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Practicum center: Victoria Nature School

Practice location: Mt. Douglas; Gordon Head Recreation Center preschool room

Traces: artifacts such as materials created by children, notes of text, photos, audio, video, journals, or digital data that are collected for pedagogical narrations.

Traces of practice in pedagogical narrations can take the form of:

*Materials created by the children, such as drawings, paintings, constructions

*Written field notes

*Digital audio-recordings

*Photographs

*Video clips

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My image of a child is one of a child who is capable, creative, responsible, curious, and full of potential.

You can see from the pictures above that Victoria Nature School has its program in the forest of Mt. Douglas, where the environment as a "third teacher" creates aesthetically pleasing and stimulating spaces that encourage exploration and learning. They immerse themselves in nature, surrounded by devised plants that organically inspire their curiosity and engage their senses daily.

One of the pictures shows the children use the extended branch of the Cedar tree as a slide and swing. Another image features a girl helping clean up litter after playing, demonstrating that their outdoor experiences lay the foundation for a love of and commitment to caring for the natural environment.

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I used to believe that materials should have a specific purpose or predetermined use, which comes from my stereotype about children: they are passive recipients of knowledge. However, my image of a child is changed into one of a child who is capable, creative, responsible, curious, and full of potential. From the first day I went to VNS, I considered which materials were appropriate for children in a natural environment. What materials are children interested in? What materials are they looking for? What will inspire their imagination? How can the materials support their development emotionally, socially, physically, cognitively, and mentally? I observe children playing in nature, trying to introduce different materials into their playing.

I brought a ball of yarn string for the first week. In the beginning, children wondered what to do, but soon, they threw the ball and pulled out the string as long as possible. They used the string to trap the instructor and other kids, to make a spider web, to make a maze...or just run freely with the long string. They were very happy with the string. However, I had some concerns: the string tends to tangle and is easily broken. It took quite a time to tidy up, and the broken string became litter, which is unsuitable for the environment. I tried to find another material that could substitute the yarn string and function similarly.

Finally, I figured out a solution: chain rubber bands together to make an elastic string. I tested it with kids' play: it can be untangled and not easily broken. The elasticity added fun to play.

Later, I talked with Robin, my mentor, about the materials. We concluded that the materials we bring into nature should be open-minded, sustainable, and environmentally friendly. Robin explained how natural materials, such as logs, sticks, rocks, leaves, etc, could be loose parts. She also recommended several materials that I could bring to the children.

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Knowledge creation is best achieved through child-led inquiry, collaboration and sharing, emergent curriculum, observation, and documentation. The environment is a third teacher, and educators play a vital role as facilitators.

On January 24th, we visited a small creek. The kids organically developed their interests in different aspects of nature. S observed and documented what she saw: a small puddle with bubbles. W picked up a stick with leaves to pretend to be fishing. He built a bridge with a branchlet and concluded that it was not for human beings but for ladybugs because it was too small.

On another day in the forest of Mt. Douglas, kids spotted mushrooms and discussed with teachers, sharing information and consenting to leave them alone.

Kids also learn about their bodies and develop physically through free play in nature, such as climbing trees, manipulating natural materials and building, jumping from a log, etc.

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The Victoria Nature School has its program within a vibrant natural landscape, PKOLS(Mt. Douglas Park), where it has a unique opportunity to enact teaching social justice in an early childhood context.

Children are surrounded by towering trees and whispering winds, learning about nature's wonders. J.B. Williams, a knowledge keeper whose ancestors have stewarded this land for generations, regularly visits to share Indigenous ecological knowledge with kids, using a rich tapestry of stories, songs, and traditional practices.

Strong partnerships with local communities ensure authentic learning experiences, creating a space where every child feels welcomed to explore nature. On January 25, PKOLS-Mount Doug Conservancy worked with a hatchery to toss over 100 frozen salmon into Douglas Creek at PKOLS-Mount Doug Park. During the following weeks, kids visited the site again and again, observing, asking questions, and enjoying the learning. I read a book, Run Salmon Run, to introduce the salmon life circle to the kids and inspire their inquiry and curiosity about the salmon restoration project in Mt. Douglas.

Nature-based learning extends beyond flora and fauna, encompassing environmental stewardship. My mentor, Robin, explained to the children and me the vital role of tree bark, using the metaphor that bark is to a tree as skin is to us. This helped us understand why we should leave the bark on trees instead of peeling it off. She also teaches us not to enter a fragile place because too many steps on the soil will reduce the plant.

