I didn't realize I was doing it until recently, when an old friend popped by who was also an early childhood educator.
"Your home feels so ....Reggio!
It does?
"You can tell you that you teach about the Reggio philosophy, just by looking around your home!"
It makes sense that, after studying something for a long time, you would slowly start to incorporate it into your everyday life.
Treating my home as the third teacher, I have created a naturally bright, open space with lots of neutral colors, mirrors, cozy nooks, tactile fabrics, loose parts, beautiful plants, yummy smells, and even pieces found in nature.
My outdoor space is also very calming, with a deck oasis surrounded by shrubs and flowers, a water feature to add that sound of trickling rain. Little spaces carved out for my own children to relax and chill in their own space. A fire pit with cozy chairs, inviting friends and family to roast a marshmallow.
I have unintentionally created an Intentional design that soothes, wonders, and wows.
My best friend refers to my home as her spa getaway.
She comes here as a retreat from her everyday life as a nurse.
Both of us are in the "business" of caring for people, which makes our careers very similar in many ways. She is a nurse and identifies as an ER Nurse, even though it has been years since she worked in the ER. I am an early childhood educator who has been off the floor for quite some time now, and I identify as a small business owner/Pedagogical Leader, and Boss lady.
Creating beautiful spaces has become a huge part of my life. 
During COVID, when my own school-age children were not in school, we spent a lot of time together in our home. I had just moved into this new space and we were able to thoughtfully decide together what we wanted their rooms to look and feel like, and our shared living spaces as well.
Like Reggio-Emilia, each space and the materials in it are chosen with intention and purpose.
I have chosen calming colours, whites, greys, and pale blues. The lights are rarely on because the large windows provide beautiful natural light.
I have many fur babies, so I am always vacuuming up fur, so the hardwood floors are perfect for quick sweeps and easy care.
My diffuser is usually on, releasing soft scents of either lavender or peppermint, and the kettle is always primed and ready to boil water for that hot cup of tea.

A home transformed into a beautiful, nourishing sanctuary becomes a personal oasis-a retreat where you can shed the day's stresses and truly "retire". By mindfully incorporating the sensory elements of sight, sound, touch, and smell, you create more than just a living space; you cultivate an environment that actively supports your well-being and provides a peaceful haven to return to, day after day.
This intentional approach ensures that my home is not merely a place of rest, but a restorative destination that rejuvenates my body, calms my mind, and nourishes my spirit.

I have chosen to keep most of my home private, as this is a public blog, but I have decided to share a couple of photos of my home decorated for Christmas.
Happy decorating...
I will post photos of this Christmas decorating once my home is ready!
Shine on!
With gratitude,
​Lexie

 



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Am I a Leader?
We are always questioning ourselves and our practice as early childhood educators...

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Thirty years doing anything is a long time.
I've been driving a car for 33 years.
I've been best friends with Amber for 36 years.
I've been self-employed for 30 years now.
I have changed thousands of diapers, wiped a million runny noses, and dried a million tears.
If I try to put a guesstimate on the number of children I have enrolled in my programs since 1997, when I had Puddles & Paints Nature Daycare, then opened Little Bears in 2008 while still running Puddles, closing Puddles in 2016 when my daughter was old enough to go to kindergarten, and continuing with Little Bears until today....
My quick math skills have it around 3000 children plus their families (give or take)
3000 children. wow.
I am a 4th-generation Victorian. My grandmother was born here, my mom and her siblings, my sister and I, and now my three children.
My family's deep roots on Vancouver Island are a matter of genealogical classification, not societal demographics.
Yes, I am a Gen X. My mom is a Boomer, and my children are Gen Z. My daughter falls a little closer to the cusp of Gen Alpha, which some lovingly refer to as "Zalpha", but that's above my pay grade.
In short, I feel like I know many people in this city and their children. Everywhere I go, I run into someone who knows me or I know them. And this is wonderful and truly an honour.
Reputation is a big deal in any profession, but I think it's especially vital when you work with children.

 Historically, childcare has been viewed as an extension of motherhood and domestic duties. Because this profession is overwhelmingly female, it is culturally undervalued and underpaid compared to male-dominated fields, even those requiring similar levels of education.

