Our Philosophy

We believe that children are happiest when they are learning what piques their interests.

We believe that children are joyous when they are given the chance to explore freely outside.

We believe that purposeful exploration is paramount to a child's development.

With thoughtful planning, play enables the students an opportunity to explore and learn in their own way. It’s a vital way for students to practice social skills that nurture their ability to negotiate, problem solve, and make decisions. While outside, children gain opportunities for growth in all of the developmental domains: self-awareness, self regulation, intrinsic motivation, empathy, social skills, independence, a positive mental attitude, self esteem, and confidence.  Outside time also keeps the students physically active, engages their tactile senses, provides a space for peer modeling, aids in gaining critical thinking skills, and can reduce Attention Deficit Disorder symptoms.

The curriculum concentrates on social and emotional development and creates respect for living and non-living things. Research is clearly substantiating that an affinity with and love of nature, along with a positive environmental ethic, grow out of children’s regular contact with, and ability to play in the natural world.

A typical spring day might include students going for a hike to search for plants that have sprouted. One week we will study Mugwort. The children learn how, in ancient times, travelers would put a Mugwort leaf in their shoe to avoid fatigue, and how today it is used to repel insects and as a herb. While on the walk, students will stay together as a group, observe and explore their surroundings.


Segments on the benefits of forest schools