The Bay Tree Café, Forest Time in a Waldorf Setting
- Tracey Harrington
- 9 hours ago
- 13 min read
This is a story of a year of discovery with the first graders at The Marin Waldorf School, where we
were nestled under a huge bay laurel tree among an oak grove in an acre wood on campus. There is no way to put into words the sheer magic of this time together. The best I can do is to offer a story of our year creating forest time and crafting in the Bay Tree Café with the first grade children.
It’s called the Bay Tree Café because it is a circle of stumps where the children gather for lunch under an enormous bay. We sheltered during big storms in the classroom, following the same rhythm, focusing on play & crafts.
My husband Rob has integrated outdoor adventure into education for nearly 33 years and I have led early childhood programs for as many years, in natural settings & gardens with an enthusiasm for crafting. We raised our two daughters, while running a nature camp and school. This year we are preparing to welcome our first grandchild. It is in a deep love and respect for children and hope for their future that I offer this question, ‘How can we learn from children in these times of great change?’
“Where is that book to be found in which the teacher can read what teaching is? The children themselves are the book. We should learn not to teach out of any other book than the one lying open before us and consisting of the children themselves; but in order to read this book we need the widest possible interest in each individual child and nothing must divert us from this.” ~ Rudolf Steiner
Our outdoor education approach is based on PLAY and project based learning. My task was to create age appropriate nature based crafts for the children in their gift giving. Handwork develops mind/body connections and social connections as the children learn along side each other with a focus on partners in learning. My husband Rob offered string games, riddles and stories and safe climbing on low branches.
In my experience offering nature crafts for the seven year olds, resembles an apprenticeship style
learning. The teachers engage in something that they are skilled and joyful about and the children respond from their own will, interest and enthusiasm. The few times, when a child did not at first show interest in a craft or project, we would give them space to observe and most often they joined in with the help of their peers. It is this art of giving space that emerged during our time together.
Outdoor education programs intentionally have small ratios of staff to children based on the open
ended play based style of learning and the adventures that expand out into forests, groves, or other natural settings. This is held within a rhythm, and allows for intimate connections with each other and to nature and guides. It is inspired by FLOW learning. Outdoor education is not classroom management outside. It is based on discovery, connection and PLAY. Rob follows and encourages the interests of the children.
What is FLOW learning? "Flow," is a state of optimal experience with deep absorption ~ this was inspired in education by Joseph Cornell in his work with the Audubon Society and grew into a world wide movement in nature education, in his ground breaking books, Sharing Nature with Children and Sharing the Joy of Nature.
What are the principles behind FLOW leaning in Sharing Nature with Children?
Awaken Enthusiasm:
Focus Attention:
Offer Direct Experience:
Foster Deeper Learning,
Develop Enduring Love for the Natural World
Share Inspiration ~ create a culture of happy and meaningful connections to nature
I would add, “spontaneous discovery that is supported and encouraged by the guides/teachers”.
This is part of nature immersion and is a therapeutic response to our modern lifestyles.
*The curriculum can be adapted for other grades with age appropriate adventure and discovery.
Nature Immersion ~ A Therapeutic Practice ~ Forest Bathing ~
Nature immersion is the practice of spending time in natural environments to experience therapeutic benefits, both physically and mentally. It's more than just being outside; it involves a intentional effort to connect with nature through mindful observation and engagement.
This can include activities like forest bathing, or simply sitting and observing the surroundings. Forests have therapeutic aerosols that release at mid-day. These boost our immunity and are calming. This is documented by the brilliant botanist, Diana Beresford-Kroeger, in The Green Heart. Nature immersion invites children into listening and beholding the natural world around them, practicing respect of the natural world. It follows the children’s interests and discoveries and assists in slowing down.
