Through the Eyes of a Child

The dolphin's swam so close I probably could have touched one had I tried.

To children, the world is still so new and exciting because so much of it they are seeing for the very first time and to them, it’s the coolest thing they’ve ever scene. This past week, I have been trying to see the world through the eyes of a child, to experience a bit of the joy and wonder of being a kid again. Reading Richard Louv’s book Last Child in the Woods during my final days living in Hawaii means that all I want to do is get outside in the sunshine and soak in all the beauty of this spectacular island. Last weekend I hiked around a volcano, saw a beach where all the sand was black, and went snorkeling for the very first time where saw beautiful yellow tang fish feeding among the coral. Then this weekend rolls around and I got to swim with wild dolphins at Ho'okena Beach Park. While I was looking for fish, a Spinner dolphin swam right underneath me. It was amazing. Before this, I had never seen or heard of Spinner dolphins, who get their name because they love to jump up in the air and spin as many times as they can before splashing back into the waves. School or not, I learn something new every day and my appetite for knowledge keeps on growing.

These beautiful flowers smell even better that they look, if you can possibly imagine. Just pay attention when you touch them because the white sap is apparently poisonous and can potentially lead to blindness. I love these flowers anyway.

I will always remember the time I swam with wild dolphins in the Hawaiian Pacific. If I was a kid and I swam with dolphins, I might suddenly want to be a marine biologist when I grew up. I am not going to switch careers or anything, I but I do have a new found interest in learning more about the creatures of the ocean after living in Hawaii. I can’t wait until we find our place in Maine this fall so I can start looking for puffins and seals and find out what other wildlife exists in my soon-to-be new home. Today, I saw a handful of sea turtles grazing the shores and then later saw two more taking a nap in the sunshine among the lava rocks just an arms-length away. I watched the turtle for a while, he blinked his eyes a few times and squirmed a bit to get more comfortable, I presume. These turtles, one smaller and younger looking and a bigger, more tired-looking one were just like the ones I’ve seen in pictures online. Seeing them up close like I did today, was so much better than looking at pictures.

Cardinals, just like the ones that I grew up with in Vermont

Nature has a powerful effect on people, it’s pretty amazing. Hawaii is a great place to fall in love with nature because it’s everywhere and all of it is stunningly beautiful. But nature, and all of it’s beauty can be found just about anywhere if only you look for it. I believe that this is my most important role as a teacher, to seek out the wonders of the world and share them with my students. When K and I are playing outside together, I always switch into hyper-observer mode, seeking out amazing things around us to point out to her and these experiences have helped us to bond, influenced K’s play, and inspired her interest in various aspects of nature she may not have otherwise noticed. When I hear a bird call, I ask her if she heard it too and together we search for the source. I also try to replicate the call with a bit of concentrated whistling. K loves it when I call to the birds and once we even tricked a cardinal into believing he was hearing the sounds of another cardinal. I whistled back and forth with the bird who sat a few feet away searching for the source of the sound he heard. K stared in fascination as I interacted with the brilliantly red cardinal and after he flew away, we talked about what the cardinal might have been trying to communicate.

Pacific Golden Plover we saw at the beach one morning.

I have a personal love of birds, I think they are so beautiful and interesting and I always want to learn more about them. Throughout my time with K, I have been able to share my fascination with ornithology with her and now I notice her pausing to spot the birds she hears singing. Recently, after I started naming the birds we noticed around the farm, K has started pointing out the birds she sees, identifying them by name just like I do. I didn’t do anything special to teach her this, I simply shared with her when I noticed them myself. I could have taught K about the local species of birds through pictures on the computer, as I often used to with kids, but it’s the magic of first hand experience and interaction with these winged creatures that I believe has sparked her interest, as it did mine. This isn’t to say that I don’t use the computer to learn more about the creatures I see out in the world, but usually it’s experience in nature that I use to guide my research. 

Did you know that there are species of animals that can regrow limbs? Sharing our living spaces with these awesome little creatures, K and I have learned a ton about them together through our daily observations and interactions. For instance, when Dylan and Daniel rebuilt the cabin roof, we learned that gecko's drop their tails when they get scared. The tail flops around spiritedly as a distraction while the tailless gecko fleas the scene. It takes about a six weeks to fully grow back.

K digs holes in the sand while the tide tickles her toes.

