OUR PHILOSOPHY ON CHILDHOOD
Play-Theory, Self-Direction, & Occasional Bordom.
We believe in creating an invisible 'curriculum' of sorts, that focuses on interaction with the natural world through observation, handwork, and mostly play. Only through self-direction, can children engage with their environment on their own terms. This is important for them to develop an authentic connection with nature for themselves. Throughout lengthy stretches of 'free-play' our skilled and attentive mentors keep children safe and cooperative, while creating opportunities to learn that appear spontaneous and random to the children. We determine how to meet them where they are developmentally, and invite them to engage in beneficial activities without overtly directing them.
This style of "coyote mentoring" is inspired by indigenous societies around the world--past and present--in which humans have lived immersed in nature, and with a deep connection to their place without any need for "school" or formal education. In these cultures people are knowledgeable about their place, skilled in the activities of daily life, and deeply connected to one another. Prior to industrialization, this is how most humans were educated. We feel some level of return to this method to be necessary for holistic human existence, and that this sort of "free-learning" should be a part of every child’s development.
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Below, you can find links to a number of articles we find inspiring, and some of the primary ideas which inform our ever-evolving practice of guiding children...
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https://www.bbc.com/news/education-21895704
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https://www.blog.montessoriforeveryone.com/why-we-use-mixed-age-groups.html
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https://wilderchild.com/pages/wildschooling
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