THE ORIGINS
Friedrich Frobel, a German educator, coined the word "kindergarten" (children's gardens) and opened the world's first outdoor kindergarten more than 150 years ago with the belief that young children learn best when playing in nature, away from an emphasis on too many numbers and letters. Today, Germany has several hundreds of these Waldkindergartens, or "forest kindergartens", in which children spend their entire class time playing outdoors year-round doesn't matter the weather.
In 2006 Erin Kenny, had a vision of an entirely outdoor preschool, one in which there was no indoor space, where the lessons arose organically as we moved through the natural world and in the spring of 2008, she opened Cerdarsong Nature School, the first U.S Forest Kindergarten, an entirely-outdoor preschool on Vashon Island, WA, based on the German forest school model.
We have taken the Forest-Kindergarten Model and integrate it to our Parenting & Child Institute Program to create a whole around system where the Facilitators at Miami Nature PLAY support each family's journey in nature's discovery as a tool in child rearing. Modeling excitement and helping parents to identify teachable moments and development stages, while documenting this kind of learning in the form of our on-going nature journal and helping parents to become an objective role model of different skills and abilities for life.
The facilitators also reinforce this learning through our playful interaction with the children while always following and not directing their imaginative play.
OUR COMMITMENT
Miami Nature PLAY, provides an entirely early learning education model that is distinguished by our commitment to 100% outdoor and nature immersion, interest-led flow learning, emergent curriculum, inquiry-based mentorship style and an emphasis on authentic play. Our programs are designed to integrate children with nature and engage them in quality outdoor activities, which stimulate their innate curiosity about the natural world. Our mentorship style encourages children to learn through direct experience with nature.
At the Parent & Child Institute, we want to build a peaceful and loving village where children, parents, and facilitators can all feel it is an extension of their home. We want children to discover and learn in an environment that encourages them to become free, healthy, happy human beings connected with nature.
BENEFITS OF THE PEDAGOGY
Children thrive when parents offer them unconditional support and are engaged in their daily activities and achievements. At the Institute we acknowledge that the primary caregiver’s involvement is instrumental in a child’s learning and has many benefits in their motor-social-emotional development.
Our micro-community and cooperative learning environment offers children a continuous thread of organic experiences, weaving the net of learning connections between home, community, and environment by fostering a deeper relationship between child and caregiver and helping families to better integrate the children's personal needs and interests into their environment.
Role of Parents: The pillars that support our village
-
Parents will have the responsibility to be part of a community for the PLAYschool year and participate actively during the learning process.
-
Main caregiver participating is expected to attend the 08 hours Conscious Discipline Workshop.
EDUCATIONAL PHILOSOPHY
Miami Nature PLAY programs are designed to positively connect young children with nature through immersion activities that stimulate their innate curiosity about the natural world. One of the cornerstones of this educational philosophy is that there is no predetermined curriculum. Rather, the lesson plans emerge organically from what nature presents us with and from children's interests each day.
We trust their interest reflects what they are developmentally ready to learn. We believe that young children learn best through direct experience with the natural world. Our goal is to tap into their sense of wonder about nature while teaching values and basic natural science principles in the field. The facilitator's role is that of a mentor and guide, actively modeling curiosity and engagement in nature while allowing children's interest to lead the day.
Our philosophy emphasizes several major themes:
-
We actively promote individual empowerment, self-awareness and group bonding.
-
We continuously teach respect for all living beings and search for ways in which to minimize our impact on the earth.
-
We assist lifelong learning skills and strategies, including problem solving, risk awareness and assessment and facing challenges in a safe environment. In addition,
-
We believe that there is great therapeutic value in just "being" outdoors, rather than always "doing" in the outdoors. This therapeutic benefit is important to young children as they learn positive ways in which to manage their emotions and boringness.
-
Being in nature also leads to higher levels of cooperation and teamwork resulting in building positive social skills and supporting peer-to-peer communication.