K is a sensory learner, she wants to experience things first and so getting out and connecting with nature is critical to her optimal learning. Some kids prefer to learn first through reading and then through experience, but usually that habit comes about later on, especially once they’ve mastered reading for themselves. That’s how I prefer to learn skills, I research in advance before attempting something new, to build up my confidence first. Observing nature is different. When I step out into the world of nature, I pay attention to my surroundings in a way that is not-second nature for me the way it is for K, who is a natural observer. I don’t often notice the details around me except for when I find myself out in the woods, swimming in the ocean, or admiring the way the tall grass sways softly across an empty field. There is something so freeing and so rejuvenating about the natural world, all my senses are stimulated at once and I am able to quiet my brain and notice those small details I often miss. I can feel my balance restoring and new interests forming and I always walk away from nature-based experiences feeling inspired and excited a motivated.

K's playground among the mango trees here at the farm.

These last few days in Hawaii I have spent my time soaking up as much nature as possible and savoring all the beauty of this place. I can feel my appreciation of these things rubbing off on K. She lives in a beautiful place and she knows it. Most kids do. I knew it when I was a kid too, but I forgot over the years when education was no longer about observing the natural beauty of my local environment, but about memorization and homework and tests. I lost the feelings of wonder and if you ask me, that is a school’s greatest mistake, squandering children’s natural awe rather than harnessing it. Looking back on my schooling, the experiences rooted in nature are what stick with me most, and from them I learned more than I ever did in the classroom, unless I was writing or reading about them. This is what ecoliteracy, the Reggio Approach, and so many other non-traditional methods of educating recognize, that students want to learn and will eagerly do so when provided with the proper support and guidance. Kids don’t need us to teach them about the world, per se, they just need someone to regularly take them out and share the magic that exists all around us. From that place of sheer excitement and inspiration, authentic and self-directed learning is born. All I need to do as a teacher is create an environment that facilitates the work of learning in which my students are so eager to engage.

A Breath of Fresh Air

Find it on Amazon here

I started reading Richard Louv’s national bestseller, Last Child in the Woods: saving our children from nature-deficit disorder, this week which explores the consequences of dwindling exposure to nature. It is a fascinating book and after being here in Hawaii with nature as my main classroom for 4 months, (also having been diagnosed with ADD as a child) I find great truth in his writing. I have am not quite at the halfway point yet, but this book is an instant classic in my mind, and not just for educators and parents either because it’s not just children who are experiencing a disconnect with the natural world, it’s all of us, children just have it the worst. At least we adults have memories of playing in the woods and exploring nature, not enough kids these days get the chance to freely explore their natural surroundings, if they even have them at all.

A friend here at the farm brought this book to me last week, he noticed it sitting on his shelf and thought I’d be interested. Last Child in the Woods has been on my Amazon wishlist for quite some time now but it was always checked out when I looked for it at the Seattle Public Library and I just never got around to ordering it online. Either way, it couldn’t have fallen into my hands at a more perfect moment since I am currently contemplating how to best teach environmental compassion and sustainable innovation. I am in the process of developing my own example curriculum and contemplating how to promote a more harmonious relationship between humans and nature, one that is more reciprocal than the take, take, take variety we have going right now. Louv confirms what I have been building up to in my research and experience, the idea that direct connection with nature as early and often as possible is the direction we need to take in our schools.

view of lava lake below and caldera in the background from the crater rim trail

Anyway, inspired by the discussion of nature and all her powers of restoration and balance, and because we already had the trip planned, Dylan and I spent this past Saturday exploring and hiking around Volcano National Park. As we trekked across the black mass of a former lava lake, looked out over cators with steam billowing from within the earth and wandered through magical tree covered corridors, Louv’s words rang truer than ever. I felt like a kid again playing in the woods across the river behind my house, filled with energy and awe. Perhaps it was the fresh, clean air of the outdoors, or the sheer beauty of it all, but I felt the healing power of being out in nature. This always seems to happen to me, just as described in the book. Whenever I spend a good deal of time surrounded by the green of the forest or field, the blue of the ocean and sky, and the sweet smells and sounds of the earth, I get not only a sense of rejuvenation, but motivation to get to work, start creating and make whatever changes I have been contemplating.

watching the ducks fish in pond behind Punaluu's black sand beach

Most importantly, though, being in nature, weather I am hiking, playing in the waves, or simply watching a few birds fluttering about as the clouds slowly drift by, allows me to clear my head of all the junk that’s been holding me back. This time away from my problems, whatever they may be, is always the perfect remedy, allowing me to get back to working from a position of strength. This time, when my head cleared, it allowed me to see the world, the natural world, from an educator’s perspective. It was as though everything I looked at was showing me how I could use it to teach the various concepts found deep within just about any curriculum imaginable. All of it, all the lessons were right there in front of me and I thought, why the hell are schools paying for textbooks when they could simply step outside expose children to just about anything they could possibly want to learn about? We are lucky enough to have the internet to feed our brains with all the information we could possibly want, all we need is to expose students to things that will provoke their desire to learn. Nature does this better than just about anything found in a traditional classroom, and it doesn’t cost a dime.