"We confuse the work of educators with the work of mothers."

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There is a societal expectation that early childhood educators are motivated by a selfless love of children rather than the need for a fair wage. This narrative allows society to justify inadequate compensation and poorer working conditions.
I quickly realized that to excel in this field, I would need to establish my own center. 
Many people outside of this field mistakenly believe Early Childhood Educators simply "babysit" children and play all day! This ignorant view ignores the extensive curriculum planning, intentional brain development strategies, purposeful materials/environment planning, and socio-emotional support that WE provide.

Parents/Public often fail to recognize the educational and specialized skills required, such as child development psychology, classroom management, critical brain development techniques, healthy food choices, essential touch and bonding, providing a rich and safe learning environment, all while caring for the well-being of not one, not tw,o but often 4 to 8 little humans on our own! We are helping to "grow little people here!"

Low, Low, LOW wages are a significant barrier to attracting and retaining qualified ECE staff, and they signal society's undervaluation of this profession.

The combination of long hours, low pay, high-pressure environments, and a lack of professional recognition leads to high rates of burnout and staffing shortages. ALL of this further destabilizes the profession and reinforces the perception that it is an unstable/uncredible career path.

For the perception of Early Childhood educators to change, society/parents must recognize the work we do as a specialized, skilled profession rather than a low-skilled service.
Improving educational standards, offering better pay, and changing the public narrative to value ECEs as PROFESSIONALS are key steps toward addressing this stigma.
If I had a nickel for every time a parent would come rushing in on a Monday morning, completely frazzled! Child, backpack, lunch kit, sibling attached, child still in pajamas or a soiled diaper. 
"How do you do this all day?"
"I can't even manage one, how do you manage 8?"
"I feel sorry for you this morning. She is in quite a mood! Bye!"
​"Why would you choose to do THIS kind of job?"

Why? Because we are professionals.
We thrive in chaos; we become incredibly good at transitioning multiple children from one task to the next. We understand a commitment to ethical standards and continuous child development.
We understand that small children are driven by their own interests and impulses rather than a parent's agenda.
Basically, it's like herding cats, and we become exceptionally great at it.

Early Childhood educators are Professionals due to our specialized knowledge, formal training, adherence to ethical standards, and the significant responsibilities we have supporting the holistic development of young humans. Our work goes far beyond basic childcare and requires a unique skillset and commitment to continuous learning.
ECEs learn how to build respectful and collaborative relationships with parents, children, and fellow caregivers. We serve as a crucial link between home and school (daycare), providing research (through ongoing documentation) and resources to help support children and their individual needs.
As a strong advocate for the rights and needs of children across the globe, I will continuously challenge myself to become a stronger leader with a louder voice. 
I strive to help our country recognize our role in shaping future citizens and building stronger communities, just as they have done in Reggio-Emilia, Italy.
​
This is the work that I have been so intrigued by in Italy, and why I travel the world to experience hands-on training in different countries!
In Reggio-Emilia, the early childhood educator is valued by society, fairly paid, and considered an essential component in each child's life.

Early Childhood educators are considered "co-learners" and "researchers", rather than simple caregivers.

The Reggio philosophy is built on a strong "image of the child" as well as a "strong image of the teacher," and professionals engage in shared educational research as a priority. They are continuously generating questions and investigating children's learning alongside each child.

​I am incredibly proud of the centres I have built today and of my own "strong image as an educator." I will continue to ask myself, "Who am I as an educator?", and challenge my own beliefs as the years pass on.