The foundation for learning at Miami Nature PLAY Programs are playful learning and is fostered through:
-
Self-exploration in play
-
Hands on activities
-
Storytelling
-
Art
-
Risky Play
-
Curiosity provoking discussion
CHILD-LED LEARNING PROCESS
Our program content is inspired by the Waldorf and Montessori Approach and includes subjects such as nature, science, art, literature and more as a result of the use of a Placed-Based Curriculum. We have shaped our programs consistent with the young child’s unexpected, dreamy and playful approach to life.
We are proud of our commitment to offer endless opportunities for creative and imaginative play, activities for manual dexterity and eye-hand coordination allowing the intelligence of the child to penetrate the fingers, and practice in developing language, art and social skills; all these in an outdoor environment surrounded by Floridian wildlife.
The following are some additional points that helps clarify the emergent learning process in our program:
-
Children learn through visual, auditory, and kinesthetic means.
-
Children also learn by observing; therefore, mentors and parents are conscious models of behavior to the children.
-
Every child has an inner timetable for growth and therefore his/her patterns and ways will be respected.
-
We recognize the advantages of a mixed age community in which, through play, the children help one another to grow and learn intellectually and emotionally, mentors and parents become conscious channels to conduct this process.
-
Our learning environment is at its height when the mentors and parents are partners and children are treated like equals. This partnership emerges when the roles of adults and children become interchangeable but not removed. In other words, taking a pause to notice what a child has to teach us is equally as important as what we present to them. Adults must provide an atmosphere where children discover meaningful and functional learning.
KEY PRINCIPLES
Several key principles distinguish the Parent and Child Institute from regular preschool and other outdoors programs:
Extended and uninterrupted nature immersion provides experience and connection with the rhythms of nature allowing children to find their own rhythms when spending long times outdoors.
Nature immersion leads to a suspension of linear time and a sense of timelessness in our hurried lives, which is necessary for creating bonds in place, self and living beings within the space.
Close contact with nature contributes to young children's motor, sensory, social, emotional, moral and cognitive development as well as a child's physical health and mental wellbeing.
*Interest-led (child-driven) Flow Learning
When children become interested and excited about something, their sense of wonder leads to hunger for knowledge about that subject. Children also retain more information when it is dispensed at that moment their curiosity is piqued. Deep learning takes place when children are engaged in something that interests them and that is relevant to them.
Read the Article: Child Led Vs Structured Learning
*Waldorf and Montessori-inspired Emergent Curriculum
Mentors have knowledge, skills and abilities that they draw on to guide children based on what nature presents each day. Many teachable moments arise spontaneously, based on the weather, the season, and our daily nature discoveries. When children's interests guide their education, the curriculum arises naturally. Documenting this learning is important, as children are actively involved in recording their recollections, interests and discoveries.
Read the Article: Waldorf and Forest Kindergartens
*Place-based Education in a Permanent Location
We experience and teach about the natural world in the geographical location where we live. This helps children connect with and care for their own home environment. A permanent location enables children to witness seasonal changes to their specific landscape. Young children's sense of place and belonging stem from their direct interactions with their immediate community: the people, places, flora and fauna around them. They feel rooted, connected and involved—leading to caring for their own home environment. Intimate knowledge of a place develops responsibility and desire to protect that place. Environmental stewardship at a later age flows from early personal bonding and experience with a place. In natural settings, children develop a sense of emotional security and learn that there are specific places in nature where they feel comfort and can calm themselves.
Read the Article: Placed Based Education
*Inquiry-based Mentorship Style
Asking open-ended questions—questions for which there are really no wrong answers—elicits rich conversation. As children embark on their own explorations and are encouraged to express their own ideas, they learn to trust their observations and discover there is more than one answer to any question. This strategy leads to more divergent thinking and greater problem-solving skills.
Read the Article: Inquiry Based Teaching Style
*Positive Reinforcement Approach
We want to encourage positive behavior rather than highlight misbehavior. Young children tend to gravitate towards activities that get them attention and reprimanding a child often encourages the continuation of poor behavior. (For many children, negative attention is better than no attention.) Children feel self-pride when they are noticed and complimented for qualities such as helpfulness, generosity and kindness.
