Designed to Let Kids Be Kids","publishDate":1438088405,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Architect Takaharu Tezuka observes that \"children love running in circles.\" That's why he designed this Tokyo kindergarten in the round, with a roof that is basically one big running track, but low enough so kids can easily be seen from the ground. In this \u003ca href=\"https://www.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen#t-312570\" target=\"_blank\">TED talk\u003c/a>, Tezuka describes how he and his colleagues tried to get inside the minds of children to create a space that would spark learning, not happen in spite of it.\u003c/p>\n\u003cp>Tezuka observes when you put children in quiet boxes \"some of them become very nervous\" and try to hide or act out. At this school, there are no walls between classrooms and children who need to move can wander off if the mood strikes them. Teachers don't worry because they'll always find their way back -- it is a circle, after all.\u003c/p>\n\u003cp>This delightfully funny talk emphasizes how design can promote the playful, fun-loving, movement-filled learning spaces that nurture young children.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A kindergarten meant to make the outdoors and movement an essential part of the school day.","status":"publish","parent":0,"modified":1438042036,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://embed-ssl.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen.html"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":162},"headData":{"title":"A Kindergarten Designed to Let Kids Be Kids | KQED","description":"A kindergarten meant to make the outdoors and movement an essential part of the school day.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Kindergarten Designed to Let Kids Be Kids","datePublished":"2015-07-28T13:00:05.000Z","dateModified":"2015-07-28T00:07:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41303 http://ww2.kqed.org/mindshift/?p=41303","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/28/a-kindergarten-designed-to-let-kids-be-kids/","disqusTitle":"A Kindergarten Designed to Let Kids Be Kids","path":"/mindshift/41303/a-kindergarten-designed-to-let-kids-be-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Architect Takaharu Tezuka observes that \"children love running in circles.\" That's why he designed this Tokyo kindergarten in the round, with a roof that is basically one big running track, but low enough so kids can easily be seen from the ground. In this \u003ca href=\"https://www.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen#t-312570\" target=\"_blank\">TED talk\u003c/a>, Tezuka describes how he and his colleagues tried to get inside the minds of children to create a space that would spark learning, not happen in spite of it.\u003c/p>\n\u003cp>Tezuka observes when you put children in quiet boxes \"some of them become very nervous\" and try to hide or act out. At this school, there are no walls between classrooms and children who need to move can wander off if the mood strikes them. Teachers don't worry because they'll always find their way back -- it is a circle, after all.\u003c/p>\n\u003cp>This delightfully funny talk emphasizes how design can promote the playful, fun-loving, movement-filled learning spaces that nurture young children.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41303/a-kindergarten-designed-to-let-kids-be-kids","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20712","mindshift_135"],"featImg":"mindshift_41304","label":"mindshift"},"mindshift_40729":{"type":"posts","id":"mindshift_40729","meta":{"index":"posts_1591205157","site":"mindshift","id":"40729","score":null,"sort":[1433249909000]},"guestAuthors":[],"slug":"beyond-recess-how-to-explore-the-forest-as-a-kindergarten-class","title":"Beyond Recess: How to Explore the Forest as a Kindergarten Class","publishDate":1433249909,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Emily Hanford,\u003ca href=\"http://www.americanradioworks.org/\"> American Radio Works\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>American kids are spending less time outside. Even in kindergarten, recess is being cut back. But in one small town in Vermont, a teacher is doing something different: one day a week, she takes her students outside - for the entire school day.\u003c/p>\n\u003cp>It’s called Forest Monday.\u003c/p>\n\u003cp>Kindergarten teacher Eliza Minnucci got the idea after watching a \u003ca href=\"http://www.schoolsoutfilm.com/\">documentary\u003c/a> about a forest school in Switzerland where kids spend all day, every day, out in the woods.\u003c/p>\n\u003cp>“I would do that in a heartbeat,” she thought to herself. Then reality hit. “We’re in a public school in America,” she says. “That’s not going to happen.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But her principal at the Ottauquechee School in Quechee, Vermont surprised her by saying: try it.\u003c/p>\n\u003cp>Every Monday morning, the kids suit up for a day outdoors. Rain or shine - even in the bitter cold - they go out. They head to the woods next to their school where they’ve built a home site with forts and a fire pit.\u003c/p>\n\u003cfigure id=\"attachment_40731\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Fort.jpg\">\u003cimg class=\"size-full wp-image-40731\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Fort.jpg\" alt=\"Student Ben Potter in a fort made by the kindergartners. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Ben Potter in a fort made by the kindergartners. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OBSERVATION\u003c/strong>\u003c/p>\n\u003cp>First thing, the kids go to their “sit spots.” These are designated places – under a tree, on a log - where each kid sits quietly, alone, for 10 minutes. Their task is to notice what’s changed in nature since last week.\u003c/p>\n\u003cp>“There’s more moisture in the air,” says a boy named Orion Bee. It’s early April on the day I visit, and the snow is starting to melt, making the air feel slightly soggy. With that astute observation, Orion picks up a rock and starts banging it on the ground. It seems he’s had enough quiet time for now. And lucky for him, playtime is next.