Kindness and Gratitude, |
As we set the last of our butterflies free recently, we talk about the process of metamorphosis and ask the children what it means. “Metamorphosis means change.” “Everything changes as it grows.” “Boys change. And girls change, like Lainey Powers in the Big School.” “Like me. I was just tiny and now I'm bigger than myself.” “And trees. Trees change and grow, just like us.” |
In the woods, the children begin to observe young seedlings in various stages of development. Once they make their first discovery of the tree seedlings, there seems to be a heightened awareness as we make our way through the woods on our adventures.
"Look!" a child calls out, "It's a baby. A real little guy."
"It's a brand new baby."
"Look at this one. It's a big girl like me."
We talk more about trees in the Studio.
“Trees are living. They're alive."
“Trees help us breathe in and out.”
“You can't cut down a tree because we need to take care of them."
"And creatures live in trees. It's their home."
"We especially have to take care of baby trees because they're little.”
"Big trees take care of themselves but we can take care of the little ones.”
"We could give them a hug."
"They don't have hands to hug us but we can give them a hug."
"Look!" a child calls out, "It's a baby. A real little guy."
"It's a brand new baby."
"Look at this one. It's a big girl like me."
We talk more about trees in the Studio.
“Trees are living. They're alive."
“Trees help us breathe in and out.”
“You can't cut down a tree because we need to take care of them."
"And creatures live in trees. It's their home."
"We especially have to take care of baby trees because they're little.”
"Big trees take care of themselves but we can take care of the little ones.”
"We could give them a hug."
"They don't have hands to hug us but we can give them a hug."
Seeing Ourselves Reflected in Nature
The children begin to observe the trees more closely and start to notice the chlorophyll in the leaves breaking down, giving way to the autumn splendor of vivid reds, oranges, and yellows. The subtle, cyclical changes in the environment always offer us wonderful opportunities for inquiry.
One morning, a child brings us a fistful of colorful specimens, a beautiful mixture of beech and maple, and says, "We should put paint on these, on the side with bumps, and press them on paper." So the following day we venture out in search of New England treasures to bring back to the Studio.
One morning, a child brings us a fistful of colorful specimens, a beautiful mixture of beech and maple, and says, "We should put paint on these, on the side with bumps, and press them on paper." So the following day we venture out in search of New England treasures to bring back to the Studio.
As we spread the variety of leaves before us and observe how each compliments the other, we are able to take in the beauty of something we had moments before taken for granted right beneath our feet. The children begin to notice the delicate patterns of the leaves' skeletons.
"The bumps are called veins," a child observes.
"We have veins. Look at my veins!" his friend adds, turning her wrist to allow him to inspect.
"Yeah, they're called blood vessels and they carry only blood. The other veins carry water and food," a third child across the table offers.
"And milk," she says.
He continues, "The food vessels are bigger and the blood vessels are smaller. The leaf vessels carry soil and dirt and water and sunshine."
"And milk," she repeats in earnest.
"Where would trees get milk?" the first child asks in disbelief.
"From cows," she answers with confidence.
"That's funny. Trees have water, not milk, in their veins," he says with a smile. This sends her and the entire group into a fit of giggles until one child remembers the milkweed that our caterpillars devoured and we talk about the milky substance contained in its stalks until another child brings us back.
"Veins help trees survive," she shares. "Veins help us survive, too, so we can protect trees and other creatures."
"We have veins. Look at my veins!" his friend adds, turning her wrist to allow him to inspect.
"Yeah, they're called blood vessels and they carry only blood. The other veins carry water and food," a third child across the table offers.
"And milk," she says.
He continues, "The food vessels are bigger and the blood vessels are smaller. The leaf vessels carry soil and dirt and water and sunshine."
"And milk," she repeats in earnest.
"Where would trees get milk?" the first child asks in disbelief.
"From cows," she answers with confidence.
"That's funny. Trees have water, not milk, in their veins," he says with a smile. This sends her and the entire group into a fit of giggles until one child remembers the milkweed that our caterpillars devoured and we talk about the milky substance contained in its stalks until another child brings us back.
"Veins help trees survive," she shares. "Veins help us survive, too, so we can protect trees and other creatures."
Like a Light for the Forest
As we touch the leaves and examine them under magnifying glasses and hold them up to the light, one child observes,
"The papery ones are the old ones but they're the beautiful ones. When you hold them up, the sunshine from the inside shines right through. It's like a light for the forest."
