Philosophy

Our daily engagement in the environment automatically calls for the respect of the flora and fauna we encounter, observe, and interact with. By cultivating this respect, we encourage children to build a foundational appreciation for nature. Like a seed that is planted in spring, this foundation must be tended to for the respect and appreciation to take root. Opportunities for building empathy develop as children care for the many facets of nature, fostering a connection to the environment that will hopefully inspire its future preservation.

Roots to Branches is committed to an anti-bias practice, in which equity, inclusion, and respect are embedded in our approach to understanding and working with young children. As children develop self-awareness and identity in early childhood, they receive both implicit and explicit messages from adults, peers, and the environment around them that uphold pre-existing biases, consequently impacting their view of themselves and others. We honor opportunities to recognize these biases, and value the time necessary to deconstruct, discuss, and reflect upon them in order to promote an experience in which differences and diversity are celebrated and embraced. It is imperative that our messages and communication support young individuals in building self-confidence and pride in who they are, as well as create a community that both seeks to identify and take action against injustice in all forms.

The inherent curiosity within children naturally invites inquiry-based learning, in which their thoughts and questions provide a basis for how we spend our days. At Roots to Branches, this inquiry begins through the stimulation of the senses as children engage with the great outdoors. As educational guides observe children’s interests and play, they ask open-ended questions that seek to promote deeper thinking. In this way, the process of inquiry encourages children to observe and make connections to establish knowledge. Inquiry-based learning encompasses sensory investigation, imaginary play, social interaction, and creative expression, allowing for the inclusion of different interests, perspectives, and learning styles. As children develop ideas and theories about the surrounding environment, they build valuable critical thinking skills through their sense of wonder and observation.

Risk taking is an essential aspect of early childhood play, as it provides a platform for each child to challenge and exceed their physical limits. Developmental growth such as the improvement of strength and endurance, awareness of spatial orientation, and problem solving skills occur through risky play. As children engage in risk taking, elements initially perceived as dangerous change with repeated exposure, essentially lessening potential anxiety and building confidence. As children take part in more risk taking activities they begin to develop risk assessment, which leads to risk competence. With this ability, children build the capacity to judge both physical and social risks around them. These skills decrease the likelihood of serious accidents or injuries as children become more aware of their physical limitations and capabilities. In doing so, they become increasingly resilient and self-reliant by acquiring coping strategies to deal with risk-taking situations.

Children, parents, caregivers, and educational guides comprise the foundational community of Roots to Branches, in which we collaborate in order to learn together. We seek to extend this collaboration to others within our larger community who can further enhance this learning. Collaboration with the life in nature must also be recognized, as we take cues from the myriad of beings that reside where we play.

At Roots to Branches we strive to recognize the individual child as part of a larger social dynamic. We emphasize social and emotional learning, in which a child begins to understand and manage their emotions, as well as gain the ability to feel and show empathy for others. In doing so, children establish and maintain meaningful relationships as they work on conflict resolution, problem solving skills, and collaboration with others. Social and emotional learning supports self-resilience and coping skills through recognition and communication about emotions as they occur. Acknowledging that emotions emerge in many forms unique to each child, we honor and strive to understand personal expression and scaffold this recognition within the group. With the development of group communication over time, we create a safe space to express feelings, ideas, and cultivate relationships.

Place-based education presents children with opportunities in the local environment and community to engage in hands-on learning by way of real world experiences. With this focus, children gain the ability to ground themselves within the world and its elements and become active learners, rather than taking a passive approach to learning. Combined with inquiry-based learning, this approach allows for time and space to investigate all that surrounds children. In this way, they are encouraged to become stewards and experts of their local environment as they make observations and identify issues, whether it be trash on the ground or fallen trees. Deeper discussions evolve about what may cause these things to occur, or how these problems may be addressed. Roots to Branches promotes this type of immersion each day as we explore our local environment and observe what directly surrounds us. We further our commitment to place-based education in considering how we can be of service to this community and this planet.

During our daily routine at Roots to Branches, ample time is allowed for children to work on skills to become increasingly self-sufficient. When children recognize and care for their own needs, they build the confidence and resourcefulness that will serve them throughout their lives. We ask that children carry their own packs with food, water and clothing in order for them to become aware of their basic needs throughout the day, and work towards managing these belongings. Children are encouraged to ask for help when it is needed; oftentimes peers become the first resource for children to receive help and learn, through both peer modeling and scaffolding of skills. This being said, educational guides will always assist children as they require help, and assess the appropriate amount of support to provide in order to engage the child in building skills while also meeting their needs. Although it takes more time and patience to let a child button their jacket or put on their shoes, these skills learned through repeated practice lead to a mastery of foundational self-sufficiency.