\u003c/p>\n\u003cp>\u003cstrong>PLAYING AND LEARNING\u003c/strong>\u003c/p>\n\u003cp>Kids run around and do all kinds of things they’re not allowed to do at school, like yell and throw things. Down by the stream, two boys are working together to build a dam. One boy, pushing with all his might, tries to move a downed tree onto the dam. “We can roll it!” insists the other boy. They push and push, to no avail. Eventually, one of the boys realizes he can get leverage using the tree’s branches. Teacher Eliza Minnucci is standing about 20 feet away, watching.\u003c/p>\n\u003cp>“We’re supposed to study force and motion in kindergarten,” she says, noting how the boy just had a real world experience of that when he figured out how to use the branches to move the tree. “Outside offers so much,” she says. “It is sort of the deepest and widest environment for learning that we have.”\u003c/p>\n\u003cp>Minnucci worries that U.S. schools have become too focused on academics and test scores and not enough on “non-cognitive” skills, such as persistence and self-control. There is increasing attention on the importance of these skills, but Minnucci doesn’t think traditional school is set up to teach them very well.\u003c/p>\n\u003cp>Forest Mondays, however, provide lots of opportunities.\u003c/p>\n\u003cp>“I see some amazing grit,” she says with a smile, looking over at the boys who have successfully moved the downed tree onto their dam.\u003c/p>\n\u003cfigure id=\"attachment_40734\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Snacks.jpg\">\u003cimg class=\"size-full wp-image-40734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Snacks.jpg\" alt=\"Grilling snack for Forest Monday. Out in the woods, the kindergartners will “try everything we put in front of them,” says a teacher.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Grilling snack for Forest Monday. Out in the woods, the kindergartners will “try everything we put in front of them,” says a teacher. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>NATURE’S TEACHING TOOLS\u003c/strong>\u003c/p>\n\u003cp>There are formal lessons in the forest too. After playtime, the kids visit learning stations. At one they paint using natural materials. At another they make letters out of sticks. One girl struggles to make an “S.”\u003c/p>\n\u003cp>“I’m going to get some curvy sticks!” she declares. Soon realizing that curvy sticks are hard to come by, she comes up with the idea of making a backwards “Z” instead.\u003c/p>\n\u003cp>“Kids are so resourceful out here,” says Minnucci. “In the classroom, we chunk everything into small pieces. We teach them discrete skills and facts and they put it together later. That’s a good way to learn, but it’s not the way the world works,” she says. “I like giving them the opportunity to be in a really complex place where they need to think about how to build a dam with a peer and at the same time think about staying dry and staying warm.”\u003c/p>\n\u003cfigure id=\"attachment_40735\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Climbing.jpg\">\u003cimg class=\"size-full wp-image-40735\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Climbing.jpg\" alt=\"A boy climbs to his “sit spot.” Every Forest Monday begins with kindergartners spending 10 minutes sitting quietly alone in designated spots in the woods. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A boy climbs to his “sit spot.” Every Forest Monday begins with kindergartners spending 10 minutes sitting quietly alone in designated spots in the woods. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003cp>There are very few rules in the woods. Take care of yourself, take care of others, don’t wander too far away; that’s pretty much it. The goal is to let kids experience independence and help them learn the self-regulation skills that are so important to becoming a successful adult. Minnucci points to a kid sitting in the stream.\u003c/p>\n\u003cp>“It’s 33 degrees out. He’s \u003cem>sitting\u003c/em> in water. And he’s going to figure out whether that becomes uncomfortable or not,” she says. “I don’t need to make a rule for him. He’s going to figure that out. This is a place where he can learn to take care of himself.”\u003c/p>\n\u003cp>There are plenty of adult eyes making sure kids stay safe. Grants pay for an additional forest day teacher. And most Mondays, there’s at least one parent volunteer.\u003c/p>\n\u003cp>“I think it’s a really great idea that they get the kids out,” says a dad, Chris Cooper. “They’re able to explore and figure things out on their own.”\u003c/p>\n\u003cp>And what do the students think? \"We get to play and we don't have to stay seated forever,\" says kindergartner Jacob Tyburski.\u003c/p>\n\u003cp>When Minnucci started this forest school experiment two years ago, she knew it would be good for the rowdy boys who clearly need to run around more than the typical school day offers.\u003c/p>\n\u003cp>What she didn’t expect is how good it would be for the kids who can sit still and “do” school when they’re 5 years old. She gives the example of a boy last year.\u003c/p>\n\u003cp>Inside the classroom, he was one of her best students. But when he got outside and kids were climbing a tree, he couldn’t get very high. “I think he was a little surprised to not be meeting his peers’ ability,” says Minnucci.\u003c/p>\n\u003cp>Then, partway up the tree, he fell. And got a bit scraped up. “I felt terrible,” Minnucci says. “I thought, ‘Oh this poor guy. He failed.’”\u003c/p>\n\u003cp>But two weeks later, when the kids were climbing the tree again, he looked over at them. “I want to try the tree,” he said.\u003c/p>\n\u003cp>“And he went to the tree and he got higher than he’d been before and he was beaming,” says Minnucci. “And I thought, ‘Oh, this good, this is good!’ This is a kid who may have gone so far before he met challenge that he wouldn’t have known what to do when he got there.”