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Working with Children

Hallie Sykes

Oxbow Farm & Conservation Center

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Oxbow Farm & Conservation Center

Our mission is to inspire people to eat healthy, sustainably grown food and to steward our natural resources for future generations.

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Produce food. We cultivate 15 acres of mixed vegetable crops using agro-ecological principles and engage in research to inform conservation farming practice.

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Grow native plants. We operate a native plant nursery that produces plants for habitat restoration projects, educational gardens, and urban landscapes, and conducts research on native plant propagation using sustainable growing methods. �

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Restore and sustain habitat. We carry out conservation projects and research to learn how humans can use land to our benefit while protecting biodiversity.

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Connect children to nature. We offer environmental education programs for children pre-K thru high school to build their comfort in the outdoors and provide them with opportunities to learn about the links between agriculture, conservation, and the environment.

Spring, Summer, and Fall Field Trips and Summer Camp!

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Children’s Passions

Enjoyed by children young and old and universal across many cultures, children’s passions are the avenue or doorway to mentoring young people in nature.
When given the opportunity to play freely outdoors, many children naturally engage in these forms of passionate play.
Learning by playing is the natural way to inspire curiosity, wonder, and connection to our place.

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Children’s passions are tools for nature connection and environmental literacy!

Young, Jon, Ellen Haas, and Evan McGown. Coyote's Guide to Connecting with Nature. Shelton, Wash: OWLLink Media, 2010. Print.
Sobel, David. Childhood and Nature: Design Principles for Educators. Portland, Me: Stenhouse Publishers, 2008. Internet resource.
Louise Chawla (1999) Life Paths Into Effective Environmental Action, The Journal of Environmental Education, 31:1, 15-26, DOI: 10.1080/00958969909598628

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Children’s Passions

Playing games
Hunts, errands, adventures
Hiding, seeking, sneaking
Make-believe/imagination/fantasy
Animal allies/anthropomorphizing
Maps and paths
Small worlds
Special places!
So many more!!

A fort, a den, a tree house, or a hidden cubby, children like to create places where they can retreat into their own found or constructed spaces. Called “sit spots” in Coyote’s Guide, finding a place in nature to return to and visit often, quietly observing surroundings with senses engaged, becomes a place of intimate connection to nature.

Identified by Louise Chawla, one of the most important indicators of future environmental stewardship is experience and connection to a place. A valued place can include a yard, a garden, a farm, a nearby lake, forest, or park where people play as children. In these places, people become comfortable being out in the natural world. Sharing these places with family members or mentors can affirm the value of the special place, validating young peoples’ experiences in nature.

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Supporting the cycle of inquiry

Ask what they know. Ask them to describe it, and define words they know.

Use a T chart/Web of Wonder

Provide time and opportunities to gather information
Share what you noticed, ask them what they noticed.
Come up with a theory, design, give opportunities redesign/students giving feedback to each other.
Test it out!
Try not to evaluate right or wrong, ask questions along the way.

Inspired by:

Supporting Children’s Thinking and Learning, University of Washington, Institute for Learning & Brain Sciences (I-LABS). Break-out session at Starting Strong Early Learners Conference

Ask what they know. Ask them to describe it, and define words they know.

Today we’re going to do some pest management in the garden. What do you know about garden pests?

Create a web of wonder or T chart (Know, Want to know, Learned)

What is the information we need to know to help control pests out here?

Gather information! (This could include research using guidebooks, observations, internet resources)
Share what you noticed, ask them what they noticed.
Come up with a theory (Ex: pest control method).
Test out methods for pest control! (When asking them questions to guide their inquiry, share what you noticed, ask questions, let them make observations! What would happen if you did it differently?)

Introduce ways to organize their data/information.

Try not to evaluate right or wrong, ask questions along the way, but try not to smother with questions. Use your passive observations or parallel “play” to figure out their interests, what makes them tick.

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A Culture of Curiosity

Children are scientists, constantly experimenting with the world around them.
What is Inquiry? Inquiry is how you explore the world around you, problem solving (not about what facts you know).
Children are natural scientists and learning through play is important
Model curiosity!
Use language that creates space for more than one answer! (Use hedge language)
Ask open-ended questions. “What do you notice?”