We sit with this image and it gives us the idea to create leaf luminaries. The children attach their collected treasures to translucent paper that they will glue into cylinders to create autumn lanterns. When we notice that one child is being very particular about the way he arranges his leaves, being careful to make sure the stems all touch and overlap, we ask what he is thinking about and he responds,
"The leaves are all friends. They want to be holding hands."
"The papery ones are the old ones but they're the beautiful ones. When you hold them up, the sunshine from the inside shines right through. It's like a light for the forest."
We sit with this image and it gives us the idea to create leaf luminaries. The children attach their collected treasures to translucent paper that they will glue into cylinders to create autumn lanterns. When we notice that one child is being very particular about the way he arranges his leaves, being careful to make sure the stems all touch and overlap, we ask what he is thinking about and he responds,
"The leaves are all friends. They want to be holding hands."
One child says, "They're from the forest. We should bring them back to the forest."
"We should bring them to Home Base."
"Because it would light it up."
"You mean at nighttime?"
"We could carry it around to light up the whole, whole, whole woods. It could light up the whole woods for the people to walk."
We love this beautiful concept that the children have created and plan to discuss ways in which we can help support their plan.
"We should bring them to Home Base."
"Because it would light it up."
"You mean at nighttime?"
"We could carry it around to light up the whole, whole, whole woods. It could light up the whole woods for the people to walk."
We love this beautiful concept that the children have created and plan to discuss ways in which we can help support their plan.
As we head out on a second leaf collection adventure one of the children intuitively asks,
"Are we going out to search for beauty?"
"Yes, we are going out to search for beauty," his friend answers.
Indeed, we are. When we think in the broadest sense about life, both in the classroom and out, we are convinced that the unifying thread is quality. Being thoughtful and responsible, creating learning communities, searching for meaning and beauty, and nurturing the relationships between us and our environment are choices that have a considerable impact on our quality of life and clear implications for our future. There is complexity, richness, and possibility that the Studio offers for designing teaching contexts where this search for meaning and beauty are systematically pursued and celebrated. How fortunate we are to create these opportunities with and alongside your children.
"Are we going out to search for beauty?"
"Yes, we are going out to search for beauty," his friend answers.
Indeed, we are. When we think in the broadest sense about life, both in the classroom and out, we are convinced that the unifying thread is quality. Being thoughtful and responsible, creating learning communities, searching for meaning and beauty, and nurturing the relationships between us and our environment are choices that have a considerable impact on our quality of life and clear implications for our future. There is complexity, richness, and possibility that the Studio offers for designing teaching contexts where this search for meaning and beauty are systematically pursued and celebrated. How fortunate we are to create these opportunities with and alongside your children.
A Magical Metamorphosis
"There are some things in this world that simply stop you dead in your tracks. Some things just hold us still, command a moment of astonishment, a gasp, a pause, a sigh, a silent exultation. More often than not, for me, these things are almost always found in nature." Jean Perry
Recently, we are given a very special gift by our friends Ms. Tavares and Ms. van Dale, and their third grade students - the responsibility of caring for a group of monarch caterpillars. As many times as we have had this privilege, it remains an awe-inspiring experience. We settle the caterpillars in and very quickly our new charges begin to devour all of the milkweed, their plump bodies stretching to scout out their next meal. We take a front row seat and marvel at the accelerated growth happening before our very eyes.
The children observe them closely:
"They have yellow, and black, and white lines."
"It has two little ears."
"They're bunny ears."
"No, they're butterfly ears."
"They're antennaes!"
“They can speak to each other with antennas. It’s like echolocation.”
"They have yellow, and black, and white lines."
"It has two little ears."
"They're bunny ears."
"No, they're butterfly ears."
"They're antennaes!"
“They can speak to each other with antennas. It’s like echolocation.”
Dreaming of Flight
Just when we think our caterpillars have eaten themselves into oblivion, we look on with excitement as the first of them spins some silk, attaches itself, and hangs in the J position. We wait with anticipation and soon she sheds her skin a final time, magically revealing the chrysalis. At first, the chrysalis is striped and moving, but when we arrive the following day we see that it has transformed, and has gradually hardened to form a protective shell. It is exquisite - the most vibrant and beautiful green, flecked with gold. Soon after, we have eight more following suit.
We ask what the children think will happen next.
“It gets sleep to form a chrysalis.”
“And then it goes to form a butterfly. It just wiggles.”