\u003c/p>\n\u003cfigure id=\"attachment_40733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Home-Site.jpg\">\u003cimg class=\"size-full wp-image-40733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Home-Site.jpg\" alt=\"Students and teachers at the Forest Monday home site they’ve built in the woods next to their school in Quechee, Vermont. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students and teachers at the Forest Monday home site they’ve built in the woods next to their school in Quechee, Vermont. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kids who are good at school need to understand there’s more to life than acing academics, says Minnucci. And students who aren’t excelling at the academic stuff need to know there’s value in the things they are good at. Doing school in the forest offers “something really important” to everyone, she says.\u003c/p>\n\u003cp>Clearly there’s a lot students are learning in the forest. But what about standardized test scores? That’s the bottom line for schools these days.\u003c/p>\n\u003cp>Minnucci says scores went up more last year than any other year she’s been teaching. She’s quick to point out there could be lots of reasons for that.\u003c/p>\n\u003cp>She didn’t set out to prove that one day a week in the forest would improve academic achievement. But it didn’t hurt. She says what her students gain from the experience might not be measurable, but that doesn’t mean it’s not worth doing.\u003c/p>\n\u003cp>Her principal, Amos Kornfeld, agrees. He says schools are being forced to think about everything in terms of data and measurable outcomes, but he doesn’t need test scores to tell him forest kindergarten is working.\u003c/p>\n\u003cp>When the kids come back from the woods, they look happy and healthy. “Schools need to be focusing on that too,” he says.\u003c/p>\n\u003cp>\u003cem>Emily Hanford is an education correspondent for \u003ca href=\"http://www.americanradioworks.org/\">American Radio Works\u003c/a>. \u003c/em>\u003cem>Listen to the \u003ca href=\"http://www.americanradioworks.org/forest-schools/\">American RadioWorks podcast\u003c/a> for more about forest schools, including a visit to a sixth grade class that does forest days. Check out the weekly \u003ca href=\"https://cornerclassroom.wordpress.com/\">Forest Monday blog\u003c/a> created by the kindergartners in Quechee, Vermont. Learn more about \u003ca href=\"http://forestkinder.org/\">setting up a forest kindergarten.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>A version of this story originally appeared on \u003ca href=\"http://www.npr.org/sections/ed/2015/05/26/407762253/out-of-the-classroom-and-into-the-woods\">NPR.org\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Public school teachers take students to the forest once a week for a natural educational experience. ","status":"publish","parent":0,"modified":1433249909,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1595},"headData":{"title":"Beyond Recess: How to Explore the Forest as a Kindergarten Class | KQED","description":"Public school teachers take students to the forest once a week for a natural educational experience. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond Recess: How to Explore the Forest as a Kindergarten Class","datePublished":"2015-06-02T12:58:29.000Z","dateModified":"2015-06-02T12:58:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40729 http://ww2.kqed.org/mindshift/?p=40729","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/02/beyond-recess-how-to-explore-the-forest-as-a-kindergarten-class/","disqusTitle":"Beyond Recess: How to Explore the Forest as a Kindergarten Class","path":"/mindshift/40729/beyond-recess-how-to-explore-the-forest-as-a-kindergarten-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Emily Hanford,\u003ca href=\"http://www.americanradioworks.org/\"> American Radio Works\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>American kids are spending less time outside. Even in kindergarten, recess is being cut back. But in one small town in Vermont, a teacher is doing something different: one day a week, she takes her students outside - for the entire school day.\u003c/p>\n\u003cp>It’s called Forest Monday.\u003c/p>\n\u003cp>Kindergarten teacher Eliza Minnucci got the idea after watching a \u003ca href=\"http://www.schoolsoutfilm.com/\">documentary\u003c/a> about a forest school in Switzerland where kids spend all day, every day, out in the woods.\u003c/p>\n\u003cp>“I would do that in a heartbeat,” she thought to herself. Then reality hit. “We’re in a public school in America,” she says. “That’s not going to happen.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But her principal at the Ottauquechee School in Quechee, Vermont surprised her by saying: try it.\u003c/p>\n\u003cp>Every Monday morning, the kids suit up for a day outdoors. Rain or shine - even in the bitter cold - they go out. They head to the woods next to their school where they’ve built a home site with forts and a fire pit.\u003c/p>\n\u003cfigure id=\"attachment_40731\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Fort.jpg\">\u003cimg class=\"size-full wp-image-40731\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Fort.jpg\" alt=\"Student Ben Potter in a fort made by the kindergartners. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Fort-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Ben Potter in a fort made by the kindergartners. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OBSERVATION\u003c/strong>\u003c/p>\n\u003cp>First thing, the kids go to their “sit spots.” These are designated places – under a tree, on a log - where each kid sits quietly, alone, for 10 minutes. Their task is to notice what’s changed in nature since last week.\u003c/p>\n\u003cp>“There’s more moisture in the air,” says a boy named Orion Bee. It’s early April on the day I visit, and the snow is starting to melt, making the air feel slightly soggy. With that astute observation, Orion picks up a rock and starts banging it on the ground. It seems he’s had enough quiet time for now. And lucky for him, playtime is next.