Our Philosophy: Nature-Based, Play-Based, Child-Led
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We believe that:
We are a nature school. Nature schooling is an approach to education that originated in Scandinavia in the 1950s. Nature schooling, also called nature-based early childhood education, recognizes the developmental and academic benefits of play-based, child-led education that takes place mostly or entirely in nature or with natural materials. Teachers at nature schools are co-learners with the children and partners in play as they discover and explore the natural world. Nature preschools have spread rapidly across the U.S. in recent years, likely spurred by parents’ desire for an alternative to increasingly academic approaches to preschool, and a growing awareness of the benefits of nature to children’s development, such as:
We are also Waldorf-inspired. Prairie Flower started as a Waldorf school; we moved away from being fully Waldorf due to rejecting the racist eugenicist views and outdated gender role views of Rudolf Steiner, who developed the Waldorf educational philosophy. However, we remain inspired by some aspects of Waldorf – such as our use of drapey fabrics and soft materials in the indoor classroom to create a cozy, warm, “homelike” environment, our preference for unhurried rhythms, our belief in engaging children in meaningful work, our use of songs for daily transitions for preschoolers, and of storytelling and play-acting to encourage imagination and creativity, and our celebrating of seasonal festivals like Winter Faire and MayFest. Nature schooling educational philosophy itself draws on the philosophies and methodologies of the Waldorf, Montessori, and Reggio Emilia movements, so being a Waldorf-inspired nature school is a complementary fit. Our programs are mixed-aged. Our Morning Song and Day Song preschool programs include children aged 3 to 6 years old, our PoemTree after-school program and summer camps include students aged 5 to 12 years old, and our Little Song parent-child class includes children aged 15 months to 3 years old. In mixed-age learning environments, because there is a larger range in competence and maturity among the group, children teach and learn with each other, which fosters both independence and cooperation. Children feel less pressure to compare themselves to others, as others are at a range of developmental stages. Older children often naturally take on a leadership role as younger children look up to them; they in turn may be inspired by the imaginations of their younger playmates. Kids build strong connections with others not of their own age, much like in sibling groups and other social groups in society. Our programs are nature-based, play-based, and child-led. Central to all our programs is outside activity and play time. The children go outdoors daily to experience the natural world in all its seasons. Whether playing by the creek, in the woods, or playing in the mud kitchen or with the loose parts of our nature playscape, the landscapes transform daily as the children bring their own impulses into play. These experiences are in direct contrast to the increasing -- and worrisome -- trend in society today toward less time and places to play, and more time spent indoors watching TV, playing video games or sitting in front of computers and other digital devices. Yet research has shown that too much screen time can be harmful to children's developing brains. Young children, instead, need an environment and lifestyle to fully develop their sensorimotor functions that are necessary for intellectual function later. Children who are given the chance to experience nature year-round become naturally inclined to embrace the outdoors and to become environmental stewards as they get older. The programming is child-led in that children direct activities and manage their risk. Teachers are expected to observe students carefully and prepare materials that they can use independently or collaboratively to support their learning and play. There is a high adult:child ratio, and teachers undergo training to be knowledgeable in both child development and natural science relevant to our site in Ames. Each group of children and teachers is unique, and teachers adapt the curriculum to meet the needs and interests of our diverse community. Learn more about our preschool curriculum, which uses an emergent curriculum approach to plan learning activities around children’s specific interests about nature, centered around the seasonal rhythms of our nearby woods/prairie. Further reading About nature preschools:
If you’d like to understand more about our guiding principles and the research that supports our approach to education, you may be interested in these books:
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