Inspired by:

Supporting Children’s Thinking and Learning, University of Washington, Institute for Learning & Brain Sciences (I-LABS). Break-out session at Starting Strong Early Learners Conference

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Childhood Brain Development, the basics

Sol Marie Doran training (and readings from the Whole Brain Child)

Left brain/right brain

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Upstairs and downstairs brain

Upstairs (logic, planning creative thinking) /downstairs (strong reactions, impulses, and emotions)

More tips for Working with Children- https://docs.google.com/document/d/1UOFzY5BxkV-9HY747whcd3nR7T3FrYpIxJEizFxUQ8c/edit

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An integrated brain

The river of “well-being”

Seize moments and opportunities to teach- resilience, empathy, forgiveness, respect

Resource: The Whole Brain Child

by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D.

It’s extremely difficult to raise children, and sometimes the best we can do is just get through the moment. But these experiences will be so much more valuable if, instead of merely trying to get through the moment, we also seize the opportunity to teach our

children about love, respect, empathy, forgiveness, and the other lessons we want to impart to them.

You’ll remember the importance we put on the concept of integration. Because there are many different

parts to a person’s brain, and because each part has different jobs, we need all the parts to work as an integrated

whole in order for us to function at our best.

As parents, we want to help our children become better integrated so they can use their entire brain

in a coordinated way. When all the areas of your child’s brain are working together, she experiences a sense of

integration and thriving.

For example, you may notice that during those times of integration she can much

better handle any setbacks, and disappointments can be more calmly managed since she has the patience and

insight to be able to work through her frustrations.

In those moments, she’s neither rigid nor chaotic. She’s in the river of wellbeing.

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Pivot Points

(Principles and practices that we fall back to)

Behavior is an expression of deeper needs

Cranky- hungry, tired, uncomfortable
If you can’t meet needs -> empathy (emotion is ok, feel your feelings, you don’t have to “fix” it)

Validating feelings

I see you’re having a lot of big feelings today.
Wow that sounds really hard.

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Pivot Pts Continued

Defining whether something is really a problem, pushing your own edge/disorientation

Is it really urgent? (Stretch the timeline)
Testing their own physical boundaries – give constructive advice, not “be careful”. Instead- pay attention to where your feet are. I’m here if you need me.

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Pivot Pts, continued

Give choices/redirect instead of saying “don’t”/give reasons why

Would you rather _______ or ___________.
We’re not going to do that right now, but you can choose to _______ or _______.
That is not for touching, but you can touch this.
That is meant for plants to climb on, not for people

Give children a chance at problem solving, give them a chance to be more specific with the words they choose.

“Convince me”
“How can we do this differently next time”
“Come up with a solution that works for both of us”
Would you like to know what other students have done?
I care about you too much to argue about this.

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Talk Moves

Hey I noticed ________, I’m wondering __________.
Using the concept of time to share what is appropriate:

“Now is not the time for….”
“When I’m giving instructions, it is time to listen.”
“I’ll be glad to get started with the ___________ once _____________.”
It’s not a discussion, it’s just what we do.

Using the concept of place to share what is appropriate:

Understanding the culture of your program is not necessarily the same as the classroom/home: “Here in the outdoor classroom, this is what we do.”
In appropriate topics: “Now is not the time or the place.”
We need everyone to feel safe here, and that is what _________ needs in order to feel safe.

When a child is wondering off/running away: “You’re not in trouble, I just need you to come back.”
“I was wondering if I can come be with you for a minute, you’re not in trouble.”

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Establishing routines and classroom culture

Group contract and expectations
Setting routines and expectations- gratitude, story telling
Songs and movement
Orientation
Language choices the “outdoor classroom”, empowering students as scientists, set boundaries
Framing the day around a learning theme or question
Building relationships before teaching. Empowering the students to come to you!
Using a call for 5 minute warning, a different call to gather together

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The Natural Cycle

Inherent in life’s processes, the natural cycle is rhythm that guides life’s patterns from the sun, to the seasons, to the life cycles of living things.

Aligned to the cardinal directions, the natural cycle tells us geographically and metaphorically “where you are”, conveying a vision of how energies move through a day, a life, and a year.