\u003c/p>\n\u003cp>\u003cstrong>PLAYING AND LEARNING\u003c/strong>\u003c/p>\n\u003cp>Kids run around and do all kinds of things they’re not allowed to do at school, like yell and throw things. Down by the stream, two boys are working together to build a dam. One boy, pushing with all his might, tries to move a downed tree onto the dam. “We can roll it!” insists the other boy. They push and push, to no avail. Eventually, one of the boys realizes he can get leverage using the tree’s branches. Teacher Eliza Minnucci is standing about 20 feet away, watching.\u003c/p>\n\u003cp>“We’re supposed to study force and motion in kindergarten,” she says, noting how the boy just had a real world experience of that when he figured out how to use the branches to move the tree. “Outside offers so much,” she says. “It is sort of the deepest and widest environment for learning that we have.”\u003c/p>\n\u003cp>Minnucci worries that U.S. schools have become too focused on academics and test scores and not enough on “non-cognitive” skills, such as persistence and self-control. There is increasing attention on the importance of these skills, but Minnucci doesn’t think traditional school is set up to teach them very well.\u003c/p>\n\u003cp>Forest Mondays, however, provide lots of opportunities.\u003c/p>\n\u003cp>“I see some amazing grit,” she says with a smile, looking over at the boys who have successfully moved the downed tree onto their dam.\u003c/p>\n\u003cfigure id=\"attachment_40734\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Snacks.jpg\">\u003cimg class=\"size-full wp-image-40734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Snacks.jpg\" alt=\"Grilling snack for Forest Monday. Out in the woods, the kindergartners will “try everything we put in front of them,” says a teacher.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Snacks-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Grilling snack for Forest Monday. Out in the woods, the kindergartners will “try everything we put in front of them,” says a teacher. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>NATURE’S TEACHING TOOLS\u003c/strong>\u003c/p>\n\u003cp>There are formal lessons in the forest too. After playtime, the kids visit learning stations. At one they paint using natural materials. At another they make letters out of sticks. One girl struggles to make an “S.”\u003c/p>\n\u003cp>“I’m going to get some curvy sticks!” she declares. Soon realizing that curvy sticks are hard to come by, she comes up with the idea of making a backwards “Z” instead.\u003c/p>\n\u003cp>“Kids are so resourceful out here,” says Minnucci. “In the classroom, we chunk everything into small pieces. We teach them discrete skills and facts and they put it together later. That’s a good way to learn, but it’s not the way the world works,” she says. “I like giving them the opportunity to be in a really complex place where they need to think about how to build a dam with a peer and at the same time think about staying dry and staying warm.”\u003c/p>\n\u003cfigure id=\"attachment_40735\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Climbing.jpg\">\u003cimg class=\"size-full wp-image-40735\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Climbing.jpg\" alt=\"A boy climbs to his “sit spot.” Every Forest Monday begins with kindergartners spending 10 minutes sitting quietly alone in designated spots in the woods. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Climbing-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A boy climbs to his “sit spot.” Every Forest Monday begins with kindergartners spending 10 minutes sitting quietly alone in designated spots in the woods. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>GROUND RULES\u003c/strong>\u003c/p>\n\u003cp>There are very few rules in the woods. Take care of yourself, take care of others, don’t wander too far away; that’s pretty much it. The goal is to let kids experience independence and help them learn the self-regulation skills that are so important to becoming a successful adult. Minnucci points to a kid sitting in the stream.\u003c/p>\n\u003cp>“It’s 33 degrees out. He’s \u003cem>sitting\u003c/em> in water. And he’s going to figure out whether that becomes uncomfortable or not,” she says. “I don’t need to make a rule for him. He’s going to figure that out. This is a place where he can learn to take care of himself.”\u003c/p>\n\u003cp>There are plenty of adult eyes making sure kids stay safe. Grants pay for an additional forest day teacher. And most Mondays, there’s at least one parent volunteer.\u003c/p>\n\u003cp>“I think it’s a really great idea that they get the kids out,” says a dad, Chris Cooper. “They’re able to explore and figure things out on their own.”\u003c/p>\n\u003cp>And what do the students think? \"We get to play and we don't have to stay seated forever,\" says kindergartner Jacob Tyburski.\u003c/p>\n\u003cp>When Minnucci started this forest school experiment two years ago, she knew it would be good for the rowdy boys who clearly need to run around more than the typical school day offers.\u003c/p>\n\u003cp>What she didn’t expect is how good it would be for the kids who can sit still and “do” school when they’re 5 years old. She gives the example of a boy last year.\u003c/p>\n\u003cp>Inside the classroom, he was one of her best students. But when he got outside and kids were climbing a tree, he couldn’t get very high. “I think he was a little surprised to not be meeting his peers’ ability,” says Minnucci.\u003c/p>\n\u003cp>Then, partway up the tree, he fell. And got a bit scraped up. “I felt terrible,” Minnucci says. “I thought, ‘Oh this poor guy. He failed.’”\u003c/p>\n\u003cp>But two weeks later, when the kids were climbing the tree again, he looked over at them. “I want to try the tree,” he said.\u003c/p>\n\u003cp>“And he went to the tree and he got higher than he’d been before and he was beaming,” says Minnucci. “And I thought, ‘Oh, this good, this is good!’ This is a kid who may have gone so far before he met challenge that he wouldn’t have known what to do when he got there.”