In my programs, each and every toy is hand-picked, every material has been lovingly chosen, and all of the wooden furniture was made from our own trees on our own property. Thousands of hours of attention and care have gone into all of the programs, and I cherish each and every one of them.
My entire thirties were spent at Little Bears nearly every single weekend building this place.
My three children in tow, we would pack lunches and enough snacks for an army, and off to Little Bears we went. Often, my mom and dad came to help us. Sometimes they would distract my children so I could work, and sometimes they would paint ceilings and build bridges in the trees. It surely does take a village.
The infant-toddler program was one of my favorite builds, but also one of the hardest and most time-consuming. My entire heart went into building that program, every light switch, every shelf, the toys, the furniture, all intentionally and thoughtfully placed for the best possible environment. When I wasn't at work "building" I was at home "making" toys! I hand-made more Gnomies than I can count (little wood peg gnomes that you stitch together with felt), I hand-sanded hundreds of small Arbutus branch building blocks, finishing them off with lavender or peppermint essential oils so they smelled like heaven. I shopped at thrift stores, garage sales, flea markets, anywhere, finding beautiful loose parts, wooden baskets, copper pots, porcelain tea sets, fabrics, art supplies, paints, and musical instruments. My car trunk was always filled to the brim with treasures from the ocean to the mountains!
I remember one morning around 2 am when the phone woke us up. It was the Highlands Fire Department, and they were sorry to tell us that Little Bears had caught on fire!
Scrambling to wake up all three children and get in the truck as fast as possible, we darted out to Little Bears as fast as we could. When approaching the property, we could see flames high in the air. The police had set up a roadblock a safe distance back from the fire, but that didn't stop me. The moment the truck stopped, I ran towards the fire, praying to God that the entire property wasn't up in flames.
When I got to the next firefighter who saw me coming, I felt instant relief, and instant tears rolled down my cheeks. It was our neighbours' abandoned building on their property next to us that had been set ablaze. Oh My Soul!
There were some dodgy moments, though, as the huge fir trees were also on fire, and our building was definitely in trouble being so close. Thankfully, no one was hurt, there was minimal damage to our property, and the firefighters got everything under control very quickly. What a nightmare! 
All I could think about was that the beautiful building we had created was gone, and my Little Bears children would have no place to go in the morning! Sigh*
This is what small business owners feel and think about their "babies"; our businesses are our babies. We put our entire soul into them! Nothing will ever change that, and we will fight tooth and nail against anyone or anything that threatens it.

So,
When asked if I am a leader in Early childhood education?
Yes. I am.
Do I consider myself a Professional in Early Childhood education?
Yes. I do.
Do I inspire, advocate, and educate other ECEs with my work?
Yes.
Will I continue to share my vision of what Early Childhood Education should look like in Canada?
Yes.
Having actively worked for nearly three decades in this field, I know I have made a positive impact on many families and their children in my city.
Like Loris Malaguzzi's poem, The Hundred Languages of Children, I will continue to work on deepening my knowledge as both a researcher and a student.
My understanding of child development has grown from theory to intuition, where I no longer simply observe a child's behaviour, but I can instinctively recognize the root of their emotions and their needs. 

Looking after and caring for the development of small humans is my life's work and one I will continue to cherish and grow from every day.
I thank every parent and every child that I have had the opportunity to work with; we are all part of each other's story.
​ Shine on!

With gratitude,
Lexie
 










 

Construction on the Bear House. We built a new cubby room for 25 children using the wood from our property.

I have had the privilege of visiting Reggio-Emilia, Italy, a handful of times now. Each experience has built on the last, helping me grasp a deeper understanding of the concept, "Third Teacher".
The concept refers to the learning environment itself.
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​The child's classroom is intentionally designed to be an aesthetically pleasing, organized, and stimulating space that provokes curiosity, wonder, and independent learning.

"Children need the freedom to appreciate the infinite  resources of their hands, their eyes, and their ears, the resources of forms, materials, sounds, and colours." Loris Malaguzzi

So, who or what are the first and second teachers? 
The first teacher is typically the child's parent or guardian—the one with whom they live and the one who is their primary caregiver. The second one is us, their educator/teacher/caregiver at their childcare centre. 
The environment in which a child spends a great number of hours becomes the third teacher as it actively participates in the learning process, evolving with the children's needs and interests.

Loris Malaguzzi (see, I knew I would be bringing him up again), the founder of the Reggio Emilia approach, famously described the learning environment as an "Aquarium which reflects the ideas, ethics, attitudes and  culture of the people who live in it."