Multi-Sensory Learning ~ children learn through the somatic integration of their body, mind and heart. Most of the first grade children had been in kindergarten together in a Waldorf setting and it was clear to us that their creativity and natural childhood forces had been nurtured. It was a joy to be with them. Working from a Waldorf approach to education where we seek to the encompass the “whole child”, their physical, emotional, and intellectual development. Integrating academics and the arts along with practical skills in a curriculum. Striving to nurture the innate strengths of each child, in a developmentally appropriate way. One of our guiding principles is the art of creating rhythm in the days and weeks of school, where the balance of concentration and relaxation are woven into their days.
The Power of Rhythm ~ We found a rhythm that worked well for the afternoon; open play with plenty of exploring and movement followed by a craft activity or game, then story where the children rested on blankets looking out at the branches and elements. We ended with a simple snack and conversation about the story and sang a closing song. Our forest time allowed for some flexibility in our rhythm as time among the bay and oak, allowed for a deep breathing out. The elements are always changing in nature and it requires a fair amount of adaptability, as winds or temperatures might change, we could celebrate the elements!
There was plenty of time for teacher-child connection and adventure. This worked because of the
small ratio of teachers to children in outdoor programs, often 1 to 6 ratio. We created a rhythm, set up a safe space then we prepared crafts over the months. Everyday we came into the elements, among the big puffy clouds, the winds, the sunshine. We learned to be in the moment and to adapt to all the changes!
What activities did we discover and create during our time in the forest with the first graders?
Toy making together from natural materials ~
Beeswax and clay modeling
Finger knitting bracelets and necklaces with cotton yarn
Twizzling and Braiding with ribbons
Creative Drawing
The idea of the parent/teacher’s presence is central to this way of working with children~
this is not a “ free range child” model. There are plenty of adult guides holding the space, allowing for open ended discovery and play based learning. The children need adults nearby who are practicing kind, clear boundaries. The teacher/guides are aware of safety and set ground rules. We are like a hive for the honeybees to come home to, this is presence.
Grounding and Breathing OUT, the importance of REST and slowing down ~ the afternoon classes in nature offered a balance to the morning. Sensory integration challenges that were showing up in the classroom setting, did not show up in our forest time with the children. There is so much natural movement, the children self-regulate more easily. They are held in a relaxed rhythm and participate out of their willing interest and inherent enthusiasm.
The learning is integrated into multi-sensory experiences through open ended PLAY, crafts/handwork, story gathering and rest, lying under a huge bay tree. I realized how much the children needed to lay down on the earth near the roots of the great trees, to listen to the story. The wiggling and unrest settled down and they gazed up or out at the elements and branches, and breathed out, AWE.
The power of listening ~ During this time the children are digesting their full day of morning classes where strong academics and the arts are integrated with specialty classes, often inside. The outdoor setting allows for a deep breathing out held within a healthy rhythm and the presence of seasoned teachers who are comfortable with a fair amount of adventure and discovery and flexibility.
Creative Play ~ The Power of Invention ~ Open Ended Discovery ~ there was a lot of meaningful work with our hands, and open creative play. Here are some examples ~
‘Wee Ones’ in the forest, (‘Wee Ones’ are small handmade dolls that the children have had since
kindergarten. The children made zip-lines and play structures for their wee ones. I remember the day they discovered that throwing a string with stick attached over tree branches created zip lines for their ~weeones. Pretty soon the whole forest was covered with zip-lines. They created homes and bunk beds forthem out of sticks, bark, grass and stumps or nestled them in a trees
Daily Adventures in the Woods ~ the Jaguar tree nook ( a huge oak tree with low branches), and special trips in the acre woods where a small shelter was made out of branches with their teacher.
There are also Pine and Redwood nooks nearby that have healing aerosols at mid-day to visit.*
We took special walks to the enclosed gardens, to water or to spend time near the big willow tree. The children enjoyed rolling on the grass in the field and their were many spontaneous running games.
