Transformation? Or Confirmation?

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By Dexter Lane, Nature Explore Program Writer and Consultant 

DSCN4030_1 2Most reading our Community blog posts have been with children in a Nature Explore Classroom.  You have seen play that is qualitatively different than you would typically see on a traditional playground.  Whether it’s in the excitement of discovering a new bug, or in the mature social interactions of group play, children’s “best selves” are as much a part of the outdoor classroom as is nature itself.  And because we are freed to interact with children in healthy engagements rather than as behavior monitors, our own “best selves” flower, as well.

These days, the word “transformation” is overused; to the point where its rich meaning is rarely honored.  Yet the learning and play we see in children during our time in Nature Explore Classrooms, and the stories we share and hear from other caretakers, is daily evidence of the original vivid power of this word.  Transformation, transformational, transformative; these words are honest and accurate when used to describe the effects of a well supplied Nature Explore Classroom, staffed by adults who leverage its potentials for learning and wonder.

392_021In our Nature Explore literature, from books to blog posts, you’ll find stories of true transformations that may often resonate with your own experiences.  The child diagnosed with an attention disorder, that engages in explorations that sustain his focus.  The girl who had been shy in the classroom, yet who dares to join a group outdoors that is focused on discoveries rather than on social hierarchies.  The teacher who is freed from being the behavioral monitor she never wanted to be, and who now engages with children in ways that drew her to teaching in the first place.  The professionals who have been on the edge of leaving their career—brought back to their passion for education after experiencing a Nature Explore Classroom.  You have told us these stories and we’ve shared them in Nature Explores blog posts and books.

Yet many of you probably have experiences in outdoor classrooms that feel more “confirmative” than “transformative.”  You, and your school or program, had extensive experience with children in nature before getting an outdoor classroom.  The design of your Nature Explore Classroom enhances learning and relationships with children that you had already enjoyed.

Whether your relationships with children have been transformed, or deepened by a feeling of confirmation, we would like to know your thoughts. Please share your experiences with us in the comments below. Thanks!


A Transforming Experience

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By Carly McDermott, Client Relationship Manager for Nature Explore

“Every child is a different kind of flower, and all together, they make this world a beautiful garden.” –Author unknown

One evening after our weekly family dinner, my father catches my 8-month old son, Miles, eyeing a simple flower on the kitchen island. He immediately picks it up and goes to hand it over.

Thinking with my left-brain, I automatically interject with “Dad he’s going to make a mess.” My wise father however, hands the flower to Miles, who acts surprised at the new wonder in his hand. He holds it still for a while as his brain processes all the details and intricacies of the delicate white plant.

He begins to wave it with force, watching the petals rustle as if blown by the wind. He then discovers that these petals are removable. And so, carefully uses his thumb and pointer finger to pick off each part.

Before we know it, we are all engrossed with his wonder and discovery. And at the end of the day, the story is not about Miles and the flower but about us remembering how the simplest moments with nature can be so transforming.

I think we sat on that floor for 30 minutes. The experience reminded me of how grateful I am to work at Nature Explore because it opens my eyes to why allowing more opportunities like this one, is so transforming for children.



And of course, I am grateful for Dimensions Early Education Program, where Miles has the ability to play and grow. And have flower-like interactions on a daily basis.



Our Outreach, and Why We’d Love to Speak With You

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By Cory Kibler, Contributing Writer for the Nature Explore program

NAEYC_TeamWe at the Nature Explore program are a lucky group. Along with supporting a mission we believe to be more important than ever—connecting children with nature—we also get to spend a lot of time working and speaking with others who are also deeply invested in our children. Educators, administrators, teachers, parents, legislators, nonprofits, you name it: There are all kinds of people supporting this mission. And our interconnectedness is vital.

In an ideal world, the topic of early education would be an ongoing global conversation. While it’s not quite there yet, it’s on its way, all because of early-education advocates like you.

This is particularly apparent during upcoming events like the National Association for the Education of Young Children Annual Conference  (NAEYC).  Within this community, we have the distinct honor of sharing our vision that, by connecting children with nature every day in outdoor classrooms, we can impart a richer natural experience for every generation.

As if that weren’t amazing enough, we are also able to connect with others who share the same passion for education, but who have refreshingly unique and different approaches than ours. And, in traveling toward the same goals from all different angles and with different trajectories, we improve and evolve early education more than we can know.