\u003c/p>\n\u003cfigure id=\"attachment_40733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Home-Site.jpg\">\u003cimg class=\"size-full wp-image-40733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Home-Site.jpg\" alt=\"Students and teachers at the Forest Monday home site they’ve built in the woods next to their school in Quechee, Vermont. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/Home-Site-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students and teachers at the Forest Monday home site they’ve built in the woods next to their school in Quechee, Vermont. \u003ccite>(By Chas Goldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kids who are good at school need to understand there’s more to life than acing academics, says Minnucci. And students who aren’t excelling at the academic stuff need to know there’s value in the things they are good at. Doing school in the forest offers “something really important” to everyone, she says.\u003c/p>\n\u003cp>Clearly there’s a lot students are learning in the forest. But what about standardized test scores? That’s the bottom line for schools these days.\u003c/p>\n\u003cp>Minnucci says scores went up more last year than any other year she’s been teaching. She’s quick to point out there could be lots of reasons for that.\u003c/p>\n\u003cp>She didn’t set out to prove that one day a week in the forest would improve academic achievement. But it didn’t hurt. She says what her students gain from the experience might not be measurable, but that doesn’t mean it’s not worth doing.\u003c/p>\n\u003cp>Her principal, Amos Kornfeld, agrees. He says schools are being forced to think about everything in terms of data and measurable outcomes, but he doesn’t need test scores to tell him forest kindergarten is working.\u003c/p>\n\u003cp>When the kids come back from the woods, they look happy and healthy. “Schools need to be focusing on that too,” he says.\u003c/p>\n\u003cp>\u003cem>Emily Hanford is an education correspondent for \u003ca href=\"http://www.americanradioworks.org/\">American Radio Works\u003c/a>. \u003c/em>\u003cem>Listen to the \u003ca href=\"http://www.americanradioworks.org/forest-schools/\">American RadioWorks podcast\u003c/a> for more about forest schools, including a visit to a sixth grade class that does forest days. Check out the weekly \u003ca href=\"https://cornerclassroom.wordpress.com/\">Forest Monday blog\u003c/a> created by the kindergartners in Quechee, Vermont. Learn more about \u003ca href=\"http://forestkinder.org/\">setting up a forest kindergarten.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>A version of this story originally appeared on \u003ca href=\"http://www.npr.org/sections/ed/2015/05/26/407762253/out-of-the-classroom-and-into-the-woods\">NPR.org\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40729/beyond-recess-how-to-explore-the-forest-as-a-kindergarten-class","authors":["4354"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_20784","mindshift_20866","mindshift_1040","mindshift_20867","mindshift_20712"],"featImg":"mindshift_40732","label":"mindshift"},"mindshift_36858":{"type":"posts","id":"mindshift_36858","meta":{"index":"posts_1591205157","site":"mindshift","id":"36858","score":null,"sort":[1406124049000]},"guestAuthors":[],"slug":"let-em-out-the-many-benefits-of-outdoor-play-in-kindergarten","title":"Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten","publishDate":1406124049,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36880\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-36880 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Two-kids-on-tree-640x426.jpg\" alt=\"A outdoor kindergarten in Switzerland\" width=\"640\" height=\"426\">\u003cfigcaption class=\"wp-caption-text\">Waldkindergartens, an all-outdoor kindergarten in Switzerland/Rona RIchter\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For the typical American kindergartner, unstructured free play during the school day consists of 20 to 30 minutes of recess, and perhaps some time at indoor \"stations\" -- perhaps creating with building blocks, costumes, or musical instruments. But what if there was more? What if the answer to \"what did you do in school today?\" was, “I climbed a tree, played in the mud, built a fire”?\u003c/p>\n\u003cp>That is exactly the kind of learning going on in the Swiss Waldkindergartens, or forest kindergartens, where children ages four to seven spend all of their school days playing outdoors, no matter the weather. With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play.\u003c/p>\n\u003cp>With many parents and educators overwhelmed by the amount of academics required for kindergartners -- and the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/is-kindergarten-too-young-to-test/\" target=\"_blank\">testing requirements at that age\u003c/a> -- it’s no surprise that the forest kindergarten, and the passion for bringing more free play to young children during the school day, is catching on stateside. \u003ca href=\"http://www.cmec.ca/Publications/Lists/Publications/Attachments/282/play-based-learning_statement_EN.pdf\">Free play and inquiry learning\u003c/a> are the cornerstone of Canada’s new all-day kindergarten program; forest kindergartens are popping up in Washington state, Vermont, and even \u003ca href=\"http://www.nytimes.com/2013/03/31/nyregion/lessons-found-in-the-mud.html?_r=3&adxnnl=1&adxnnlx=1405080446-rh+9O6sBJBKRpHfnlSoFqQ\">Brooklyn\u003c/a>.\u003c/p>\n\u003cp>At the Waldkindergarten, which takes place in the middle of the woods in Langnau am Albis, Switzerland, dotted with several handmade structures like a rudimentary wood shelter where children and teachers gather around the fire, children play, often away from teachers' view. These scenes are captured in “\u003ca href=\"http://www.schoolsoutfilm.com/\">School’s Out: Lessons From a Forest Kindergarten,\u003c/a>” a documentary directed by Lisa Molomot. In the 36-minute film, Molomot and producer Rona Richter show scenes from two public schools: the outdoor forest kindergarten in Switzerland and a more typical American kindergarten in New Haven, Connecticut.