Read the Article: Positive Reinforcement for Children.
*Emphasis on Individual Empowerment and Group Bonding
We want our children to recognize both their own worth and abilities and those of others. Competition is prevalent in our world, pitting us against each other. The Forest Kindergarten model values cooperation and teamwork—the sense we can accomplish more when we work together. We also want children to develop the ability to be comfortable on their own.
Furthermore, we respect that some children need time to develop their own understanding and may wish to work by themselves.
Read the Article: A better way to teach our children?
*Respect for Others, Self, and the Living Earth
Living harmoniously with others makes for a more peaceful world. Treating ourselves with gentle kindness and respect flows outward and results in the ability for higher compassion towards others. Seeing ourselves as an integral part of the natural world leads us to want to protect and preserve all aspects of it.
Read the Article: Slowing down and Connecting…
*Authentic Play
Recent research shows young children learn best through direct hands-on experience and through play, music and art. All of these stimulate imagination and creativity.
Read the article: Adult Role in Child Play
*Exposure to Moderate Risk
Children exposed to moderate risk are encouraged to develop their own risk assessment and response skills. This results in fewer injuries. Children learn how to fall and pick themselves back up, and develop self-confidence by facing challenges successfully.
Read the article: Benefits of Risky Play
Life Skills Gained at the Program:
Social skills, conflict resolution, negotiation, body awareness, respect, instilled kindness, compassion, empathy, emotional balance and risk assessment.
Kindergarten Readiness Skills Developed in the Programs:
Problem-solving, critical thinking, divergent thinking, excitement about learning, desire to learn, creativity, imagination, willingness to take risks, peer communication, emotional resilience, low frustration level and high perseverance, cooperation and teamwork.
Specific Natural Science Subjects Studied in the Forest Kindergarten Approach:
Forest ecosystems, biology, botany, ethnobotany, etymology, ornithology, zoology, math, engineering.
LEARNING PHILOSOPHY AND APPROACH
-
We believe that children, especially those under the ages of 8, learn best through direct experience with the natural world. Our goal is to tap into their sense of wonder about nature while teaching basic environmental and natural science principles.
-
We promote individual empowerment and group bonding.
-
We teach respect for all living beings and how to minimize our impact on the earth. Our lessons flow organically from what nature presents us with each day.
During the Parent and Child Institute, Facilitators further support playful learning by:
-
Exposing children to new ideas and information.
-
Asking open-ended questions to spark children’s thinking.
-
Offering children freedom to explore their interests and to make their own choices.
-
Providing inspiration but letting go of the outcome.
-
Redirecting behavior without judgment.
Keywords in our program are:
· Forest Kindergarten
· Place-Based Education
· Conscious Discipline
· Critical Thinking
· Outdoor Classroom
· Life Skills
· Tools for Life
· Freedom
FACILITATORS
All the Miami Nature PLAY Faciliatators and Mentors have passed a criminal background check and hold a Conscious Discipline and Pediatric CPR Certificates.
Please follow this link to our website to meet our team of Mentors and Facilitators: MNP STAFF
COMMUNICATING WITH FACILITATORS
If you need to communicate some future matter about your child such as absences, late arrivals, vacations time, medical information, or family situation, please do so by emailing our office or sending a text to the Facilitator on charge of your child with copy to Contact@MiamiNaturePLAYschool.Com . If you need to convey time sensitive information, such as an imminent absence or late arrival, please use your Community Chat. Please do not pass along logistical information to facilitators and Mentors during the program.
COMMUNICATING WITH THE COMMUNITY
Communications with the community are made via chat, MNP uses WhatsApp for all relevant communications with families related to the program. We ask families to respect the privacy of the group as well as not to share information related to the sale or offering of services unless it is their own business and also not to abuse the opportunity. Likewise, if it is a personal issue that concerns only your family as well as specific questions or doubts, we would appreciate it if you communicate directly via private message with your facilitator, if the facilitator considers that it is a subject that may be of interest. for community, we ourselves will be forwarding our response to the community and / or answering it in the chat directly.