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The Natural Cycle in Seasons

SE: Midmorning / Late spring

SW: Midafternoon / Late summer

NW: Twilight / Late Autumn

NE: Predawn / Early spring thaw

We’ll start with this familiar symbol (the compass rose), what does it tell us? This symbol has been used as a common tool to have a sense of direction for travel and navigation, but also, for cultures with distinct seasons, this symbol can be used for seasonal orientation.

Welcome to the natural cycle of the Eight Directions, we want to start feeling the moods of each direction, looking first where the sun begins our day. As we follow the sun, we’ll also venture into the parallel seasons of the year and life-stages of growing things. You’ll begin to notice that this pattern in many natural processes. What is the energy we feel in the south east? (Movement, jump starting, motivation).

Each day begins at dawn (elaborate), the season paralleling the time of sunrise is spring! (elaborate). East is the time of excitedness and new beginnings.

As the sun begins climbing higher into the sky, reaching mid-morning, life jump starts into action, humans begin to embrace the day, birds are busy at work. The parallel season is Late Spring, plants are bursting with new growth.

In the south, or mid-day, the sun is highest in the sky, birds and humans are in they full-throttle work of the day, sweat and perspiration. In the summer, the days are longest, humans are laboring hard and pollinators are visiting the plants’ flowers.

Southwest, after the sun is high in the sky, the heat remains and birds and mammals are urged to rest. This is the siesta. Plants dry into shades of brown and yellow, after pollination, they focus their energy on producing fruit.

In the West, the sun finally sets, signalling the end of the day, a sense of completion. In seasons, this is the Autumn, harvest season, when everyone gathers together to reap the bounty of the year. This is the time of ripe fruit, contribution to community.

In the Northwest, when the sun goes of sight, light still lingers and fades. Twilight. In seasons this is Late Autumn when leaves and plants begin to decay, turning back into the soil. Interestingly, all across the globe, this is a time when human cultures reflect on death of their loved ones and ancestors Halloween, All Souls Day, Day of the Dead. Any more?

North: the sun sits in the north, fully on the other side of planet Earth, midnight, the season is winter and the days are short, the nights are cold. Seeds of plants lie dormant underground. The whole year’s cycle and hopes for the new year, continuation of that species, now lives in one tiny seed.

NE: As the sun slowly makes its way to the east, light slowly sweeps in, muted and gradual. Th eearly spring thaw brings the miraculous spark to bring plants back to life. This is a time of mystery, uncertainly, anticipation.

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The Natural Cycle in a human life cycle

SE= Childhood

SW= young adult

NW= Late adulthood

NE= Conception/death

East: a time of new beginnings. (Parallel to spring and dawn), what stage in the human life cycle happens here? Birth!

Southeast: Childhood, kids are growing so quickly they need new shoes every month! Children learn and experiment with the world around them!

South: Adolescence, when external growth matches internal development. Like the plants, humans are devoting furious energy to “flowering”. Focus is narrowed and sharpened, pre-teens focus on their outward appearance and appearing “cool”

Southwest: transition from adolescence to to adulthood. Time to find oneself, experience college or youthful travels

West: The parallel stage in human life is young adulthood. Maturation of vision role and identity. Productivity of the career, maybe bearing fruit - through contributions to society or through having kids and caring for them. It’s a time of giving back.

NorthWest: Late adulthood, community leader, teacher or leader, looking back on experiences and learning

North: Elderhood, full of wisdom, passing knowledge down to the next generation, end of life, gentle lessons (through storytelling), patience

NorthEast: Conception- a time of new beginnings/but also life comes to an end as the cycle begins again. The elder gracefully breathes their last breath

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The Natural Learning Cycle as an Organizer

Have you ever noticed shifts in student energy throughout the day? Patterns of engagement and ability to focus? Times when kiddos need to get their “wiggles” out?

DISCUSS

Ducharme & Derks Garden Buddies 3/2/20

Start by building enthusiasm
Move into focusing attention
Direct experience of nature
Gather and share the inspiration

Aligning a program to the natural cycle of engagement and learning, whether outdoors or indoors, results in a program that is in harmony with humans’ natural energies. Setting students up for success, challenging them to actively engage in new learning, allowing for reflection and integration.

