Seedlings Nature School Logo Regular (3).jpg

Seedings, 1 Day a Week, Nature School came about from the Seedlings community need for learning/life experience outside the classroom when their tamariki left Seedlings Nature Kindergarten. Across New Zealand and around the globe, Bush/Forest Schools are common. Nature School outdoor learning prioritises “the relationship is ALL” (Dr. Emmi Pikler) and the Forest School Ethos: experiential, sustainable, collaboration, inter-connectedness.

Seedlings Nature School is an environmental education programme where students actively engage in hands-on learning in nature, and is informed by the NZ curriculum key competencies of, thinking, managing self, relating to others, participating and contributing, using language, symbols and text . With experienced educators, mixed-aged groups, a 1:10 teacher/student ratio, children develop the resilience, self-control, and social competence needed to be a successful participant in the classroom and to be self-motivated in the pursuit of life-long learning. “Teaching children about the natural world should be seen as the most important events in their lives.” (Thomas Berry). Children will have the opportunity to make their own choices and follow their own interests and curiosities within a framework of respect for those around them and the environment. Tamariki bring with them their innate play urges, personality, interests & what has made an impression for them from home & school, to their day in nature. During this one day a week they will explore, experiment and come to understand their previous days of learning. Our educators observe the children, document their learning through photos and seasonal stories. Tamariki will have the opportunity to be involved in tinkering, exploring, evolving and growing their ideas with hands-on experiments and adventure. There is a community seasonal circle for korero, pondering & reflection, spaces for cooking around the rua ahi, building bivouacs, using real tools, gardening, rope experiences, being & moving in nature, being involved in the process of growing & storing kai from The Orchard. As the children experience nature throughout the seasons thinking blossoms along with authentic relationship & conversation.  Being within the same natural environment regularly, we are gifted with innumerable opportunities for memorable, authentic learning. 

The Department of Conversation writes: “A number of authors talk about the importance of the middle years of childhood (6–12 years old) for the development of the child’s relationship with the natural world. At this stage, learning can shift from beyond the immediate home or school environment as children become appreciative of other nearby settings. Children are able to assimilate knowledge, understand ideas and question actions. Research recommends a strong focus on student-directed, experiential and action-based learning in natural environments for late primary-aged children. Research has found that participation with nature before age 11 is particularly potent in shaping both environmental attitudes and behaviours in adulthood. This is a time when the sense of wonder of early childhood is transformed to a sense of exploration. [There is] a growing recognition that this period [early adolescence] is a pivotal one for children’s environmental involvement ... children have a quest for understanding but also a capacity to focus. A number of authors stress the importance, at this age, of starting to promote children’s participation as environmental stakeholders. Research has shown the importance of nurturing a sense of competence, or sense of self-efficacy, and taking children’s participation seriously. Research with 6–11 year olds, for example, found that the children had a desire to play a role at the neighbourhood level and yet seemed to be ignored by adult decision makers.” (Benefits of Connecting Children With Nature: Research in support of Investing in Conservation Education for a Sustainable and Prosperous Future)