We understand that you may not want to use the application chosen by us for personal reasons, even for which you have the right to withdraw and not participate in the chat under your own responsibility since you will not receive messages, notifications or sensitive information. MNP and its facilitator are not responsible for forwarding this information using another way and we thank you in advance for your understanding.
DAILY ROUTINE
A predictable routine allows Infants and Toddlers to feel safe and to develop a sense of mastery in handling their lives. Children, like the rest of us, handle change best if it is expected and occurs in the context of a familiar routine.
Our daily routine at is:
-
Arrival time: free play
-
Circle time and social play
-
Main Activity
-
Snack
-
Adventures in Nature (Gardening, Mud kitchen, Music, Yoga, others)
-
Story time and Good-bye routine
The instructor will act as a Facilitator and provide guidance as needed for the children and their parents. The key is imitation/modeling during our daily routine. If a child is interested in the activity that a caregiver is doing, they should be encouraged to help.
Optimize the time spent with your child at the program to learn and connect with him/her by being a role model that exemplifies respect and enthusiasm. Remaining silent when the Facilitator is providing directions and participating in each activity with energy and happiness will demonstrate the importance of these attributes to your child.
COMFORT NEEDS
Clothing
Dressing your child appropriately is CRITICAL to the success of the child enjoying our programs.
We adhere to the motto:
"There is no such thing as a bad weather, only inappropriate clothing choices"
Here are a few simple guidelines for clothing:
-
Please pick 2 to 4 specific outfits to be used by you and your child during the whole program.
-
All children are required to come dressed for the weather on any particular day and come dressed to mess. We recommend clothes with elastic waistbands – no zippers, snaps, belts or suspenders as these greatly complicate toilet time and restrain the independence of the child, especially with parents present. We aim for children to be independent and not dependent on adults for activities of daily living.
-
The ideal way to keep a child comfortable as he or she romps through nature is to dress them in layers. Make sure these layers are loose fitting so the child's own insulating layer of body heat will not be constricted. Parents should be aware that a child's body temperature is higher than that of an adult, which is why in situations in which we are experiencing cold they can be comfortable with light clothing.
-
Carry in your bag at least an extra set of clothes in a gallon Ziploc bag in case a change of clothes is needed during the program day. The Ziploc bag will be useful when your child's clothes get wet or dirty.
Remember we are an entirely - outdoor program. Make sure that you and any other caregiver coming with your child is okay with that. Remember too, that your child may not experience heat or cold in the same way that you do so instead of overdressing him just bring extra clothes. The most important thing to keep in mind is to keep YOUR attitude positive about blustery cold rainy days as some of the most fun and exciting days could come wrapped in this type of weather.
Our goal is to keep children comfortable so they can thoroughly enjoy the experience of playing in and exploring the natural environment.
Hunger/Thirst
Parents are encouraged to feed their kids an adequate breakfast since outdoor time can really build up hunger and thirst. Although we encourage children to identify their own body needs for nourishment, we do have a scheduled time for snack.
We often remind participants to maintain their bodies hydrated as well. Snack time is the only time we insist the children and families all come together as a group.
SNACK
-
We are a NUTS FREE program, please be sure you double check on packages, the produce handling and ingredients. This rule includes personal food for adults attending with the children.
-
Please try to not bring any refined sugar, artificial colors or flavors for snack.
-
Please send/bring a water bottle.
-
If your child has food allergies, please let us know in advance.
WHAT NOT TO BRING
-
Glass water bottles or any breakable article, we understand you care for the environment, but we have the duty to care for the safety of the children at our program too.
-
Hot beverages. Any hot beverage should be drunk before starting the program. We appreciate your understanding.
-
Toys or other personal articles except on the show and tell day.