“It sheds into its skin. When the skin comes off, it makes a cocoon, and when it comes off, the cocoon builds up, and when the cocoon dries up, the butterfly hatches.”
“Yeah, it just pushes a hole in the chrysalis. It pushes its way out and just pops out. It stays in there for more than two weeks, and gets ready to pop out. It makes a hole in the cocoon and then, pop!”
“And then they can flutter with the other ones, the white butterflies. They’re friends. And then they can fly all the way out of our garden.”
“To Mexico!”
"Where's Mexico?"
“It gets sleep to form a chrysalis.”
“And then it goes to form a butterfly. It just wiggles.”
“It sheds into its skin. When the skin comes off, it makes a cocoon, and when it comes off, the cocoon builds up, and when the cocoon dries up, the butterfly hatches.”
“Yeah, it just pushes a hole in the chrysalis. It pushes its way out and just pops out. It stays in there for more than two weeks, and gets ready to pop out. It makes a hole in the cocoon and then, pop!”
“And then they can flutter with the other ones, the white butterflies. They’re friends. And then they can fly all the way out of our garden.”
“To Mexico!”
"Where's Mexico?"
We bring in the "welcoming map" and look at the 3,000 mile journey our friends will undertake.
We ask what the children think the caterpillar is experiencing in the chrysalis.
“I think they’re sleeping a little bit. They need to sleep because they’re tired. They need to turn into a butterfly when they’re ready.”
“They are turning into butterflies. I think they’re half of a butterfly.”
“I think they’re dreaming about their friends and their families, the ones that aren’t in cocoons.”
“And they’re dreaming about being butterflies."
“They want to be free. So they can fly, and go with another butterfly, and then be together."
“I think they’re dreaming about turning into a butterfly because they can fly.”
We spend time watching the whole process unfold before us and reach for our artist pens and watercolors to document what we see.
We ask what the children think the caterpillar is experiencing in the chrysalis.
“I think they’re sleeping a little bit. They need to sleep because they’re tired. They need to turn into a butterfly when they’re ready.”
“They are turning into butterflies. I think they’re half of a butterfly.”
“I think they’re dreaming about their friends and their families, the ones that aren’t in cocoons.”
“And they’re dreaming about being butterflies."
“They want to be free. So they can fly, and go with another butterfly, and then be together."
“I think they’re dreaming about turning into a butterfly because they can fly.”
We spend time watching the whole process unfold before us and reach for our artist pens and watercolors to document what we see.
Before long, one of the bright green chrysalids grows dark and then transparent, revealing the butterfly's wings inside. The following day the first female emerges, pumping and hardening her wings, and soon we have the privilege of watching her first flight. Another two females and a male follow her out this week. We study them closely and then wish our winged wonders a safe journey.
Over the last few decades, due primarily to the use of pesticides, these spectacular butterflies have experienced a dramatic decline. Our goal in taking this on is twofold - that the children will learn a little bit about these awe-inspiring creatures by witnessing their life cycle from the front row - and we also hope that the experience will plant a seed in the children to want to reverse this alarming trend and ensure that monarchs perpetuate the cycle and continue to exist.
The downward trend of the species continues and has resulted in a 90 percent decline from the population high just twenty years ago. When we talk about the decrease in their spring and summer breeding habitat and the loss of their only caterpillar host plant, milkweed, and the nectar plants used by adult butterflies, one child says,
"I'm going to tell my mom to stop mowing my lawn and let it grow in the wild. I'll plant a hundred milkweed in a hundred patchedy-patches. And I'll plant a patchedy-patch at my Grandpa's and my Nana's and my Nay-Nay's so the butterflies can come."
The downward trend of the species continues and has resulted in a 90 percent decline from the population high just twenty years ago. When we talk about the decrease in their spring and summer breeding habitat and the loss of their only caterpillar host plant, milkweed, and the nectar plants used by adult butterflies, one child says,
"I'm going to tell my mom to stop mowing my lawn and let it grow in the wild. I'll plant a hundred milkweed in a hundred patchedy-patches. And I'll plant a patchedy-patch at my Grandpa's and my Nana's and my Nay-Nay's so the butterflies can come."
”They want to be free and do everything outside and get pollen and go everywhere to take adventures and fly everywhere.”
“I wish I could fly.”