Hawaiian red chillies harvested for making hot sauce

I came to Hawaii to connect with the land, to grow my own food, to get away from everything for a while so that I could build better habits, clear my mind, get some direction. I could not have imagined exactly how this place would change me, and I’m sure it will be quite some time before I truly understand its effect on me, but I am different somehow and my path seems clear. I was never a big environmentalist, sure I recycled, I regularly went to the farmers markets, and I lead a pretty low-impact lifestyle, but I never thought of myself as an environmentalist by any means. That hasn’t changed, although these habits have been more deeply cemented in my daily life. What has changed is that I have reconnected with the awe I felt as a child when out exploring with the woods, only now as an adult my interest in nature from an academic perspective is suddenly piqued. I want to learn all I can about my natural surroundings, about how the natural world works and what I can glean from her systems to improve my own life and my own community.

Who wouldn't be inspired stumbling upon this path on a hike in Volcano National Park?

This is the very reciprocal relationship with nature that I hope to harness and facilitate in my curriculum, to help rectify the take, take, take approach and transform it into a wholly gratifying and healthy give-and take between man and nature. The next generation of students are entering a world with few affordable resources for 90% of earners, where jobs are constantly changing and are often unstable, and the effects of climate change are just beginning to rear their ugly heads. We must make serious changes to our schools so that students are prepared for the future they face, and it is not going to look like anything we’ve seen before, though there is much we can learn from the past, as there always is. We need a green generation, one that is deeply connected to the natural world and can tap into all it has to teach us. In order for students to create green solutions, we must rip open our traditional classrooms and schools and both bring nature in and let the students out so that their investigations and innovations may be inspired by the highly effective and powerful systems naturally found all around and within us.

Crafting Small Worlds

Blue fabric, stones, and some felt sand will round out this ocean small world

Thursday marked three weeks until my partner, Dylan, and I leave the Big Island of Hawaii and head back to Vermont to spend the summer helping my mom work on her house. It’s hard to believe our time here is coming to a close so soon. We have both had such an amazing experience, Dylan with his farm work and me with the farm preschool cooperative and teaching little K. I have learned a lot from her and everyone here on the farm and have immensely appreciated the opportunity to further develop my educational philosophy and build up my curriculum development skills. I have especially enjoyed all the crafting I have been able to do. After the success of our felt finger puppet craft night, I couldn’t wait to see what we’d come up with at our second evening of felting together. I had chosen sea creatures for our theme in an attempt at developing my first “small world” play-set for K and her friends. I was inspired by a lily pad scene I found on Pinterest a while back, but wanted to make something a little more relevant to the kids lives here on the island.

Honu I saw with the kids at Keei down the road from the farm

I’ve seen K and her friends at the beach and all they want to do is search for and pick up any and every living creature they find, including the spikey sea urchins that could easily cause a great deal of pain if mishandled. At our last beach trip with the farm community, we were lucky enough to spot a few humpback whales frolicking in the waves just before sunset and the kids went wild with delight, just as I saw them do the last time we went and saw a beloved honu (sea turtle). I wanted to provide these kids with a way to play with and learn about the creatures of their community that have so deeply captured their interests. So for our last craft night, we once again gathered at sunset to sip wine, share a few appetizers, and wind down our week, chatting as we stitched together a beautiful ocean small world. By the end of the evening, we had collectively created an underwater story waiting to be acted out by tiny hands and voices.

River small world in sensory table (source)

Small worlds are such a fun and effective way for little ones to discover ecosystems, connect with their local environments, imagine life in faraway parts of the globe, and step into the worlds of their favorite creatures. Small worlds allow children to create stories, develop characters, and stretch their imaginations again and again. Unlike dramatic play, where part of the fun is creating stories in motion, and fully stepping into other roles, the focus in small worlds is on characters external from one’s self, even when kids are pretending that they are the critters they control. Small worlds can be both an independent, solitary activity with one child acting out all the parts, or it can be a group endeavor where characters come to life through collaboration. While dramatic play tends to work more large motor skills, small worlds typically utilize fine motor skills. Both kinds of creative play are equally important and beneficial to child development and both can be used as powerful teaching tools in the Reggio classroom (or any other following an emergent/play-based curriculum). 