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”\u003c/aside>\n\u003cp>The camera watches as a group of unattended children in sturdy coats and galoshes roll down a tall, muddy hill over and over; in another scene, a group of children help cook a popcorn snack over an outdoor fire, getting close enough to the open flame to add logs and poke the fire with sticks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The children's play may look like messing around, but Molomot said don’t be fooled: Even though Waldkindergartners engage in free play, there is more going on than first appears. “So much of what is going on and the kind of play they do, symbolic play, is really pre-reading,” Molomot said. “It’s a very important foundation for reading. We’ve received a lot of comments about the film that say, ‘Oh, the school looks like recess,’ and that’s a very misunderstood concept about play for kids. You’d be surprised at the importance of play.”\u003c/p>\n\u003cp>\u003cstrong> THE AMERICAN KINDERGARTEN\u003c/strong>\u003c/p>\n\u003cp>Scenes of rosy-faced children building forts in the snow are presented in sharp contrast to the academic (and mostly indoor) kindergarten in New Haven, Connecticut, where a normal day is packed full of orderly activities: morning meeting, readers’ workshop, writers’ workshop, a special activity (like art, gym, and music), lunch and recess, storytime, “choice” (a fancy word for play), math centers, then closing meeting.\u003c/p>\n\u003cp>“It’s a full day, a lot of transitions,” teacher Ann Donnery tells the camera dryly. Donnery notices that the gross motor skills of many of her kindergartners are underdeveloped, noting that usually means that fine motor skills are also lacking. “Developing those gross motor skills is just critical, can impact so much of later learning,” she said.\u003c/p>\n\u003cp>The film reaches Americans at a particular time, one in which the free-playing child, unsupervised by adults and encouraged to take risks, feels like an endangered species. Not only are our kids increasingly unfit -- a \u003ca href=\"http://well.blogs.nytimes.com/2014/07/09/young-and-unfit/?_php=true&_type=blogs&_r=0\">recent CDC study\u003c/a> finding that American young people are becoming more physically unfit with each passing year, regardless of race or socioeconomic status -- they are also lacking in the attention needed to learn, with more than 10 percent of the school population diagnosed with some kind of attention disorder. Pediatric occupational therapist Angela Hanscom \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/07/08/why-so-many-kids-cant-sit-still-in-school-today/\">opined in the Washington Post\u003c/a> that there’s good reason our kids are so fidgety: more and more students come to class without having enough core strength and balance to hold their bodies still long enough to learn. The core strength is only gained, she said, from moving their bodies for hours at a time. Hanscom notes our youngest children seem to be trapped in a Catch-22 inside their own bodies: “In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”\u003c/p>\n\u003cp>\u003cstrong>MORE EVIDENCE\u003c/strong>\u003c/p>\n\u003cp>A \u003ca href=\"http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00593/abstract\">recent study by psychologists\u003c/a> at the University of Colorado shows an even stronger reason for free play: children who experienced more undirected free play showed signs of stronger executive function, a strong predictor of success in school. “The more time that children spent in less-structured activities,” wrote researchers, “the better their self-directed executive functioning.”\u003c/p>\n\u003cp>[gallery type=\"slideshow\" ids=\"36882,36883,36884,36885,36886,36887\"]\u003c/p>\n\u003cp>It’s nearly impossible to watch S\u003cem>chool’s Out\u003c/em> and not be convinced that our youngest students need more free play than they are currently getting. But for most urban and suburban schools, how to incorporate the kind of free play found in Waldkindergartens can be confounding, or even not a particular priority when so much else must be accomplished to meet standards and markers of success. Charlie Friedman, Founder and Head of School for the Nashville Classical charter school in Nashville, Tennessee, just finished the school’s introductory year with 96 kindergartners. The school focuses on a Core Knowledge curriculum, and Friedman said they had “clear lines in the sand” about what the children needed to know by the end of kindergarten.\u003c/p>\n\u003cp>[contextly_sidebar id=\"7f188b6455a3b8dada9b53e6a61e6f9b\"]\u003c/p>\n\u003cp>Nashville Classical’s students, many of whom come by bus from all over the city, are mostly students of color, the majority coming from low-income backgrounds. “The biggest thing that we offer [at Nashville Classical] is high expectations every second of the day, the academic piece that they need to be successful,” Friedman said. He seemed unsure whether or not his students needed more free outdoor play, saying that as a charter school, they have the control to try to give children both play as well as academics. “A lot of schools can either teach reading or have recess,” Friedman said. “We were really fortunate to design our school from the ground up. Reading and recess are important enough that we need to do both.”\u003c/p>\n\u003cp>Friedman’s kindergartners attend school from 8:00 until 4:00, and receive 30 minutes of recess per day inside a fenced play area containing monkeybars, slides and a grassy open area. Nashville Classical’s kindergartners also receive 30 minutes of physical education every day, and teachers use a kinesthetic instructional style and try to incorporate movement into many of their lessons, often using singing, chanting and movement to help children remember the information they are learning. (There's \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/lets-move-how-body-movements-drive-learning-through-technology/\" target=\"_blank\">evidence to show why this is important\u003c/a>, too.) While this kind of adult-led movement is a far cry from the nearly unstructured free play of a forest kindergarten, it does serve the school’s purpose of high academic standards for their kindergartners, in hopes this prepares them for future academic success.