Joseph Cornell, The Flow of Learning: https://www.sharingnature.com/flow-learning.html

Two decades ago, author Joseph Cornell shared a natural rhythm or “flow learning”, a natural sequence for organizing activities and experiences in alignment with people’s natural energy. This concept, and the 8 direction model we will share, share the assumption that people aren’t necessarily ready for focused learning at the start of a day. Instead, this model is responsive to the mental and emotional state, then motivating and inspiring them, leading them around the natural learning cycle in alignment and not in contrast to the energy of the learners.

“In leading nature activities over the years, I gradually realized that there was a sequence for using games and activities that always seemed to work best, regardless of a group’s age, its mood, or the physical setting, I became convinced that the reason people responded so well to this particular sequence was that it’s in harmony with certain aspects of human nature”.

Start by building enthusiasm
Move into focusing attention
Direct experience of nature
Gather and share the inspiration

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The Natural Learning Cycle as an Organizer

Have you ever noticed shifts in student energy throughout the day? Patterns of engagement and ability to focus? Times when kiddos need to get their “wiggles” out?

DISCUSS

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West

Using a peaceful signal for gathering, such as a drum beat or coyote call, gather the group to invite them to share their story of the day. Celebrate and value their experience, reflect and check for understanding. Invite a take-home challenge

Northwest

Look back on the experience, ask introspective questions, go deeper. At home this might look like sharing the experience with their families around the dinner table or journalling.

North

Integrate! In the North, we have some insights or big picture lessons learned from the learning process. Whether it’s learning about ourselves and how we felt through the process, or new understandings about how the world works. North means choosing to take action about what we learned, and sharing that with others.

Designing the flow:

Northeast-- opening the learning experience

Create a ceremonial opening that “shakes off the road dust” and brings everyone to the current time and place. This can be anything from a stretch circle, sharing prompt, gratitude sharing or a song.

East-- Inspire

Pumping learners with enthusiasm and excitement, telling a rousing story from personal experience, demonstrating an impressive skill, readying students to jump into exploration and wide-eyed eagerness and curiosity.

Southeast-- Activate

Kick the experience into action, getting bodies moving, using animal forms, acting things out, orienting them with clear instructions and boundaries.

South-- Focus

Channel energy into a first hand experience, focused learning. Serving as a mentor by stoking the fire of inquiry, asking challenging questions. Activities might prove to be a challenge or task- cooking a meal, building something, mental focus. Could be disguised as a game.

Southwest- take a break

This is the siesta, rest, digest the new info and transition by having fun low key games, laughter, journalling

West-- gather and share

Using a peaceful signal for gathering, such as a drum beat or coyote call, gather the group to invite them to share their story of the day. Celebrate and value their experience, reflect and check for understanding. Invite a take-home challenge

NorthWest-- reflect

Look back on the experience, ask introspective questions, go deeper. At home this might look like sharing the experience with their families around the dinner table or journalling.

North-- Integrate

In the North, we have some insights or big picture lessons learned from the learning process. Whether it’s learning about ourselves and how we felt through the process, or new big-picture understandings. North means choosing to take action about what we learned, and sharing that with others.

Northeast (represents the open and the close of a lesson or experience)- Close and Listen for what’s next

The northeast of your lesson plan really begins the next lesson, it’s a cycle! As one experience wraps up, having a ceremonial closing such as a song or circle of sharing.

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East- Open the learning experience

Designing the flow:

Northeast-- opening the learning experience

Create a ceremonial opening that “shakes off the road dust” and brings everyone to the current time and place. This can be anything from a stretch circle, sharing prompt, gratitude sharing or a song.

East-- Inspire

Pumping learners with enthusiasm and excitement, telling a rousing story from personal experience, demonstrating an impressive skill, readying students to jump into exploration and wide-eyed eagerness and curiosity.

Southeast-- Activate

Kick the experience into action, getting bodies moving, using animal forms, acting things out, orienting them with clear instructions and boundaries.

South-- Focus

Channel energy into a first hand experience, focused learning. Serving as a mentor by stoking the fire of inquiry, asking challenging questions. Activities might prove to be a challenge or task- cooking a meal, building something, mental focus. Could be disguised as a game.