Let’s start a conversation, if we haven’t already. If you will be attending the NAEYC conference, check out our presentation schedule, or stop by our booth and share your story with us.

Not attending? Give us a call (888.908.8733), send an email, or connect with us on Facebook and Twitter. We’d love to speak with you.

Let’s Celebrate! We’ve Reached 300 Certified Nature Explore Classrooms.

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By Lana Gilson, Nature Explore Outreach Coordinator

NE_LOGO w brtag.color [Converted01]Congratulations to our amazing network of 300 Certified Nature Explore Classrooms!

Throughout the recent years, we have witnessed the growth and transformation in playgrounds and outdoor areas throughout our nation.  Our Certified Nature Explore Classroom network contains committed and enthusiastic people who want to provide an environment in which children can freely explore nature.  Our champions have many reasons for creating outdoor spaces that connect children to nature on a daily basis, but one reason we hear over and over is that they were allowed to develop a love for nature in early childhood and they want to make sure that the next generation has that same opportunity. The stories submitted by our certified classrooms have inspired us to continue this life-changing work of helping organizations create nurturing, nature filled spaces.

Certification is just a starting point, a celebration!  It is the recognition of hard work, determination and commitment that have led your site to make a difference in the way children learn. These spaces do not just pop up overnight. They can be the culmination of years of fundraising, volunteer work days, and maybe even of trying to create a team of stakeholders or educators that truly understand the amazing benefits of time spent in a space where each child is enabled to use their imagination and creativity in a way that is meaningful to them.  The following is a beautiful quote from one of our classrooms that I really love:

“Our outdoor classroom will never be finished; it will continually evolve as we discover ways both to enhance children’s learning and to create areas of enchantment.” 

This quote is so true! Certified Nature Explore Classrooms are always changing and growing. One year they may find deeper ways to involve the community, staff, parents and children.  The next year, a fallen tree may produce a log of interest for the Messy Materials Area, or someone may donate more plants, trees or loose parts.  Don’t wait until your space is “perfect” to certify. Each of our classrooms share their personal success stories through initial certification, and yearly recertification allows them to highlight what has happened in their space throughout the year.

If you are just starting your journey or have a space already started, I recommend the Learning With Nature Idea Book to guide you through the research-based standards and guiding principles that are the core of our certification.  A glance at our Certified Classroom pages will provide inspiration and give ideas from our network.  We are always available to answer your questions and to support you, so feel free to contact us. Your journey is just beginning!

Heart-Centered Teaching: Weathering Storms

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This is the final in a series of blog posts by Nancy Rosenow, Executive Director of Nature Explore. These posts were originally featured in 2013 and are a distillation of key ideas from her book, “Heart-Centered Teaching Inspired by Nature.”

Nature uses storms to promote strength. Trees develop sturdy trunks and branches to withstand high winds, pounding rain and heavy snow. Young saplings that remain tied to stakes for too long do not develop strong trunks and may split in even moderate winds. It’s the struggle during the storm that helps a young tree develop resilience.

And so it is with human beings. Pema Chodron illustrates this beautifully: “To be fully alive, fully human and completely awake is to be continually thrown out of the nest.” Hers is another fine metaphor for the resonance of the natural world in our human lives. To lead challenging, creative lives, we must learn to weather life’s storms, which in turn will give us the courage to leap from our nests of safety into the great unknown of possibilities and growth.

Children who regularly spend time in natural outdoor classrooms will have many occasions to strengthen their creative thinking muscles and develop problem solving capabilities. They will also inevitably come into contact with death and decay, beauty, gentleness and aggression. They will be given opportunities on a daily basis to ponder some of the great ambiguities of life.

I believe that, often, we are afraid to allow children to contemplate the weighty questions of life because it will force us to deal with them as well. How do we face the fact that death is a part of life? How do we come to terms with our own mortality? How do we reconcile the beauty of the natural world with nature’s occasional but inevitable cruelty? These are not easy questions, but they are worth asking.

One of the gifts nature gives us is the reassurance that a new day will always dawn. No matter how dark the night, the sun will always rise. These may seem like clichés, but if we really ponder the meaning of these words, we are reminded that we, too, have the ability to persevere. We can find the lesson—and the gift—in every situation, no matter how challenging.