Outdoor Theater ~ the children created their own plays over a series of weeks, writing a few words for their scripts, discussing who would be what character and announcing the play with parts. Making programs wit the words they had learned during their morning lessons. They made their own masks out of left over paper plates, yarn and colored drawing pencils. The play I remember, was “Five Cats and a Shark”, where they worked collaboratively to discuss the scenes, beginning to end. They were inspired by watching plays of older children in the school during the year.
Social emotional skills were called upon, as the children navigated their skills in communication on
their own, when one child who really wanted to be a shark, was eventually accepted into the ‘play’ as a shark who could walk. We were handed their programs where they spelled out the words they were learning in the morning lessons. It was delightful.
Spontaneous Open ended Play ~ running games in the surrounding meadows, playful wrestling in the meadow, (safe rough housing that looks like puppy play), rolling in the grass, jumping from one stump to the next, and leaping off of the roots of old trees, low climbing on safe branches.
More children are experiencing sensory integration challenges today. Many of the therapies for
sensory integration include healthy movement and play. There is a decline in the health of our children often linked to societal pressures. Drawing from our many years of working with children, we see a greater need to integrate more healthy movement and play into their days at school. Children are often able to self-regulate when given opportunities to play in nature among the trees. In Taoism, the highest art achievable is cultivating one’s self to become like a child ~ open minded, alive to all possibilities, flexible and spontaneous. Children are this treasure. How do we create sanctuaries of healthy play for them?
The Power of Observing ~ (This is a skill that naturalists learn, it becomes a way of being)
We had visits from creatures; a great blue heron, baby gopher snakes, lots of bugs, butterflies, dragonflies, wild flocks of birds, squirrels and one grown up gopher snake that slithered through and into a gopher hole. We practiced the art of beholding.
There is a great blue heron named Sharon that frequently visits the campus and dines in the meadow and fields, as many gophers reside below ground and she assists in balancing the eco-system there. Her carefully measured steps, compliment her stillness, patience and keen focus. The children make happy announcements when Sharon is spotted flying over and landing in the nearby meadow. She has become a wild friend of sorts, her six foot wing span and graceful flight are breath taking. These impressions influence the children’s entire being and are one of the many reasons that we make this time to be in the forest nook.
Story time and Resting ~ under trees on blankets, enjoying stories, gazing up at magnificent old tree branches. There were birds, dragon flies, butterflies, squirrels and the elements of wind, sunlight and puffy clouds. Children need to relax in first grade after lunch and a full morning. They enjoyed story time.
The Tales of Limindoor Woods, by Sieglinde de Francesca, https://teachwonderment.com/
Gwinna by Barbara Berger
The Animal Family by Randall Jarrell and other seasonal tales we have collected over the years.
Mother West Wind, Thornton Burgess
Singing ~ during transitions, sharing our favorite songs and the children sharing theirs, it was mutual.
“What is Essential?” ~ Rudolf Steiner asked this question and we need to ask ourselves again,
“What is essential in education? If we could only use a few words to describe what is really essential, what would it be? I would say, it is a sense of wonder. To learn from nature and each other and to be brought into the presence of awe. The wonderful thing that we learned this year was that children can be given a homeopathic dose of this a few hours a week and it compliments the very full morning of classes, largely held inside and teacher directed.
I became ever more aware that we are built for discovery and open ended learning, it could also be
called pure playfulness. There is something inherent in being human that comes alive when we enter into relationship with the living world in the spirit of openness and a sense of wonder. We can cultivate this wherever we are and it can instill a life long love of learning.
A nature program can be set up in small nooks, groves or nearby parks, in a garden, on a campus with open space. It is helpful to have the shelter of a classroom for extreme weather. It does not have to be a full time outdoor program, even a few hours is significant for children to experience the therapeutic benefits of nature connection held in the presence of experienced guides. Small groups with one guide/teacher allows for much creativity and discovery. Only bring what you need.