Yellow Tang fish, the favorite of my felt creations so far

Being an introvert myself, I tended to prefer small world play to dramatic play as a kid, unless of course I was the director and could participate from behind the camera, as I often did being the oldest sibling and cousin in our family. I had a family of fuzzy little bear dolls and a few other critters and I loved to set up homes for them in an imaginary woods with their fellow woodland critters. Many stories were played out in my childhood this way. Small world play is a great way for introverted kids like I was to get involved with drama. The creation of both small world stories and dramatic play games promote literacy, expand vocabulary and communication, and help promote a love of learning, because it’s not just fun and games, a ton of learning happens during this kind of creative play, particularly when teachers engage in the stories. I love using small worlds as teaching tools, not only do the kids get a kick out of it when I join in their games, but I can help them build a better understanding of the world and it’s many systems in a way that is genuinely enjoyable for both of us.

K's friend C reaching for a crab with a particularly beautiful shell

So how exactly does one use small worlds to teach? Well, thanks to another successful craft night, we have put together a collection of ocean critters that the kids see and experience on a regular basis, so their interest in them is already piqued. Kids love to hold things, they want to interact with the other creatures in their world, but as toddlers they do not yet understand why the critters might not be too keen on this idea. K is always asking me, “see me hold it?” when she wants to pick up a gecko, a spider, a bird, you name it. After enough and consistent explanation and a little more experience, she will come to understand. However, having spent the better part of my childhood collecting frogs and salamanders in the pond next to my house, I completely understand the urge to get closer to the fascinating creatures found in nature. Small worlds allow children to get that closeness they crave, to hold their favorite little beings in their hands and interact with them in a safe and respectful way until they are experienced enough to interact with the real things.

Kealakekua Bay, Big Island of Hawaii

Our Kealakekua Bay small world consists of a honu, an octopus, a manta ray, a sea star, a vauna (sea urchin), a dolphin, some seaweed and ocean rocks and shells, a yellow tang fish, and other common critters found in the depths of our tiny pocket of the Pacific. This mini ecosystem, just like the real thing, is comprised of a few mammals, some fish and amphibians, surface creatures, deep sea creatures, and those who prefer the shore. They consist of plant and mineral life, and thus provide an invitation for children to learn about each of these things. Rather than direct instruction and being quizzed on which creatures breathe air vs. water, or how the food chain works, and instead of being lectured on how to care for this environment, small world play allows all of this information to be actively learned, in the context of play. When I join a small world with kids, I take my role as whale or fish seriously and show the kids what they need to know about these sea creatures by being true to my creature’s unique nature. I make sure my whale regularly comes up for air, since that is what he breathes, and I make sure my fish flops around gasping for breath when accidentally beached. Most importantly, I narrate the scene, using a wide vocabulary and detailed (yet concise) descriptions. My role is to pick up on what the kids need to know and help them learn it through our collaborative play.

Elf or Fairy fantasy forest small world in a bucket (source)

Children, particularly preschoolers, are like little sponges, they soak in everything they see and are constantly constructing and adapting their understanding of how the world works and how they fit into it. I remember playing ocean games with my three year olds back at Bella Mente and after only a week or two of small world play, many of the kids could tell you the difference between a mammal and a fish, what these creatures ate, how they interacted with one another, and so much more. They learned all this from diving into their ocean games with each other and with me, their stories becoming both more advanced and accurate as the days went on. I didn’t need to quiz or lecture these kids to get them to learn, I just needed to provoke their interest in the subject by providing them with interesting materials to construct the knowledge for themselves. And when I joined in their play, I didn’t force them to keep their fish underwater or their whales near the surface to breathe, I simply acted my parts and asked them questions about their play, such as, “how can your fish breathe when he is out of water? Fish have different lungs than we do and they need water to breathe.” Sometimes they would tell me their fish had special powers, and sometimes they didn’t have an answer and we kept on playing. Next time we played oceans, however, I noticed that the fish always went back in the water to breathe. 

there are so many ways to make a small world (source)