Children become budding advocates for a healthier planet, understanding the profound link between ecological and social justice.

The school ensures that every child, regardless of background, thrives in this nurturing, vibrant environment where respect for nature and all its inhabitants is significant.

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A Trace of Well-being and Belonging Unfolding in the Centre with Children

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A Trace of Well-being and Belonging Unfolding in the Centre with Children

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Fostering a sense of belonging through relationships is not simply an add-on but a fundamental aspect of the British Columbia Early Learning Framework: "Nurturing a sense of well-being and belonging supports children as they learn about and investigate the world around them. This sense is fostered through reciprocal relationships with people and places where each child is valued both as a gift and for their gifts – a feeling of being grounded in their immediate environment, their communities, their culture, and the wider world. (see Page 67)."

The pictures above show moments of children and educators from Victoria Nature School learning and playing outdoors together. Educators assist children in observing and interacting with plants and natural elements, nurturing an appreciation for and deep connection to nature. They engage in children's play, helping with sledding, rolling over, imaginary play, and activity with ropes, suggesting a relaxed, collaborative relationship where the educators and children are involved in a shared experience.

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We go to Mt. Douglas Beach regularly. The children discover that crabs often hide under rocks, in crevices, or shallow pools of water left behind by the receding tide. They search carefully in these areas, as crabs can be well camouflaged. Once, they found a crab in a shallow pool of water.

Its claws are raised and spread wide, a sign that the crab is not relaxed or comfortable in its current situation. My mentor, Robin, noticed this teachable moment and discussed it with the children. Children learn to always take care of all animals and creatures, letting them live safely with their families in the wild, where they belong.

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I am a middle-aged woman from China. I raised my child until he went to college. I take a chance to study Early Learning & Care at Camosun College, which focuses on Reggio Emilia's philosophy and nature-based learning. My history, cultural background, beliefs, and experiences are valuable assets, bringing unique gifts to early childhood education and offering a rich lens to view and understand diverse childhood experiences, connecting Western pedagogical approaches with Indigenous perspectives on land and community.

I focus on building strong, reciprocal relationships with kids, creating a supportive environment where they can grow. I'm flexible, creative, and always ready to try new things, so I can adapt and learn to meet each child's needs.

My journey of balancing motherhood and higher education further strengthens my empathetic approach and deepens my understanding of the complexities of family life and child development.

I have spent so many joyful moments with the VNS staff and children. I love you all.

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The results of the survey:

Q 1

Question 1 of the survey asked, "How much were these resources helpful to understand about family engagement and to access information you would like to know?".

The responses indicated that a large majority of respondents found the resources to be quite helpful or very helpful:

•41.7% of respondents rated the resources as a 3 (quite helpful).

•50% of respondents rated the resources as a 4 (very helpful).

•Only 8.3% rated them as a 1 (not very helpful), and 0% rated them as a 2 (not helpful).

Q 2

When asked about the types of resources found most helpful, pamphlets were the most popular choice (83.3%). Other options include online resources/website links and local support service listings (both at 8.3%). This suggests that families may find more traditional, easily distributable formats particularly accessible and useful.

Q 3

Question 3 explored aspects of the resources that could be improved. The responses highlighted several areas related to accessibility and clarity:

•Clarity of information was identified as an area for improvement by 33.3% of respondents.

• 25% of respondents noted relevance to family needs, indicating that some families might not find the existing resources to address their specific situations directly.

•Accessibility (format, language, etc.) was also mentioned by 16.7% of respondents as needing improvement.

•Other areas for improvement included organization and presentation and the content related to South Island Child, each noted by 8.3% of respondents.

Q 4

Question 4 of the "Family Engagement Survey" asked, "How did the resources influence your family's engagement with your child's early childhood education?" The responses from 11 participants indicate the following influences:

•Increased understanding of family engagement: 45.5% of respondents reported that the resources increased their understanding of family engagement.

•Provided practical tips and strategies: 27.3% of respondents felt the resources provided practical tips and strategies.

•Helped connect with community resources: 18.2% of respondents indicated that the resources helped them connect with community resources.

Q 5

Question 5 of the "Family Engagement Survey" asked, "What additional resources would you find helpful in the future?". The 11 responses showed the following preferences :

•Workshops or seminars were identified as helpful by 45.5% of respondents.

•Online forums or support groups were desired by 36.4% of respondents.

•One-on-one consultations were considered helpful by 9.1% of respondents.

•Grief support for children was also identified as a helpful resource by 9.1% of respondents.