In closing, I’d like to offer one final metaphor. I hope you will find it empowering.

Giant sequoia trees seem as if they should be sturdy enough to weather storms alone. In reality, even these magnificent giants need help. Only by interlocking roots with other sequoias can the individual trees withstand nature’s squalls. Sequoias fare best when they help each other, and so do we humans. My wish for you is also my wish for myself: to become more like a sequoia. I will keep searching for other people who believe in heart-centered teaching. Together we’ll find strength in our connections. We’ll let nature inspire us to teach from our hearts every day, and we’ll stay eternally surprised by the goodness we find.

Journey through the Heart-Centered Teaching blogs previously posted: Prepare Your SoilSelf-Discovery; Effective Gardening ToolsFlowers Bloom; Nurturing the Seeds of LearningCelebrating SeasonsEnjoying Caretaking

Heart-Centered Teaching: Enjoying Caretaking

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This is the seventh in a series of blog posts by Nancy Rosenow, Executive Director of Nature Explore. These posts were originally featured in 2013 and are a distillation of key ideas from her book, “Heart-Centered Teaching Inspired by Nature.”

“To forget how to dig the earth and to tend the soil is to forget ourselves.”   –Mohandas K. Gandhi

392_065When children are involved in the care and maintenance of trees, flowers and vegetable gardens in natural outdoor classrooms, there is no end to the powerful lessons they’ll learn. The value of sustained effort. The importance of doing what is needed. The significance of being someone who can be counted on. If your job is to water and you do not do it, plants will die. Nature beautifully illustrates this direct cause-and-effect lesson.

Beyond the concepts of cycles and science and accountability, time in outdoor classrooms provide ample opportunities for children to develop emotional intelligence, heal from trauma, and discover a sense of their place in the world. Children who spend intentional time caring for living things also strengthen their nurturing abilities and become more adept at using these skills with others—and with themselves.

Children who learn to successfully care for plants or animals also develop trust in themselves. Over time, they come to define themselves as nurturing people. What a gift to give a child—the sense that they can nurture and coax new life. This feeling of self-trust will, in turn, become a foundation for other positive self-understandings. A feeling of responsibility and importance can guide children toward appropriate risk taking and foster their creativity.

Finally—and I say that only for the sake of brevity in this blog; I could crash our computer server with a lengthy list of the benefits of nature-based classrooms!—as we educators encourage children to enjoy caretaking in nature, we help them learn to become caregivers for themselves. Imagine if every adult in the world today had been encouraged as children to develop healthy attitudes about self-care. What if we routinely enjoyed exercise, healthy eating, rest, relaxation and positive self-talk? What if we had also been encouraged to cultivate attitudes of respect and gentleness toward other human beings? I believe we would see a significant change in statistics on obesity, depression, anxiety, chronic illness, and violent crimes.

Perhaps this expanded view of our role as educators feels daunting. Fear not…

Here are small beginnings designed to be accessible to anyone, anywhere:

*Plan for ways to support children, or the adults in your organization who work with children. What can you do to make it possible for children—or staff who work with them—to more fully encourage children’s nurturing work? Make a commitment to take one step toward this goal every week.

*Plan for ways to support yourself. How will you personally engage in caretaking activities this week? Will you have a chance to work alongside children in an outdoor environment? Will you have an opportunity to care for living things in your home? If you answer ‘no’ to both of these questions, what is one small step you might add to your life to make space for this type of nurturing?

*Even if your organization does not provide full-fledged gardening opportunities for children, there are small ways you can support caretaking behaviors:

-Add a raised planter box to your outdoor space. Fill it with potting soil and a few herbs or flowering plants. Help children take turns serving as caretaker for the plants.

-Create a worm bin and invite children to care for the worms. This kind of experience can also help children form new opinions about a part of the natural world they might have found frightening.

-Add individual flowerpots to your classroom or outdoor space. Involve children in the decisions about what to plant. If possible, select plants they can taste or smell. Again, assign caretaking duties to individuals or teams of children.