Small worlds offer so much more than an opportunity to understand habitats and ecosystems, though I would still be satisfied if that was all they did. Small worlds cover nearly every subject imaginable, both academic as well as socio-emotional. Because they do so through contextual and interdisciplinary study that is both fun and highly relevant, small worlds make a highly effective learning tool that can be used with students all the way through elementary school. Since knowledge is continually being constructed, each interaction with a small world means greater depth of understanding and the more complex ideas can come into play. New and more detailed stories evolve, ones that can be written down, drawn, video-recorded, and more characters can be added to aid in continual construction of knowledge. More detailed and accurate environments can be built, these ones by the students themselves, and the ecosystems can serve as the perfect place to begin exploring some of the problems they face, like pollution, clearing of land, and other ways man has negatively impacted specific environments. The more kids understand about how ecosystems work and the relationship between man and earth, the better they will be positioned to seek out harmonious and effective solutions for both.

"V is for vauna" (Shingle Sea Urchin)

At their first introduction, small worlds can serve as a vocabulary builder, allowing kids to practice saying the names of their creatures. K loves naming the creatures and takes it one step further by showing me one creature at a time and telling me what letter it starts with. Sometimes we count the creatures and sometimes we use them as a puzzle and search for the magnet letter that starts the creatures names saying “O for octopus” and “V for vauna.” K and I also like to count the creatures, count the legs on the octopus and turtle, and we even play basic addition and subtraction games. “I have two critters and you have two,” I point out to K adding, “and when I give you my two critters, you now how four.” We count the four critters in her hand see what else we can count together. Since we started doing this, I started to notice K counting things around her without any provocation from me.

ocean and land fabric can set the stage for many a felt small world

Small worlds offer children the chance to play an active role in their learning, explore their interests, learn about the world around them, and just play, which is how they really learn best anyway. As a teacher, I use my small world play as a chance to get to know my students better, to chat and bond and just have fun with them in an authentic way. This kind of play is a serious relationship builder and when it comes to children, especially preschoolers, developing a solid rapport is essential to being successful in this line of work. Now that I have found a beautiful piece of blue fabric to set the stage for ocean small world, it’s time to get to work creating a land-based small world. So far I have completed a mongoose and a cardinal with a gecko, a lizard, a butterfly, and a few others on deck. When I picked up the ocean fabric, I also snagged a yard of green fabric with a nice leaf print and with these two sheets I can create a whole handful of different small worlds. To continue use of the ocean seen, I also plan to put together an arctic wonderland. Since K and I have started watching bits of Blue Planet, one of my favorite nature documentary series, K has been fascinated with polar bears, seals, penguins, and all things arctic. This girl loves to learn and her ever-evolving interests are constantly inviting me to try out new crafts to help facilitate and collaborate with her in the process. For tons of small world ideas, check out my Creative Play board on Pinterest.

Cultivating Community...via Craft Night!

K "washes" the tomatoes we harvested in her new play kitchen

With less than one month left in Hawaii, I have the curriculum for the farm preschool cooperative pretty much nailed down. The basic design for the school is drawn up, and the materials needed to fill the school walls are mostly pinned and bookmarked. So what am I doing between now and May 30th, our departure date? Well, that’s a good question. I have been spending so much time working on the curriculum and so thoroughly enjoying myself that it has left me contemplating the possibility of a return to school yet again to further my own education in a doctoral program for curriculum design and instruction. I’ll save that story, however, for another time. Anyway, now that the farm preschool curriculum is in solid working order, I am using my remaining time here in two ways. When I am not hanging with little K, I am kicking my craftiness up a few notches and putting together as many resources for the school as I can. As for my work with K, I am planning on diving right into the curriculum with her so that we can both experience it in action and so all you lovely readers at home can get a better idea of how an emergent curriculum works within our three focus areas (Social & Personal Responsibility, Agriculture & Sustainability, and Creativity & the Arts). I have a feeling this is going to be a busy and exciting month!