The childcare environments are designed to be beautiful, bright, well-organized, and stimulating, using natural light, mirrors, fabrics, branches, shells,  plants, and high-quality materials to create a calming and inspiring atmosphere.

The walls are a reflection of the children and caregivers within the four walls, often displaying family photos, self-portraits, special event details, and past works of art or excursions. Work from previous children who have moved on as they grew is still evident and often found in the beautiful ateliers, which are considered the heart of the schools. Leaving your mark, or "Mark making", is something we use to describe what happens when we move on, but are still remembered as part of the history. It's like a "thumbprint" that we put on our work that lives on and on for all to remember.
This reminds me of a wonderful moment I experienced while visiting "Diana," one of the preschools in Reggio Emilia, Italy. We were on a group visit, and it was close to pick-up time for the children. I was sitting at a small table quietly watching the parents come and go, and the children's pride as they showed their parents a clay piece or a painting that they had done that week.
One dad noticed me observing, and although his English wasn't very good, he was able to communicate with me by showing me what he was trying to say.
After a gentle nod from the Italian educator who was watching the children, the dad disappeared into the Atelier for a moment, returning with a small clay figure in his hand. 
"This is me, I made it," he exclaimed with a giant smile on his face. He held a small, clay figure in the shape of a child, and his name was printed below with the date and his age. Alberto, age 4 years 3 months, 2001. He had attended this very preschool that his son now attends, and he knew where this small "memory maker" was kept safe on a shelf in the Atelier. I was moved to tears.

A well-thought-out and inspiring environment will change regularly depending on the children's interests and their continuing projects.

It is common for tables and furniture to be moved around to accommodate group collaborations or individual explorations, reflecting the curriculum as it emerges.
The layout of the environment is intentionally arranged to promote interaction and communication among peers. The educators create emerging opportunities for small and large group work, where children can negotiate, problem solve, and share ideas.

The Reggio-Emilia approach extends the concept of the third teacher beyond the classroom walls. You might often hear me say that the forest is a magical environment because here, the four walls of a classroom are removed, and the child has space to move and to think.

Outdoor spaces such as gardens and playgrounds are also considered vital learning environments that provide numerous opportunities for scientific inquiry, physical movement, and an ongoing appreciation for nature.

So, I have to ask again, 
"Why are we actively choosing to put our children in classrooms on rooftops, parking lots, and in public school grounds where there is barely a tree or grass or anything else natural around them?"

How do you create the "third teacher" as an educator in a childcare environment?
Educators act as researchers and collaborators who thoughtfully curate and modify the environment to support and enhance the children's learning. There are three basic and widely used steps to complete this process: research, reflect, and renew.

1. Research: The educators carefully and thoughtfully observe the children's interactions, curiosities, and which areas are being used in their classroom or ignored. Morning meetings are held where each child has an opportunity to speak and share their ideas.

2. Reflect: Based on their observations, the educators analyze and interpret the children's interests. They reflect and collaborate on how the environment can be changed or manipulated to foster deeper exploration.

3. Renew: The educators implement intentional changes to the environment, often switching out materials and objects to provoke new interest and dialogue amongst the children. New provocations are created, often with the children's help, that provide additional stimulation for creativity to grow.

"A child's mind is not a container to be filled, rather a fire to be ignited." Loris Malaguzzi

When I inquired to one of the educators in Reggio Emilia about HOW she decided on WHAT to put into her classrooms, she answered very simply,
"I want the children to walk into my room and think WOW! Look how beautiful my classroom is." If they don't think, wow, then I haven't done my job."

Every country strives to share its knowledge with its youngest humans, and the older we get the more we learn and reflect on our past teachings. It is important that our children, here in Canada and even more specifically, here on Vancouver Island, have an understanding of our land, culture, and history.
We continue to strive for our classroom environments to be a direct reflection of how we view NATURE while continuing to foster an everlasting love for our forests and for the land in which we live.
Thank you.

A love for a country is often intertwined with an appreciation for its natural beauty.

As always, thank you for reading my blog, and I always appreciate any thoughts or feedback you may have.
Shine on!
With gratitude,
Lexie




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Some extraordinary spaces I visited in different classrooms in Stockholm, Sweden.