Explore other Heart-Centered posts: Prepare Your Soil; Self-DiscoveryEffective Gardening ToolsFlowers BloomNurturing the Seeds of LearningCelebrating Seasons

Molecular Make-up, and How Thermal Energy Effects Changes in Three States of Matter

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By Dexter Lane, Nature Explore Program Writer and Consultant

ArborIf I were a fifth-grader I’d be intimidated by the title of this project.  Then again, unlike Chapel Hill Academy, in Fort Worth Texas, my elementary school didn’t have a Nature Explore Classroom.  Rolando Sifuentes and Audrey Davidson, teachers at Chapel Hill, know how to make science come alive for their students.  In the midst of the fun they’re having outdoors, they learn complex scientific concepts such as the role of thermal energy in transforming ice into water, and water into water vapor. Let’s see how this works.

If I remember correctly, ice is a solid that when it finds itself in an environment above 32 degrees Fahrenheit, melts into water.  As a liquid, the water will assume the shape of whatever container holds it.  But when that water is heated to its boiling point, it vaporizes into steam, escaping the container, and dissipating into the surrounding atmosphere.  Thermal energy, delivered by the surrounding air, is the culprit in these transformations.  To really understand the three states of water, you have to understand this process on a molecular level.  For CHA students, probably unlike schoolchildren learning thermal energy transfer from videos and diagrams, this learning doesn’t feel like a lesson.  It is a complex science lesson.  But it’s also fun.

Before Chapel Hill’s children learn why and how thermal energy can transform matter, they must first transform themselves.  This process is charmingly simple. Each student becomes a molecule.  Some are ice molecules, and some represent thermal energy.

Students gather at a wooden platform in their Nature Explore Classroom, which they call the “OLC,” (Outdoor Learning Center.)  Children representing solid ice stand on the platform.  Other children, representing thermal energy, walk in a circle around their friends.

Rolando and Audrey direct the children’s movement into a representation of molecular behavior.  While children are imitating molecules, teachers question them about the science behind the exercise.

It goes something like this:

About twenty “ice molecule” children stand on the platform, with vibrating arms held up below their chins, as the remaining “thermal energy” students slowly circle them.

Teacher: “Where is the thermal energy found?”

Student: “On the outside.”

Teacher: “Where?”

Student walking around the platform: “Here!”

Teacher: “Now faster—thermal molecules! … So now what’s happening to that solid? You’re going to need to get a little more room, so start expanding a little bit.”

As the children representing thermal energy increase speed, children on the platform vibrate their arms more quickly, and begin to move around, bumping into each other—but staying on the platform.

 The students pause in the action to discuss the process they’re enacting.

Teacher: “What’s happening, Brandon?”

Brandon (student): “They can’t go everywhere, so they stay here!”

Teacher: “Yes—stay within that area, but move further apart.  You’re not so close together any more.  You were solid ice and now you’re a liquid.”

Children on the platform move further apart.

Teacher: “What’s the next state?  What do we have to do to change this liquid state of matter into steam?  Am I just going to say ‘Hey Mia, evaporate?’ Is this going to work?”

Student:  “Add thermal energy.”

The action resumes, as children take up the full surface of the platform, and move more rapidly. Bumping into each other, they laugh excitedly.

Teacher: “We need more thermal energy.”

The thermal energy children begin to run around the platform.

Teacher: “You’re now gas molecules, and gas can move throughout.”

With that, giggling students leave the platform and all children move randomly throughout the outdoor classroom.

Teacher: “Jocelyn—you’re a gas molecule.  Peter, I see you, you’re a gas molecule.”

Of course the molecular thermodynamics of ice becoming water becoming water vapor can be taught using videos and diagrams.  Elementary school students can be expected to learn this concept, but how invested are the majority of them in this lesson?  Sadly, studies show that children in the US start losing their natural interest in science by the fourth and fifth grades.  For many, learning the states of water on the molecular level is just another lesson, to which they have to pay attention, because they’ll be tested on it.

But for the fortunate children at Chapel Hill Academy, this learning is joyous.  It’s a lesson learned outside, playfully, with friends.  It’s a lesson learned kinetically and intellectually.  It’s a lesson in which teachers aren’t just delivering information to their students, but also having fun with them in the process.  It’s a lesson that bonds teacher and student, inspiring both.

What will happen during test time?  I imagine the children who have learned indoors via video, diagram, and instruction will be anxiously trying to assemble what they were taught into the right answer.  Maybe I’m wrong, but I’ll bet that a higher percentage of Rolando and Audrey’s students will answer the questions correctly.  And some of those children will look up, enter briefly into a memory, and smile.