Things are really coming together for the farm preschool cooperative project in a way that I could only have hoped for. For a while now, I’ve been wanting to organize a craft day where all the families who are planning to join the preschool cooperative could gather and work on projects ranging from erecting the physical structure of the school to sewing more felt food and painting rock people, among other things. Last Friday night, a mini-version of this idea materialized unexpectedly when Heather, K’s mom, and I decided to spend our evening drinking wine out on the balcony overlooking ocean and sewing felt finger puppets based on a cute project I found on Pinterest. Before we knew it, over half the members of our farm community had gathered with us and we ended up stitching ten adorable little puppets shaped like owls, lions, bears, cats, and one not so cute looking elephant, whose eyes I just couldn’t keep from looking villainous. Craft night was such a success that we’re going to do it again tonight!

our inspiration from this seller on Etsy

Although it would certainly be easier to place an order with amazon along with all the books I’ve bookmarked to fill the library, it is important both in the Reggio Approach and our Reggio-Inspired curriculum that we instead take the time to engage in these group resource development activities. There is a heavy emphasis on cultivating self-sufficiency skills and community connections in the farm preschool cooperative, the later being of particular importance in the Reggio Approach as well. What better way, I thought, to start this preschool than by living and breathing the program’s philosophy into its very creation. When K and her friends walk into the finished school for the very first time, they will be introduced to each material and feel an immediate connection because these toys and this place was built specifically for them by people they know and love deeply. Right from the outset this means a greater respect for their communal belongings, an understanding of what is possible with a little creativity and resourcefulness, and an immediate sense of appreciation, love, and support. In my opinion, there is no better way to start school.

Not only was our craft night important for the kiddos and their future school, but it was important for us too, the adult members of the farm community. While our hands were occupied with felt, needles, and thread, we had the chance to share in one another's company and wind down from the week with the cool evening breeze and the sun setting over the Pacific ocean in the background. We enjoyed our drinks, a mouth-watering snack of cheesy baked artichoke bread that Jodi brought, and chatted about anything and everything. Even the guys on the farm got in on the crafting, impressing the pants off the rest of us who doubted they could even be baited to join. So what does our gathering have to do with the school, other than making resources for it? It sets the norm for the kids. K eagerly joined in, working on her own beginner sewing skills, soaking in the positive and enjoyable community experience until she was too tired to keep her eyes open.

Our DIY version of the puppets I pinned from Etsy

From experiences like these, K will always know what is possible when friends come together to work toward a common goal, but most importantly, she had so much fun crafting and so did we. Activities like this help set the foundation for a lifetime of deep and meaningful community connections, hard but enjoyable work, and a some creative resourcefulness. By joining in on our craft night, K is able to see what she will be capable of when she get’s bigger, that her needs can be met by her own hand, not just by her wallet. It was Friday night and the school hasn’t even opened yet, but already K is beginning to feel the benefits of the curriculum we have designed for it. This is quite possibly one of my favorite aspects of Reggio-Inspired education, it is firmly understood that learning happens all the time, and that potential to build knowledge and skill is present in every single moment of every single day. Learning doesn’t stop when one leaves school walls, and it doesn’t start upon return in the morning. Learning happens all the time across a multitude of settings and the purpose of school is to cross these disciplines, these contexts, and support learning as it unfolds naturally, helping each student to make the most of his and her unique life experience.

click here for more info

The Reggio Approach, I think more than most other educational approaches, understands the importance of cultivating a sense of community belonging for children and their parents. Parent involvement, as Louise Boyd Cadwell points out in the prologue (page 6) of her book Bringing Reggio Emilia Home, “is considered essential,” and that in this approach, “parents play an active part in their children’s learning experience and help ensure the welfare of all children in the school.” I love this idea of involving parents as partners in their children’s education, it just makes sense. Whether schools admit it or not, parents are doing at least as much educating (for better or worse) than teachers are and therefore when the two parties are on the same page, understanding, collaborating and supporting one another, the educational experience can be so much richer and more powerful for the kids. In addition, when parents work together, be it in the classroom like they will in the farm preschool cooperative or joining in on community socials and resource development days, kids internalize these values and they become the norm they reference their later experiences against.

our inspiration for this evening's craft night!

By showing kids how to be part of a community, we are helping them learn to cultivate and appreciate this when they inevitably grow up and develop new communities of their own. It’s easy to do this here on the farm, probably easier than in other places, because there are four families living on this land and the Big Island of Hawaii, particularly the South Kona area where we are, is a very community oriented place. I grew up in a similar community-oriented place in Southern Vermont and after having lived in other places, I am grateful for having the experience to reference because when I lacked that connection I knew exactly what it was that I was missing and how to go about finding and creating it for myself. If you ask me, rebuilding the community connections that somehow got lost and minimized over the past few decades is one of the most important ways we can help prepare this next generation of young people for the future. The barriers that separate us from one another are a major hindrance of progress and it’s high time we begin breaking them down and work together to make our communities, our states, our country, and our world a better place. Our children’s schools present the perfect opportunity to show kids the power of a supportive, inclusive, and caring community.