All photos are from my personal collection and are not permitted to be used elsewhere or copied in any way. Please respect my research.

Nothing compares to an incredible hike through the forest on a gorgeous October afternoon. This weekend, my two girl friends and I hiked Gowlland Tod Provincial park up to the lookout on Jocelyn Hill. I am embarrassed to admit that this was my first time doing this hike, since I have lived on this island my entire life! The funny thing is that the trailhead is only about a 5-minute drive from my Little Bears property! 
The climb was quite something. I fully admit that I was not expecting such a grueling terrain of ups and downs. At many points, we were hand over foot climbing through arbutus roots and navigating loose rocks. I thought on a few occasions, 'Am I going to make it?" I don't go hiking every weekend, as much as I would love to. Finding time between soccer tournaments and Volleyball games is challenging when you have children involved in high-level sports. Luckily, I had a 5-hour gap between ferry drop-offs and pick-ups, so this hike was perfectly timed.
I was reminded many times during some of the quiet, comfortable silences walking down the narrow path that this is what I "preach!"
Adults and children belong in the forest!
Theres something magical that happens to your soul when you submerge yourself with trees, rock, land, dirt, cobwebs, ferns, and nature!

Our modern, urban world overstimulates our senses and demands our full attention, while a forest environment allows the nervous system to relax and return to a more balanced state. This practice is known as shinrin-yoku, or "forest bathing."

Within minutes of our hike, I began to feel less stressed. It's amazing what clean forest air can do for your lungs and your mind. About half an hour into our hike, I felt an overwhelming sensation of being very present with my body. My wandering mind wasn't clouded; it felt sharper and less distracted. I was especially mindful of my senses, the sounds, the smell, the colours! I kept asking myself why I didn't do this more often, and I felt incredibly grateful for my health, which allows me to do exciting climbs like this.

Biophilia: Have you heard of this? I remember researching a little bit on this with my colleague, Kim Atkinson, many moons ago. We talked of the human connection between mushrooms, dirt, and trees, and how fascinating that they all "talked" to each other underground with their roots and their vibrations.
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The "Biophilia hypothesis" suggests that humans have an innate affinity for nature, developed over millennia living in natural environments. Spending time in a forest taps into this deep primeval connection and can feel like "returning home" to our natural surroundings, promoting instinctive relaxation.
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Growing up as a child in the 80s, there were always humans in my class with arm and leg casts or stitches somewhere on their bruised and battered bodies. By the time I was 8, I had broken my arm three times (twice on the left and once on my right). Casts were considered cool. A souvenir. My friends wrote on them, they got gross and smelly, and oh my soul, SO itchy! Who didn't want a cast? I swear, children purposely tried to hurt themselves so they had a memento to follow up their amazing near-death stories.
How did I break my arms so many times, you might wonder?
 RISKY play! But not just any kind of risky play, risky play in the 1980s!

My first broken arm was from falling out of a cherry tree in my backyard. My mom was inside cleaning the house when it happened, and I can recall hitting the ground so hard it made my head crack. No stitches, definitely a concussion, and one very broken arm.

The second time was a way cooler story! It was summer, and I was up the road at my friend's house. He had a trampoline; one of the super rare ones (Sundance), I think it was named. It was bright orange and very bouncy. We got the brilliant idea of putting the sprinkler underneath the trampoline and then covering it with dish soap, then jumping as high as we could in our bathing suits, trying to get a double bounce. (if you know, you know) Well... Epic fail and broken arm #2.

The third break happened at Elementary school in grade three. I was pretending to be Princess Laia, and my friend Jason was, of course, Luke Skywalker. We were on one of those really high, exposed metal climbers where you could squeeze through the bars and climb super fast to the top part. Jason had a thick rope which he secured to the top bar, and he was trying to pull me up through the centre of the climber. Eventually, he ran out of rope, and the knot let loose, and down I tumbled, flat onto the cement ground below (no wood chip surfaces underneath in those days). Ouch. Broken arm #3.