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Molomot said that the Swiss forest kindergarten was started by a group of teachers who saw that their children needed more room to play and learn. “At that age, they are thirsting to learn, to be part of the world, and we put them in this box,” Molomot said. “And I can even say for myself, it was so much nicer to be outside where there was space. Inside the New Haven classroom, you couldn’t even move, there was this buzz of the lights, all of these artificial elements. I don’t know if the kids feel that, but I know I certainly felt better at the end of the day filming outside than in the classroom.”\u003c/p>\n\n","blocks":[],"excerpt":"At Swiss Waldkindergartens, or forest kindergartens, children spend all of their school days playing outdoors, no matter the weather. Instead of math or literacy requirements, they focus on the social interaction and emotional well-being found in free play.","status":"publish","parent":0,"modified":1406233464,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1454},"headData":{"title":"Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten | KQED","description":"At Swiss Waldkindergartens, or forest kindergartens, children spend all of their school days playing outdoors, no matter the weather. Instead of math or literacy requirements, they focus on the social interaction and emotional well-being found in free play.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten","datePublished":"2014-07-23T14:00:49.000Z","dateModified":"2014-07-24T20:24:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36858 http://blogs.kqed.org/mindshift/?p=36858","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/23/let-em-out-the-many-benefits-of-outdoor-play-in-kindergarten/","disqusTitle":"Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten","path":"/mindshift/36858/let-em-out-the-many-benefits-of-outdoor-play-in-kindergarten","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36880\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-36880 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Two-kids-on-tree-640x426.jpg\" alt=\"A outdoor kindergarten in Switzerland\" width=\"640\" height=\"426\">\u003cfigcaption class=\"wp-caption-text\">Waldkindergartens, an all-outdoor kindergarten in Switzerland/Rona RIchter\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For the typical American kindergartner, unstructured free play during the school day consists of 20 to 30 minutes of recess, and perhaps some time at indoor \"stations\" -- perhaps creating with building blocks, costumes, or musical instruments. But what if there was more? What if the answer to \"what did you do in school today?\" was, “I climbed a tree, played in the mud, built a fire”?\u003c/p>\n\u003cp>That is exactly the kind of learning going on in the Swiss Waldkindergartens, or forest kindergartens, where children ages four to seven spend all of their school days playing outdoors, no matter the weather. With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play.\u003c/p>\n\u003cp>With many parents and educators overwhelmed by the amount of academics required for kindergartners -- and the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/is-kindergarten-too-young-to-test/\" target=\"_blank\">testing requirements at that age\u003c/a> -- it’s no surprise that the forest kindergarten, and the passion for bringing more free play to young children during the school day, is catching on stateside. \u003ca href=\"http://www.cmec.ca/Publications/Lists/Publications/Attachments/282/play-based-learning_statement_EN.pdf\">Free play and inquiry learning\u003c/a> are the cornerstone of Canada’s new all-day kindergarten program; forest kindergartens are popping up in Washington state, Vermont, and even \u003ca href=\"http://www.nytimes.com/2013/03/31/nyregion/lessons-found-in-the-mud.html?_r=3&adxnnl=1&adxnnlx=1405080446-rh+9O6sBJBKRpHfnlSoFqQ\">Brooklyn\u003c/a>.\u003c/p>\n\u003cp>At the Waldkindergarten, which takes place in the middle of the woods in Langnau am Albis, Switzerland, dotted with several handmade structures like a rudimentary wood shelter where children and teachers gather around the fire, children play, often away from teachers' view. These scenes are captured in “\u003ca href=\"http://www.schoolsoutfilm.com/\">School’s Out: Lessons From a Forest Kindergarten,\u003c/a>” a documentary directed by Lisa Molomot. In the 36-minute film, Molomot and producer Rona Richter show scenes from two public schools: the outdoor forest kindergarten in Switzerland and a more typical American kindergarten in New Haven, Connecticut.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”\u003c/aside>\n\u003cp>The camera watches as a group of unattended children in sturdy coats and galoshes roll down a tall, muddy hill over and over; in another scene, a group of children help cook a popcorn snack over an outdoor fire, getting close enough to the open flame to add logs and poke the fire with sticks.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The children's play may look like messing around, but Molomot said don’t be fooled: Even though Waldkindergartners engage in free play, there is more going on than first appears. “So much of what is going on and the kind of play they do, symbolic play, is really pre-reading,” Molomot said. “It’s a very important foundation for reading. We’ve received a lot of comments about the film that say, ‘Oh, the school looks like recess,’ and that’s a very misunderstood concept about play for kids. You’d be surprised at the importance of play.”