Heart-Centered Teaching: Celebrating Seasons

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This is the sixth in a series of blog posts by Nancy Rosenow, Executive Director of Nature Explore. These posts were originally featured in 2013 and are a distillation of key ideas from her book, “Heart-Centered Teaching Inspired by Nature.”

468_152The great cycles of nature—seasonal cycles, lunar cycles, circadian cycles—all remind us of the need for balance. When children lose deep connections with these cycles, they miss the chance to learn about life’s balance from a great teacher: the natural world.

Our current culture seems designed to separate us as much as possible from these natural rhythms. We humans manipulate these cycles to suit our whims. We change the temperature of our homes, keep lights burning late into the night, and eat food shipped out-of-season from all reaches of the globe. In a far cry from our leisurely, cyclical agricultural roots, our educational system has succumbed to the pressure to “push harder,” often cutting back on students’ physical education and outdoor time to make room for more “real” learning time. After school, families are on the go more than ever, many parents work multiple jobs to keep up with financial demands, and new child-targeting technologies chip away at the already minimal time children might spend exploring the natural world.

How can we combat this seemingly endless list of challenges? Our schools and early childhood programs can become positive examples of a balanced way of living. We can plan daily times for energy expenditure and rest. We can teach self-nurturing strategies. We can help children learn that working hard is desirable, but should be followed by exercise, healthy eating, rest and play. Imagine if we taught our children relaxation techniques they could use throughout their lives. How might our schools transform if every student had time each day to work in an outdoor classroom—not as recess but as an integral part of daily learning?

In today’s world, perhaps even more crucial than the need for physical balance is the need for emotional balance. We are a generation of constant social interaction, yet the new cultural requirement that we remain constantly available to others is an emotional energy drainer. Meantime, the bombardment of nonstop news (a new, artificial cycle,) reminds us of danger, violence and disasters. It’s exhausting and defeating, particularly for children.

I believe that studying cycles and the natural world can help children cope with the intense emotional demands of today’s world. They can learn about life’s greatest challenges in a tangible, meaningful way. There is comfort in the notion that the universe has been here for eons before us and will persevere long after our individual lives are over.

An Invitation to Celebrate Seasons

*Try adding deep breathing and gratitude breaks to your work day; if you work directly with children, include these breaks in your daily teaching routines.

*Be intentional about effort and recovery periods in your day and week. Try an experiment of, each evening, tracking the times over the course of the day that you took time to recover your energy. After a week, reflect on the proportions that reveal themselves. Do you need to give yourself the gift of more recovery time? How can you help yourself achieve more of an energy balance in your daily life?

*A simple but powerful tool for coping with difficult times is to repeat to yourself, “This is part of the cycle of life.” Remind yourself that after even the darkest times, something new and beautiful will bloom within you.

 Other Heart-Centered posts: Prepare Your Soil; Self-DiscoveryEffective Gardening ToolsFlowers Bloom; Nurturing the Seeds of Learning


Considering Plant Toxicity in Your Outdoor Classroom

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By Jill Primak, Nature Explore Classroom Designer

DSC00358A recent post-occupancy study of Nature Explore Outdoor Classrooms, by Dr. Samuel Dennis, revealed the power and importance of plant material in nature-rich outdoor spaces for children. Plantings in the outdoor classroom, “…supported a number of positive behavioral and emotional outcomes. These include self-calming, solitary experiences… help in recovery from overwhelming sensory stimuli, and a strong connection to a special place.”

We know plants are important, but selecting the right plants may feel overwhelming. However, with the right tools, direction and frame of mind, it can be a fun and rewarding experience. My next few blog posts will focus on improving your success with plant material in the outdoor classroom, and answering some of the frequently asked questions I get when working with groups who are just getting started.

When considering a particular plant you should be thinking about the physical properties and needs of that species. This includes things like height and width, sun orientation, plant hardiness, and general water needs. These characteristics are often listed on charts in plant books and on tags at nurseries. There is one critical piece of information that won’t be found on the nursery label: Is this plant poisonous?  To add to the complexity of this question, the answer is often, “It depends.” So, how do you go about evaluating the appropriateness of different plants in outdoor environments for children?

