FORESTS are a RIGHT, not a LUXURY!

The past 30 years have been full of ups and downs as life happens all around us.
My oldest son is nearly 21 years old, yet just yesterday I was pushing him in a stroller to the park. I look at myself and I see my mother. My mother now looks more like my late grandmother. My daughter looks like me, only ten times more beautiful than I can ever remember feeling. Time passes by, and I am so grateful for this beautiful life.
When I started my early childhood career at the age of 20, I had already been working at preschools and daycares for four years. I was 16 when I got a summer job at a daycare, and then every year after, and through college, I worked at various preschools as well. I always knew from a very young age that I wanted to work with children. I feel like it was always meant to be.
​When I opened up my first centre in the basement of my home, I was just 20 years old. I had not yet travelled the world, or even left the island much, but I had a mortgage to pay, a business to run, and 7 little humans to care for all by myself. For almost a decade, I worked 10-hour days, five days a week.
As a young child, I developed a strong sense of empathy and a deep appreciation for creating a safe and supportive environment from an early age, which has been a powerful motivator in my career. While my background instilled in me an understanding of the challenges some children face, it also cultivated a strong personal drive to become a source of stability and nurturing for others.
Early in my life, I navigated many personal challenges. Those experiences taught me a great deal about perseverance and adaptability. 
They also gave me a deep appreciation for the importance of a secure and positive environment for young children. This is one of the many reasons I am so passionate about early childhood education! This is also why I am so very passionate about our forests!
My commitment to helping children grow and thrive is deeply rooted. I've learned that a child's environment can shape their future, and I am driven to be a positive influence in that foundational stage. That journey has equipped me with a high level of empathy and a proactive approach to problem-solving.
The forest.
The forest was MY go-to solitude when I was a child, and as well as when I was a young woman just starting my practice. In the forest, we witness nature's long-term cycles of growth, decay, and resilience. This can offer perspective on the impermanence of our current struggles and remind us of our own capacity for adaptation.
I cannot think of a better classroom than being among trees, branches, birds, meadows, grass, sticks, and pine cones. The natural world offers a rich and dynamic context for early childhood education, extending beyond the confines of a traditional classroom.

Research has shown that outdoor learning can lead to enhanced engagement, improved physical and mental health, and greater imaginative play. By integrating nature into our curriculum, we aim to promote the holistic development of children, fostering not only academic skills but also resilience, creativity, and a lifelong appreciation for the environment.

The outdoor space becomes our "third teacher," offering a diverse and stimulating setting for exploration.
Three decades ago, people were not as open to the concept of learning in nature. I got a lot of pushback from parents who focused more on the dangers of the forest rather than the benefits the forest had to offer. I believe that parent and educator perspectives on outdoor learning were more cautious due to a different societal understanding of risk and child safety. Today, a growing body of research has demonstrated the benefits of carefully managed "risky play," and our approaches have evolved to incorporate this understanding safely.
The "Nature-based" approach was once considered "alternative," and it took time for mainstream acceptance. Past parental reluctance was often based on a lack of familiarity with the pedagogical benefits, which are now widely recognized and supported by research.
I have seen a significant shift in attitudes towards outdoor education. Unfortunately, this kind of childcare facility is now considered a 'luxury" rather than a "standard of care".
Where did we go wrong?
With a growing number of childcare facilities being built in shopping plazas, on the rooftops of high buildings, and on school grounds, I ask this simple question:
"Where is their forest, and why do we seem to be moving backwards?"
We are in British Columbia! For goodness' sake!
We have more forests and more trees than any other province across Canada! In fact, around 60.3 million hectares of British Columbia are forested, which accounts for 64% of the province's total land area.
So, why are we purposely choosing to put children into modular classrooms and parking lots? I'm confused.

Flashback to 2008. I still giggle at my (fantastic) Licensing Officer's reaction when we were finalizing the last inspection before opening Little Bears. He had this checklist that he had to check off, which consisted of a bunch of playground regulations made for "school yards and commercial spaces."
"No, exposed roots, no tripping hazards, no slippery surfaces, no sharp rocks, etc, etc." He just looked at me, like, "How am I supposed to check this paper off when this is a forest and not a playground? EVERYTHING is a hazard!
Luckily, he saw my vision and my passion, and he understood the value of risky play and natural play spaces. I was very lucky that he was my licensing officer at that time.

When I visit the schools in Reggio-Emilia, Italy, I marvel at the time and attention that has gone into their city and into the spaces for children; the focus is on the child. The schools are plentiful, spectacular, and affordable to everyone in their province. There are enough spaces for all of the children, and there are incredible educators who work there making a comfortable wage. It is interesting to note that there are also many men who work in the childcare programs.
The higher number of men in Reggio Emilia's municipal preschools is a result of intentional, historical, and pedagogical factors rooted in the Reggio Emilia approach itself.
In 1944, the city of Reggio Emilia experienced bombing during the Second World War. Loris Malaguzzi ( an aspiring teacher at that time) witnessed the neighbouring community building a school, brick by brick.  It was said that the men wanted to build a theatre, but the women insisted on building a school for their children. The women won, of course.
Loris Malaguzzi worked with the community to establish the first school based on the Reggio Emilia approach.
I feel as if I could write forever on Loris Malaguzzi and the practice of Reggio Emilia because this has been my passion for nearly 3 decades. (more to come on this...)

My intention is to compare a city like Reggio-Emilia, which puts its children first and foremost, and has created beautiful buildings and outdoor spaces purposely built for its children. Even though many of the preschools are located in the heart of the city, you wouldn't know it! Native trees have grown high, and large spaces have been carved out and designed with grass, gardens, and natural foliage. The city has put time, effort, and money into these schools because it recognizes the importance of nature and trees in a child's life! THE FOREST is where the learning happens!

Studies in Finland showed that children who played in daycares with a natural forest floor had a more diverse and robust microbiome, leading to better-regulated immune systems.

Preschools that are in the forest provide abundant opportunities for active, full-body movement like running, climbing, and digging. This supports healthy weight management and combats sedentary lifestyles.
Navigating uneven terrain, climbing rocks, and manipulating natural objects help children develop their balance, agility, coordination, and fine motor control. (Where are they going to do this on an asphalt parking lot covered in rubber mats?)

Nature can have a calming effect on children who may be hyperactive or neurodiverse, and outdoor play has been proven to reduce ADHD symptoms. It helps children cycle through and self-regulate their emotions.

By developing a connection with the natural world from an early age, children are more likely to become responsible environmental stewards later in life. They learn firsthand about ecosystems and the importance of conservation.
Children can learn to assess and manage risks while developing confidence and a sense of self-reliance. Additionally, a forest childcare centre may instill a connection to the natural world, cultivating a sense of environmental awareness from a very young age.
If a child never has the opportunity to hug a tree and feel its energy, how are they going to learn to fight for that forest in the future when it is threatened by development?

Ultimately, the goal of early childhood education is to nurture a well-rounded, capable, and curious little human. The unique aspects of a nature-based, forest education suggest that it is one of many valid options for parents seeking to cultivate a resilient, healthy, and connected child.

Shouldn't this be the goal?

"If you can, you should spend an hour a day in the forest. But in case you're really busy, you should spend two."

Luckily, my Little Bears are in their forest for more than 8 hours a day, 5 days a week. If I were little, this is exactly where I would want to spend my days. (Actually, now that I'm big...this IS exactly where I want to spend my days!)

Thank you for taking the time to read my blog.
As always, 
Shine on!
With gratitude,
Lexie

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