\u003c/p>\n\u003cp>\u003cstrong> THE AMERICAN KINDERGARTEN\u003c/strong>\u003c/p>\n\u003cp>Scenes of rosy-faced children building forts in the snow are presented in sharp contrast to the academic (and mostly indoor) kindergarten in New Haven, Connecticut, where a normal day is packed full of orderly activities: morning meeting, readers’ workshop, writers’ workshop, a special activity (like art, gym, and music), lunch and recess, storytime, “choice” (a fancy word for play), math centers, then closing meeting.\u003c/p>\n\u003cp>“It’s a full day, a lot of transitions,” teacher Ann Donnery tells the camera dryly. Donnery notices that the gross motor skills of many of her kindergartners are underdeveloped, noting that usually means that fine motor skills are also lacking. “Developing those gross motor skills is just critical, can impact so much of later learning,” she said.\u003c/p>\n\u003cp>The film reaches Americans at a particular time, one in which the free-playing child, unsupervised by adults and encouraged to take risks, feels like an endangered species. Not only are our kids increasingly unfit -- a \u003ca href=\"http://well.blogs.nytimes.com/2014/07/09/young-and-unfit/?_php=true&_type=blogs&_r=0\">recent CDC study\u003c/a> finding that American young people are becoming more physically unfit with each passing year, regardless of race or socioeconomic status -- they are also lacking in the attention needed to learn, with more than 10 percent of the school population diagnosed with some kind of attention disorder. Pediatric occupational therapist Angela Hanscom \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/07/08/why-so-many-kids-cant-sit-still-in-school-today/\">opined in the Washington Post\u003c/a> that there’s good reason our kids are so fidgety: more and more students come to class without having enough core strength and balance to hold their bodies still long enough to learn. The core strength is only gained, she said, from moving their bodies for hours at a time. Hanscom notes our youngest children seem to be trapped in a Catch-22 inside their own bodies: “In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”\u003c/p>\n\u003cp>\u003cstrong>MORE EVIDENCE\u003c/strong>\u003c/p>\n\u003cp>A \u003ca href=\"http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00593/abstract\">recent study by psychologists\u003c/a> at the University of Colorado shows an even stronger reason for free play: children who experienced more undirected free play showed signs of stronger executive function, a strong predictor of success in school. “The more time that children spent in less-structured activities,” wrote researchers, “the better their self-directed executive functioning.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"slideshow","ids":"36882,36883,36884,36885,36886,36887","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s nearly impossible to watch S\u003cem>chool’s Out\u003c/em> and not be convinced that our youngest students need more free play than they are currently getting. But for most urban and suburban schools, how to incorporate the kind of free play found in Waldkindergartens can be confounding, or even not a particular priority when so much else must be accomplished to meet standards and markers of success. Charlie Friedman, Founder and Head of School for the Nashville Classical charter school in Nashville, Tennessee, just finished the school’s introductory year with 96 kindergartners. The school focuses on a Core Knowledge curriculum, and Friedman said they had “clear lines in the sand” about what the children needed to know by the end of kindergarten.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Nashville Classical’s students, many of whom come by bus from all over the city, are mostly students of color, the majority coming from low-income backgrounds. “The biggest thing that we offer [at Nashville Classical] is high expectations every second of the day, the academic piece that they need to be successful,” Friedman said. He seemed unsure whether or not his students needed more free outdoor play, saying that as a charter school, they have the control to try to give children both play as well as academics. “A lot of schools can either teach reading or have recess,” Friedman said. “We were really fortunate to design our school from the ground up. Reading and recess are important enough that we need to do both.”\u003c/p>\n\u003cp>Friedman’s kindergartners attend school from 8:00 until 4:00, and receive 30 minutes of recess per day inside a fenced play area containing monkeybars, slides and a grassy open area. Nashville Classical’s kindergartners also receive 30 minutes of physical education every day, and teachers use a kinesthetic instructional style and try to incorporate movement into many of their lessons, often using singing, chanting and movement to help children remember the information they are learning. (There's \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/lets-move-how-body-movements-drive-learning-through-technology/\" target=\"_blank\">evidence to show why this is important\u003c/a>, too.) While this kind of adult-led movement is a far cry from the nearly unstructured free play of a forest kindergarten, it does serve the school’s purpose of high academic standards for their kindergartners, in hopes this prepares them for future academic success.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Molomot said that the Swiss forest kindergarten was started by a group of teachers who saw that their children needed more room to play and learn. “At that age, they are thirsting to learn, to be part of the world, and we put them in this box,” Molomot said. “And I can even say for myself, it was so much nicer to be outside where there was space. Inside the New Haven classroom, you couldn’t even move, there was this buzz of the lights, all of these artificial elements. I don’t know if the kids feel that, but I know I certainly felt better at the end of the day filming outside than in the classroom.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36858/let-em-out-the-many-benefits-of-outdoor-play-in-kindergarten","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20712","mindshift_498"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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