Southwest- take a break

This is the siesta, rest, digest the new info and transition by having fun low key games, laughter, journalling

West-- gather and share

Using a peaceful signal for gathering, such as a drum beat or coyote call, gather the group to invite them to share their story of the day. Celebrate and value their experience, reflect and check for understanding. Invite a take-home challenge

NorthWest-- reflect

Look back on the experience, ask introspective questions, go deeper. At home this might look like sharing the experience with their families around the dinner table or journalling.

North-- Integrate

In the North, we have some insights or big picture lessons learned from the learning process. Whether it’s learning about ourselves and how we felt through the process, or new big-picture understandings. North means choosing to take action about what we learned, and sharing that with others.

Northeast (represents the open and the close of a lesson or experience)- Close and Listen for what’s next

The northeast of your lesson plan really begins the next lesson, it’s a cycle! As one experience wraps up, having a ceremonial closing such as a song or circle of sharing.

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South-- Focus

Channel energy into first hand experience

Designing the flow:

Northeast-- opening the learning experience

Create a ceremonial opening that “shakes off the road dust” and brings everyone to the current time and place. This can be anything from a stretch circle, sharing prompt, gratitude sharing or a song.

East-- Inspire

Pumping learners with enthusiasm and excitement, telling a rousing story from personal experience, demonstrating an impressive skill, readying students to jump into exploration and wide-eyed eagerness and curiosity.

Southeast-- Activate

Kick the experience into action, getting bodies moving, using animal forms, acting things out, orienting them with clear instructions and boundaries.

South-- Focus

Channel energy into a first hand experience, focused learning. Serving as a mentor by stoking the fire of inquiry, asking challenging questions. Activities might prove to be a challenge or task- cooking a meal, building something, mental focus. Could be disguised as a game.

Southwest- take a break

This is the siesta, rest, digest the new info and transition by having fun low key games, laughter, journalling

West-- gather and share

Using a peaceful signal for gathering, such as a drum beat or coyote call, gather the group to invite them to share their story of the day. Celebrate and value their experience, reflect and check for understanding. Invite a take-home challenge

NorthWest-- reflect

Look back on the experience, ask introspective questions, go deeper. At home this might look like sharing the experience with their families around the dinner table or journalling.

North-- Integrate

In the North, we have some insights or big picture lessons learned from the learning process. Whether it’s learning about ourselves and how we felt through the process, or new big-picture understandings. North means choosing to take action about what we learned, and sharing that with others.

Northeast (represents the open and the close of a lesson or experience)- Close and Listen for what’s next

The northeast of your lesson plan really begins the next lesson, it’s a cycle! As one experience wraps up, having a ceremonial closing such as a song or circle of sharing.

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West- Gather and share

Reflect and

Share the story of the day

Designing the flow:

Northeast-- opening the learning experience

Create a ceremonial opening that “shakes off the road dust” and brings everyone to the current time and place. This can be anything from a stretch circle, sharing prompt, gratitude sharing or a song.

East-- Inspire

Pumping learners with enthusiasm and excitement, telling a rousing story from personal experience, demonstrating an impressive skill, readying students to jump into exploration and wide-eyed eagerness and curiosity.

Southeast-- Activate

Kick the experience into action, getting bodies moving, using animal forms, acting things out, orienting them with clear instructions and boundaries.

South-- Focus

Channel energy into a first hand experience, focused learning. Serving as a mentor by stoking the fire of inquiry, asking challenging questions. Activities might prove to be a challenge or task- cooking a meal, building something, mental focus. Could be disguised as a game.

Southwest- take a break

This is the siesta, rest, digest the new info and transition by having fun low key games, laughter, journalling

West-- gather and share

Using a peaceful signal for gathering, such as a drum beat or coyote call, gather the group to invite them to share their story of the day. Celebrate and value their experience, reflect and check for understanding. Invite a take-home challenge

NorthWest-- reflect

Look back on the experience, ask introspective questions, go deeper. At home this might look like sharing the experience with their families around the dinner table or journalling.

North-- Integrate

In the North, we have some insights or big picture lessons learned from the learning process. Whether it’s learning about ourselves and how we felt through the process, or new big-picture understandings. North means choosing to take action about what we learned, and sharing that with others.