• All kinds of nuts, including items that list nuts as an ingredient such as granola bars or crackers and/or products manufactured in a facility that handles nuts (this is valid for your own lunch/snack too).
TOYS AND SUPPLIES
Please have your child keep his or her own toys at home or in the car. This will avoid heartbreak over lost or damaged toys at any of our programs. We encourage the children to use natural materials to encourage and stimulate imaginative play.
If a child brings a personal toy, the parent will need to work with the child for him to share it with others during the program; this is the only way a child can bring the toy to the program since it will allow us to practice the conscious discipline approach to redirect behavior. If you know your child is not ready to share yet and he/she is older than 2.5 years old and you don't want to deal with this during the program, would be a better option to prepare him to be able to leave the toy in the car.
The program equipment and supplies, likewise, should be returned to the facilitator after the activity.
Parents will be responsible for replacing any equipment, material lost or broken. We ask parents to be in charge to supervise the use that their children are giving to the materials in the program. We ask parents to take care of the supplies as articles from their own home.
TARDINESS, PUNCTUALITY & ATTENDANCE
Being punctual shows respect and consideration for others. Punctuality also helps foster self-discipline and organization ability in our children. Poor attendance and punctuality, even at the earliest age, can affect achievement later in life. Establishing good habits from the start helps children to settle more quickly into new settings and routines. Good habits of attendance and punctuality are key skills for adult life. We expect that all our parents model and instill this habit in children.
Arrival time at the Parent & Child Institute is between 9:45 a.m. to 10:00 a.m. / 3.15 p.m. and 3.30 p.m.
5 minutes prior to the beginning of the programs, all the facilitators have the responsibility to silence their phones and use them only when a recording of an activity is necessary. If you are running late, please don't expect the facilitator to answer calls or texts made while receiving the families, please be sure to look for us around the park according with the routine of the program for the day and / or try to get directions using the community chat when you leave home.
Please notify via email or text if you and your family will be away from the program for multiple days due to family vacations.
SESSION RECOVERY
If a family schedules a recovery session and doesn't show, the session will be still counted as a recovery session due the limited capacity. Recovery sessions can be requested to be scheduled via message with your own facilitator or via email to Ursula@MiamiNaturePLAYschool.Com with Ursula Castaneda, Program Director, indicating the subject RECOVERY with a minimum of 24 hours in advance. You will be receiving a confirmation to attend the recovery session requested in advance. Only two families per day / time / community are scheduled daily.
SICK CHILD POLICY FOR THE OUTDOOR CLASSROOM
The best and really only place where your child can be properly nursed through an illness is at home. The classroom is a busy, sometimes noisy place and not the right environment for a sick child.
If your child has a high fever, runny nose, deep cough, a cold, rash, nausea, diarrhea, stiff neck and headache, difficulty breathing or wheezing, complaints or severe pain, swine flu H1N1 symptoms, unusual yellow color in the skin or eyes, chicken pox or any viral or infectious condition, please do not bring/send him/her back to the program until the child has been symptom free for at least 24 hours.
REQUIRED SESSIONS
Families will have to participate at the upcoming required sessions when scheduled:
Conscious Discipline Workshop (Adults only)
1 online session on Thursday, from 8.00 p.m. to 10.00 p.m.
2 consecutive In-Person sessions on Sundays, from 9.00 a.m. to 1 p.m.
Any workshop of Conscious Discipline by Becky Bailey (or other recognized speaker) of 8 hours or more (no pre-recorded or asynchronous) will be valid if sending all the documentation in advance before the beginning of our own workshops. If it can be validated by the Certified representative of Conscious Discipline, it will be approved as a valid to take instead of our workshop.
Skills for Life
Online option
1 session of 1.30hrs
To be scheduled at different times and dates.
HOLIDAYS AND BREAKS
Sessions are cancelled in case of Hurricane Warning and are not subject to recovery unless the closing of the space is longer than a week and the program doesn't have an alternative location to move the program until the parks reopen.