Isn't that what we all want? To step into our vulnerability and emerge as something beautiful; to feel the sensation of freedom - to fly on a grand adventure with renewed hearts, open eyes, and a greater sense of the possible? There is often a subtle shift in thinking that happens after we discuss something with the children. They are the truth tellers - the seers and seekers and visionaries - and we hope to always make the effort to see the world through their eyes.
Here's to the magic of metamorphosis.
“I wish I could fly.”
Isn't that what we all want? To step into our vulnerability and emerge as something beautiful; to feel the sensation of freedom - to fly on a grand adventure with renewed hearts, open eyes, and a greater sense of the possible? There is often a subtle shift in thinking that happens after we discuss something with the children. They are the truth tellers - the seers and seekers and visionaries - and we hope to always make the effort to see the world through their eyes.
Here's to the magic of metamorphosis.
A Community of Inquiry
At the Farmhouse, we are about building a community of inquiry between adults and children and we view families as our closest collaborators. We were so happy to spend time with many of you last Thursday evening, and the children were thrilled to find your beautiful creations on Friday morning. Our goal is to create a place where parents are not only welcome, but are connected and appreciated partners in our journey. We invite you, in person or through the documentation comment link, to be part of the ongoing dialogue about how our investigations are evolving and how we can support the children's ideas.
We loved giving you the opportunity to work in the spaces your children do, and connect to your children's learning, working together as a community. It is powerful for us to be able to show the children photos of you thinking through ideas and creating using materials just as they do at the Farmhouse. We feel so fortunate to have this time to get to deepen our relationships with you and we can't thank you enough for being such great sports and making it such a lovely evening of community building.
We want to reiterate that you are always welcome at the Farmhouse. If you have any skills, hobbies, or interests you are willing to share with us we would be eager to have you. In past years we have had family guest readers, musicians, architects, builders, weavers, veterinarians, chefs, yoga instructors, speakers of other languages, doctors, gardeners, humanitarians, engineers, naturalists, and artists share their passions with us. Our hope is always that you feel welcome to connect in multiple ways with our curriculum, with us, with the school, and with each other.
Please enjoy the slideshow below:
Please enjoy the slideshow below:
Quiet Hearts
Welcome to the Farmhouse Community
We are incredibly excited to welcome you all to our 2018-2019 Farmhouse journey. For those of you who are new, this site will be the place we will post documentation of the children’s shared learning experiences. The site serves as a vital form of communication for us and will contain all important information and dates.
One thing we should note is that we select pictures, quotes, and stories that capture the group process and provide a porthole into our daily life. They are used as a way to view whole group accomplishments, not to emphasize individual achievements. We choose snapshots and stories of individual children that illustrate and reflect the broader experiences happening throughout the classroom.
As we offer these small stories to make learning visible, week by week, a clearer picture will begin to emerge. We invite you to share this documentation with your children and to be active participants in the dialogue. We really encourage you to contribute to our evolving learning stories by adding your perspective or sharing related experiences from home by clicking on the comments link at the beginning or end of the post. We are thrilled to have you with us this year to share in the journey that lies ahead and our documentation will be richer with your voices included.
One thing we should note is that we select pictures, quotes, and stories that capture the group process and provide a porthole into our daily life. They are used as a way to view whole group accomplishments, not to emphasize individual achievements. We choose snapshots and stories of individual children that illustrate and reflect the broader experiences happening throughout the classroom.
As we offer these small stories to make learning visible, week by week, a clearer picture will begin to emerge. We invite you to share this documentation with your children and to be active participants in the dialogue. We really encourage you to contribute to our evolving learning stories by adding your perspective or sharing related experiences from home by clicking on the comments link at the beginning or end of the post. We are thrilled to have you with us this year to share in the journey that lies ahead and our documentation will be richer with your voices included.
Responding Purposefully to the Children by Celebrating Meaningful Moments and Learning Opportunities
Our children wonder. They think deeply and ask profound questions. We find that the questions they pursue are powerful and cut across all disciplines, so rather than framing our daily learning around content areas, the children's inquiry becomes the organizational device for developing our emergent curriculum. One question leads to another and as we get to know each other better, we begin to pursue the deeper, more generative questions that arise and offer possibilities to make broader connections within our communities and cultural contexts.
For us, inquiry is ultimately a way of looking at the world. When we document this inquiry - these daily moments - with a kind of seeing, listening, and sensitivity, it permits us to connect in an authentic way and nurtures an attentiveness that allows us to put a hold on our own adult agendas and embrace a child's intention. It is an act of empathy.