 1) Begin with Research

There are two published guides we like to reference: A Field Guide to Venomous Animals and Poisonous Plants (1994) by Foster & Caras and The AMA Handbook of Poisonous and Injurious Plants (1985) by Lampe & McCann. If you choose to use the internet to research plant toxicity, the most accurate sources are likely associated with university extension offices, or federal government agencies, such as the USDA. Botanical gardens and other research-focused institutions are also good sources of information. Your state or local university extension office may have a phone number where you can call in questions about toxicity. In addition to investigating which plants are negative, there are also published books and lists of plants that are most appropriate for children’s outdoor environments—plants which are not only nontoxic but also engage the senses in interesting ways. We like Robin Moore’s 1993 book, Plants for Play.

 2) Understand “Toxicity”

Most plants will cause a negative reaction if enough is consumed. When evaluating the appropriateness of any given plant, find out what part of the plant is toxic. Is it a delicious looking red berry that might be tempting to eat, or is it the roots of the plant that aren’t even exposed? How much needs to be consumed to reach toxic levels in a child’s body? Also, consider what the reaction is—a minor skin rash or severe gastrointestinal issues?

3) When in Doubt

In addition to focusing on the plants themselves, consider the users or visitors.  Are you selecting plants for an infant/toddler outdoor space, where anything and everything is likely to be tasted, or are you planting a pollinator garden at an elementary school? What is the anticipated supervision level? Is an adult likely to intervene before a child has time to consume toxic quantities of a particular plant? Your research is also likely to find that a particular plant is toxic to pets or cattle, but with no documented cases of human poisoning.

4) Be prepared

Alongside your first aid kit and poison control telephone number, keep a list of what is planted in your outdoor space. If you fear a child in your care has become ill due to plant toxicity, this information will help a poison control operator or 911 emergency medics in treating a sick child.


We’re interested to know what types of plants work in your outdoor classroom. Comment below!

Heart-Centered Teaching: Nurturing the Seeds of Learning

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This is the fifth in a series of blog posts by Nancy Rosenow, Executive Director of Nature Explore. These posts were originally featured in 2013 and are a distillation of key ideas from her book, “Heart-Centered Teaching Inspired by Nature.

“For the child… it is not half so important to know as to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow.”       –Rachel Carson

498_071As we continue the process of nurturing our own inner gardens, we can now turn our attention to understanding “seeds”—the children in our care. Heart-centered teaching is about much more than helping children learn facts. If we think of facts as the seeds of future wisdom, then it is the educator’s job to provide optimal conditions for healthy growth. These perfect growing conditions occur when each child is given the emotional equivalents of sunshine, rain and nutrient-rich soil.

First and foremost, our job as heart-centered educators must be to understand the potential of each “seed” we are nurturing. What would it be like if every educator were able to provide unconditional positive regard to each child? World-changing, no doubt. Children nourished with that kind of “nutrient-rich” love might blossom beyond our wildest dreams. The world, in turn, would become a kinder place, rich with music, art, science, and invention.

DSC00759If I think of this kind of unconditional love as the sunlight that gently coaxes seeds to grow, then I consider authentic praise something we need to shower on children to keep them challenged and creatively engaged. When I speak of authentic praise, I refer to relating to children in a manner that is genuine. Sometimes, we caring adults shower children with praising statements such as, “Good job,” or “I’m proud of you.” These statements have little effect on children’s motivation. On the other hand, if teachers provide authentic and descriptive comments, (“You worked on that problem for 20 minutes and never gave up until you figured it out,” or “I see you being very kind and thoughtful with your friends; thank you for helping Jack when he fell down,”) motivation thrives. Authentic praise helps us have real relationships with children. Instead of suggesting that they should work hard in order to please us, we illustrate that effort is its own reward, and persistence and determination lead to feelings of pride.

The final condition we need to provide for optimal growth of our little seeds is inspiring experiences. This is where having a nature-filled outdoor classroom can be so beneficial. The varying colors, textures, smells, sounds and tastes found in natural spaces remind children—and educators—that life is to be savored.

Albert Einstein said, “There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle.” Heart-centered teachers provide the optimal conditions that help children grow to understand themselves, others and all of life as truly miraculous.

Other Heart-Centered posts: Prepare Your Soil; Self-DiscoveryEffective Gardening ToolsFlowers Bloom