Looking around my grade three-four classroom, it was like a war zone. Kids in casts, stitches on eyebrows, cut lips, crutches, bruises... ahh, those were the days!
It's easy to laugh about stories like these and the millions more from adults like me in our 40s. Truth be told, we were rarely supervised, and the world was a dangerous playground in which we navigated as best we could.
Daycares weren't a huge thing in the '80s either. Often, moms stayed home or grandparents helped with us, neighbors kept an eye out, and everyone "generally knew" our whereabouts in the community.
There were also set rules: Don't go into Mrs. Smith's garden (she had the best raspberries), stay out of the swamp (quicksand) (well, not really quick sand, but that swamp claimed a boot or two of ours for sure!), and do not go in the ocean! (I lived a block from Cordova Bay beach)
As a child, I had many chores that were just part of our everyday week. My sister and I hand-washed the dishes after every dinner. She'd wash, I'd dry, or vice versa. We had to clean the bathroom, dust the knick-knacks, and, in my case, we had a wood stove, so I had to cut kindling and carry it in to stack neatly by the stove.
Outdoor play for us was considered a reward for fulfilling all our obligations. Once set free into the neighborhood, we roamed as far as we could, because if we hung around too close, our parents would surely find more work for us to do! There was no staying inside on weekends either. "Out you go, come back for lunch, then see you at dinner!" All we had to do was ride our bikes around for a while and find the abandoned bikes on someone's front lawn. Voila! Instant friends.

While not free from worry, parents were less inclined to "intensely hover" during play time, trusting that their children could navigate physical and social challenges on their own.

"Free-Range" parenting was the dominant style, with children spending hours playing outside without direct adult supervision. We roamed the neighborhood on our bikes, built forts, improvised games with what we could find, and played with children of all ages in the neighborhood surrounding us. The bigger kids (sort of) watched out for the younger kids. And, my little sister had to come with me EVERYWHERE I went. This was pretty normal for most of us.
Evolving dangers:
While our parents trusted us with more independence, new anxieties began to emerge in the mid-80s, including highly publicized cases of missing children and child abductions. In my city, it was the Michael Dunahee case that horrified every parent and child, and one that still sends shivers up my spine to this very day.
These kinds of cases, along with Blockwatch popping up everywhere, Crime Stopper commercials, and police officers visiting our classrooms talking about "stranger-danger", all slowly contributed to a culture of greater parental caution.

Side Note: There was actually a commercial that came on to local TV broadcasting saying, "It's ten o'clock! Do you know where your children are?" 

As the 1980s progressed, economic instability led many parents to believe their children would need to be more successful than their parents to maintain a middle-class lifestyle. This fueled a rise in intensive parenting to ensure children achieved a competitive edge through supervised, enriching activities.

As dual-income households became more common, the "latch-key" child, a child who let themselves into an empty house after school-emerged as a new phenomenon.

The growing availability of parenting advice books in the late 1980s reinforced the role of parents as overseers who prioritize safety and structured enrichment over structured exploration.

This gradual change in parenting styles throughout my childhood laid the groundwork for a more risk-adverse, supervised childhood that became more common in the decades that followed.

Okay, so bringing this back to outdoor play for today's child, and why childcare centres like Little Bears are so incredibly valuable to our children's overall health.
Let's simplify it:
Outside time equals exercise!
Exercise equals endorphins and dopamine!
Endorphins and dopamine lead to happiness!
Happiness means less stress, less anxiety, and less depression!
Sounds pretty simple, right?

It is simple, and this is why I so wholeheartedly believe in my soul that ALL children belong outside and in the forest! If children get used to being outside in all weather, playing outside in all seasons, and even napping outside listening to the rain falling on the roof, they will miss and crave this as they get older! They will WANT to go camping to hear that sound again! They will put on their rain jackets and splash pants to go on that hike even though it is torrential rain! Weather and season will not affect them because they have been hard-wired to adapt to their surroundings and environment.
The first five years of a child's life are a critical period for cognitive development and overall health, laying the foundational "architecture" of the brain for all future learning and wellbeing.
Time spent outdoors naturally encourages children to be more active through running, climbing, and exploring. This helps develop gross motor skills, coordination, and agility, while also combating A SEDENTARY LIFESTYLE.