For us, inquiry is ultimately a way of looking at the world. When we document this inquiry - these daily moments - with a kind of seeing, listening, and sensitivity, it permits us to connect in an authentic way and nurtures an attentiveness that allows us to put a hold on our own adult agendas and embrace a child's intention. It is an act of empathy.
Growing Relationships, Growing Curriculum
We work to create an environment and culture that will allow children to develop inquiry skills through cooperative learning experiences because growing relationships is central to how we think about growing curriculum. We intentionally set up spaces and environments, indoors and out, that encourage discovery, interaction, and communication.
This week, one child approaches another who is observing life in our little butterfly garden.
"What are you doing?" he asks.
"Studying the bumblebees," he responds. "Do you want to come study with me? They're collecting pollen to make honey."
This week, one child approaches another who is observing life in our little butterfly garden.
"What are you doing?" he asks.
"Studying the bumblebees," he responds. "Do you want to come study with me? They're collecting pollen to make honey."
His friend crouches quietly down next to him and peers into the lush fragrant green leaves. "Look," he whispers, "This one's sleeping. He's waking up from his nap."
"Oh yes, they're gentle creatures."
They spend the majority of our outdoor exploration time watching the industrious bee go about its work. More friends become interested and join in, following the path of the insect, and observing intently.
"He's gathering pollen with his feet. Look at his legs working. And he's eating nectar from the flowers."
"I can see the things on his head moving. Can you see them?"
"Yes, those are his antennas."
"They're cute."
"Yeah, he's cute. He's so soft and fuzzy. Look at all the hairs on his body."
The conversation continues in this way and after a long while a small Cabbage Moth flutters past their faces and lands on a nearby flower. Soon, two more arrive.
"It's a butterfly! There's another one."
"And another one!"
"We can study the butterflies, too! Even the butterflies collect pollen. What do they do with the pollen?"
"I don't know."
"We should study that!"
"Oh yes, they're gentle creatures."
They spend the majority of our outdoor exploration time watching the industrious bee go about its work. More friends become interested and join in, following the path of the insect, and observing intently.
"He's gathering pollen with his feet. Look at his legs working. And he's eating nectar from the flowers."
"I can see the things on his head moving. Can you see them?"
"Yes, those are his antennas."
"They're cute."
"Yeah, he's cute. He's so soft and fuzzy. Look at all the hairs on his body."
The conversation continues in this way and after a long while a small Cabbage Moth flutters past their faces and lands on a nearby flower. Soon, two more arrive.
"It's a butterfly! There's another one."
"And another one!"
"We can study the butterflies, too! Even the butterflies collect pollen. What do they do with the pollen?"
"I don't know."
"We should study that!"
The following morning, one of the children has the idea to organize a group to arrange rocks in front of the garden to protect the bumblebees and "butterflies." They run back and forth, lining the rocks carefully, one after the other.
Throughout the week, we see the child who initiated the bumblebee study working diligently in the Light Studio, creating honeycombs out of translucent geometric forms.
“Research is a habit of mind, an attitude that can be developed or neglected. It is a response to curiosity and doubt. It constructs new knowledge, makes for critical thinking, and is part of citizenship and democracy. Like everything else about Reggio, research is not a solitary activity, but a process of relationships and dialogue.”
Carla Rinaldi and Peter Moss
Carla Rinaldi and Peter Moss
Bringing the Outside In
We make a commitment to blur the indoor/outdoor lines, to bring nature inside our walls, to study the cast off shell, feather, antler, or snake skin. We fill our environment with natural elements and study these in Studio. This week, we spend a lot of time studying the huge quantity of beautiful feathers we have collected on our campus adventures. We use magnifying glasses to look closely at their graceful lines and represent the various forms using ink and liquid watercolors.
"Feathers are for flying."
"And flapping. For flapping down."
"They help the bird glide and balance."
"They're for swimming, too. They're waterproof."
"They're for making a nest. Or for making their nest soft from the hard stuff."
"For shelter."
"They're also for distracting. The boy peacock distracts the girl peacock with his feathers. He just whooshes them up."
"And flapping. For flapping down."
"They help the bird glide and balance."
"They're for swimming, too. They're waterproof."
"They're for making a nest. Or for making their nest soft from the hard stuff."
"For shelter."
"They're also for distracting. The boy peacock distracts the girl peacock with his feathers. He just whooshes them up."
Getting to Know Our Space
We explore all of the different Studio spaces, introducing the children to materials and concepts they will use in each environment. The day after we get to know the main Studio, one of the children passes it and says, "Every magic happens there." We couldn't agree more.