Northeast (represents the open and the close of a lesson or experience)- Close and Listen for what’s next

The northeast of your lesson plan really begins the next lesson, it’s a cycle! As one experience wraps up, having a ceremonial closing such as a song or circle of sharing.

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Where are we now?

In the context of COVID, protests for racial justice, food security, climate change, political uncertainty...

It’s natural to feel disoriented, afraid, uncertain- “fight/flight; freeze/collapse”. Things may be coming apart, but disequilibrium is part of any cycle, it is what allows for growth!!

It is a time of opportunity, for reconsidering norms, reflecting on what works and what doesn’t, “composting” old systems and habits to fertilize the growth of new ones, nurturing creativity and development of new life.

What is our role in this as educators?

Helping kids’ cope with uncertainty…

Joseph Cornell, The Flow of Learning: https://www.sharingnature.com/flow-learning.html

“In leading nature activities over the years, I gradually realized that there was a sequence for using games and activities that always seemed to work best, regardless of a group’s age, its mood, or the physical setting, I became convinced that the reason people responded so well to this particular sequence was that it’s in harmony with certain aspects of human nature”.

Metaphor of the Shepard tone: these challenges we face as a community seem to be increasing, compounding, building, growing! will everything crash? or reach a crescendo? These patterns are overlapping, repeating, they are cyclical in their own and together- something new will rise up as what came before fades away. Change (perhaps “crashing” scale at times) is as inevitable as the rebirth which follows.

Shepard tone: https://m.youtube.com/watch?v=O35trvoVCWI

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Site-specific expectations, our “Farm Secrets”

1. Watch where your feet go! (We can walk on grass, straw, woodchips, and in-between the rows in the Kids’ Farm. It’s difficult for baby plants to grow when feet are on them, so please walk only where plants are not growing (except for grass!))
2. Please wait to be invited before picking and eating anything. Some things aren’t ready to be picked, and the farmers know where the good stuff is.
3. When it is time to pick and eat, please use two hands: hold the stem with one hand and pick what you want to eat with the other—that way we don’t rip up the whole plant.
https://www.youtube.com/watch?v=F_N2yh0jPSc&feature=youtu.be (1:23 – 2:04)

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Tips and Best Practices

Play with food!

Parent quote: “We’ve been really excited to come to the farm! Ever since big sister had a field trip last week, we’ve been opening up apples and counting the seeds, cutting into beets and admiring the bright colors inside.”

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Give opportunities for problem solving

“This is too crowded, I can’t see”

“Don’t forget me!”

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Use real science tools

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Use inclusive language

Flowers aren’t just for girls!

Ladybugs aren’t always a “she”

Remove pronouns in storytelling

Embrace differences in family structures and households

-Flowers aren’t just for girls!

Be ready with a response when someone says “flowers aren’t for boys” - What would you say?

-Ladybugs aren’t always a “she”

If the engineering beaver or hard working farmer is always a male (often we do this unconsciously), than we are perpetuating societal gender norms! Switch it up- making farmers female, or leaving gender out all together “they”.

Using “friends” or “everybody” or “folks” instead of “boys & girls”

Third person- it’s okay to refer to kids as “kids” or “young people”.

-Remove pronouns in storytelling

When telling a story, especially from fiction- challenge yourself to remove pronouns from the main characters. Avoid the “damsel in distress” or “nagging mom”!

-Embrace differences in family structures and households

Avoid saying, “Do you ever help your mom cook?”

What’s potentially troublesome about this question?

(assumes they have a mom at home AND that their mom does the cooking).

Do you ever help in the kitchen at home?

-----

Next time you’re at home, explore your yard for a seed or worm!

(Assumes they have a yard!)

...Explore your neighborhood for a seed or worm.

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Let the mystery be!

Guide with curiosity, observations and further questioning.

When asking “what is it”? What do students really want to know?

• What do you notice?

• What do you wonder?

• What does that remind you of?

• How might you explain that?

• How is this similar/different from…?

• What do you think about that idea?

• Do you agree with…?

• Tell me more about that.

• Can you explain/show me your evidence for that?

• How can you be more sure?

• What surprised you?

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Get down on the level

Empower students to teach

Comfort needs first!

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Questions?

hallie@oxbow.org

620 640 7037

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Bonus Slide: Polyvagal theory