Isn't that exactly what we are trying to undo? Our own sedentary lifestyles, where anything and everything we need is available at our fingertips.
Our society has largely become obese and depressed, and afraid of the elements. We hide inside when it gets cold and console our thoughts with "comfort foods" and spiced pumpkin lattes when the seasons change from summer to autumn. How many of us are truly heading to the forest every weekend with our children to hike, camp, cook over a fire, and sleep under the stars?
I can personally attest to witnessing children over the space of 4 years go from disliking the rain to absolutely loving the rain. When the new babies start with us around one year old, most have never spent a lot of time outdoors in the elements. As parents, we bundle them up, overclothe them, protect them in plastic stroller covers, and shield them from the rain. Here on Vancouver Island, if we never went outside when it was raining, we would never go outside!
At Little Bears, we go outside every day, rain or shine. Period. Our babies learn very quickly that this is normal and this is a consistent outing in their day. In September, we refer to our little baby-bears' outdoor time as the "symphony of tears", when they unite together and let us know they are uncomfortable! We start them off slowly, spending more and more time outside as they get more comfortable and adjust to their surroundings. We are not cruel; we are, in fact, the opposite. We hold them, we walk with them, we sing to them, we play with them. They are safe, they are warm, and they are wet! (Well, their muddy-buddies are wet, but they are toasty warm underneath!) Winters can be cruel here in Canada, and we are especially mindful of our Little Bears when those temperatures drop really low. The educators still take the little bears outside, but we just come in a little sooner than we would in the warmer months.

Engaging in outdoor play while it is cold and rainy offers our children a variety of developmental benefits, from enhanced sensory experiences and improved motor skills to strengthened immunity and increased resilience.

We strongly support the Scandinavian philosophy that there is no such thing as bad weather, just bad clothing, emphasizing that proper gear can make outdoor exploration possible and enjoyable in nearly any weather! 

Let's break down a few last supporting pieces for outdoor risky play in a FOREST!

Risk assessment and resilience:
The dynamic and unpredictable elements of a forest, such as uneven terrain, loose rocks, and climbable trees, require children to constantly assess risk and manage uncertainty. This fosters resilience and critical thinking in ways a conventional, manicured playground cannot.

Confidence and self-esteem
When children freely choose to challenge themselves, whether by climbing a tree or jumping from a log-and succeed, they build a sense of mastery and confidence in their own abilities. This is a child-led process, reinforcing their self-perceived skills.

Physical Literacy:
The varied terrain builds a wide range of motor skills, coordination, and strength. Activities like climbing trees, balancing on fallen logs, or moving over boulders promote agility and balance.

Emotional regulation:
Navigating the mix of exhilaration and fear during risky play helps children experiment with and manage powerful emotions. This can reduce the risk of anxiety and improve coping strategies later in life. games and problem-solve together without explicit adult direction.

Problem solving and creativity: 
A forest offers endless possibilities for unstructured play using "loose parts" like sticks, rocks, and mud. This encourages imaginative, child-led activities where children must invent.

Sensory stimulation:
A forest provides a rich sensory environment that engages all of a child's senses, unlike many indoor or constructed play spaces. (such as those on rooftops or parking lots)

Mental health:
Exposure to "green spaces" has been shown to reduce stress, improve mood, and decrease symptoms of ADHD. Children with Autism often find sensory relief and often feel calmer while walking through the forest.

With the growing number of studies being done on natural play spaces for children and the health benefits children have from being outdoors, I feel it is safe to conclude that most of us feel strongly that the forest offers unparalleled developmental advantages for children.
These benefits, ranging from enhanced resilience and problem solving to improved physical and mental health-are uniquely fostered by the natural environment's uncertain and stimulating nature.
It is essential to emphasize that these benefits must be balanced with effective hazard management and supportive adult supervision.
Our goal should be to keep children "as safe as necessary, not as safe as possible," empowering them to navigate challenges and build competence on their own terms.

Thank you for reading, and any comments or thoughts you may have on risky play are appreciated.
Shine on!
With Gratitude,
Lexie