How many gifts can you make with yarn, sticks, wool fibers, beeswax and natural treasures?~ In observing children’s natural curiosity and movement, we see their inherent genius emerge and
their unique way of engaging in life is supported. We nurture this, giving them opportunities to share something that they know how to do and inspiring their peers is supported. We need to bring healthy rhythms and boundaries of course, and an artistic impulse to our time together. How does that look? An example, one child taught the others to finger weave and this inspired everyone.
Creating Listening Circles ~ on the rare occasion that a child needs support grounding or integrating with others; we gave opportunities to calm down then held a circle, spoke the problem aloud and everyone had a chance to listen and offer their creative ideas, these were seven year olds in first grade. The tension dissipated because the seven years old child was heard who felt left out. Examples of healthy communication for children, teachers and parents is found in the Simplicity Parenting, Kim John Payne;
Simplicity parenting- podcast on “The four Its” is good for co-regulating. What does this mean;
co-regulation is the process where individuals mutually support each other in managing emotions and behaviors, often involving a calm person helping someone else calm down and restore well being. Crafting together is a good way to co-regulate, coming into a calm presence together.
Connecting ~ restoring a fun, healthy childhood means creating healthy boundaries. There is no place for smart phones or abstract lesson plans in the field of nature immersion and PLAY. Connection is a restorative force. Jonathon Haidt speaks out to this in our times of increased anxiety and compression of childhood. he asks, how do we restore a fun childhood?, with free PLAY, independence, and instilling a sense of responsibility in the world. He encourages parents to create their own circles of friends and family who align with a screen free childhood and get the children together a lot. There are more phone free schools now emerging out of the crisis of addiction to screens. In Australia there are no smart phones before 16 years of age. https://www.anxiousgeneration.com/book
Jonathon Haidt also addresses raising children to become responsible citizens and the need to model moral forces in the world for our children. What does that look like? How is civility, compassion, mutual respect, courage & kindness developed in education at school and at home? A rise in self-regulation challenges among students can be attributed to a combination of factors including increased screen time, academic pressures, and societal related stresses. We need to see through the intentions behind technologies that have the right place and time for adults, but are used inappropriately in childhood, and how addictions of all kinds are holding center stage. It is in the hands of every parent, every teacher, and in our legal capacities to protect childhood and value this inheritance, as most precious. This is also the aim of Waldorf education. We need to reclaim our power to protect childhood.
We as the teachers and parents have the power to create communities that restore a fun, healthy childhood and raise responsible young adults.
It is also in the hands of legal resistance as our world consumerism is sorely lacking in conscience.
How do we create communities of care? How do we encourage re-connection to the healing forces in nature? I am left with more questions than I started with and hope to inspire you too, as we reclaim our future, the birth right of CHILDHOOD, a sense of wonder and hope.
Resources;
Tracey and Rob Harrington ran their LifeWays program for ten years in San Rafael CA, it closed in 2021 during the pandemic. The LifeWays model also works well for aftercare, home care and camp programs.
http://www.maringardenschool.com/ a home based preschool
https://www.lifewaysnorthamerica.org/ LifeWays is about bringing connection, warmth, and vitality to the center of life again, cultivating relationships and a nurturing foundation for life and offers
developmental approaches to care giving.
Orcacamp.org, Orca Camp builds confidence in the water and nature connection,
Rob Harrington, https://orcacamp.weebly.com/.
In 1998 Rob founded and directed a Waldorf Inspired program, Orcaschool, in Santa Barbara CA,
Orcaschool integrated outdoor adventures with a Waldorf approach to main lesson. Tracey assisted Rob in running the school and offering festivals.
Rob is currently directing the aftercare program at MWS. https://www.marinwaldorf.org/
Resources of other programs that include outdoor education and Waldorf Curriculum;
A Waldorf Education training that includes outdoor learning, https://www.teachingthroughtheages.com/
Flexible curriculum, https://www.teachingthroughtheages.com/curriculum
Children, Play, and Development (2009) by Fergus P. Hughes
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