We introduce the children to the Light and Color Studio, and they are enthralled with all of the objects that reflect and refract light, and with the way light illuminates the materials.
When we venture into the Architecture Studio, we see the variety of ways the children choose to express scientific and mathematical thinking. Some choose to explore speed, velocity, and the laws of motion as they send objects down different sized ramps and at varying heights. Some classify as they sort, others use measuring tapes and yard sticks to document comparative size relationships of structures they have created, or to measure models of architectural wonders. Others focus on the compositions of their structures and come to understand how they can lend stability by adjusting placement or choosing precisely shaped objects. Most importantly, through collaborative use of materials, the children forge and deepen their social connections.
A Day of Rain and Trains
The children are experts at devising clever ways of playing and working, inventing innovative systems for doing things, and using materials to nurture and sustain relationships. Creativity manifests itself in our lives everyday with the children - in their games, their elaborations, their joyful ingenuity.
We see it outdoors as the children crouch down with wonder and excitement in the tall grasses, so they can suddenly spring up to surprise a friend.
We see it outdoors as the children crouch down with wonder and excitement in the tall grasses, so they can suddenly spring up to surprise a friend.
We see it during open exploration as the children create in ways that are meaningful to them. This week, one of the children works in the Recycling Studio for a long time and when we ask what he's thinking about, he says,
"I did hard work. I wanted to make a day of rain and trains. I decided to do that for my brain. It's a train for all my friends at school. We're all smiling because we're happy. I made dark rain clouds, but we don't mind. We're driving to the forest at Home Base (our Wandering Wednesday meeting spot on campus). It's a solar-powered train. It can go 50 miles fast."
"I did hard work. I wanted to make a day of rain and trains. I decided to do that for my brain. It's a train for all my friends at school. We're all smiling because we're happy. I made dark rain clouds, but we don't mind. We're driving to the forest at Home Base (our Wandering Wednesday meeting spot on campus). It's a solar-powered train. It can go 50 miles fast."
As one of our second year students entered on the first day of school, we asked how he was feeling, and he said, "My heart is so happy it's quiet."
Our hearts are happy, too, dear friends. We are off to a wonderful beginning, and happy to be on the train. Welcome aboard!
Our hearts are happy, too, dear friends. We are off to a wonderful beginning, and happy to be on the train. Welcome aboard!
Heart to Heart
We have spent these last days writing notes and books of thanks to some of the important people in our lives - grandfriends, our dear friend Vovo, Mr. Murdock, older students in our lives, and many others who have played important roles for us this year. The children also have worked on surprises - special books of friendship for our three friends who will be moving on from Friends Academy.
David Brooks, in the New York Times, wrote, "The ancient Greeks had different words for different kinds of love — like Ludus (playful love), Pragma (longstanding love) and Agape (universal love). Sixteen hundred years ago, Augustine argued that the essence of a good life is choosing the right things to love and loving them well. But over the past several centuries our models of human behavior have amputated love...This philosophical shift has caused unimaginable harm, especially in the sphere of education. Education is one of those spheres where the heart is inseparable from the head." We could not agree more. One of the central points that has emerged from years of Early Childhood research is that a school's "heart" - its commitment to building meaningful relationships with young children - may be the single most important factor in their future success.
We have spent these last few weeks reflecting on that heart, on the meaningful relationships we have forged together. We have named our mixed emotions and given voice to our collective experience. The intricacies that have made our Farmhouse life so rich—the daily rhythms, the choices, the interactions, the relationships—are often difficult to capture in moments or memories or documentation. Our discussions, and the acts of representing our gratitude for one another, have provided us a sort of closure and clarity. By reflecting on our shared experiences we have put particular moments into focus and have come to better understand the intricacies of how our relationships have evolved and shaped us.
The children, and we as their co-travelers, have been sharing antidotes that have held particular meaning and moments we have held tightly to, and in the process our stories have combined, casting light, giving our singular perspectives depth. Our experiences are intertwined. Our stories, though different, are inextricably connected, and it is together that we have woven this rich tapestry that is our collective journey. We work hard to keep love at the very core of everything we do at the Farmhouse, and nurturing relationships is our top priority. And as we look upon our time together, we know that we are bound, as one child said, "heart to heart with invisible string" and we are truly, truly grateful.
There are no words to express how bittersweet this time is for us or how appreciative we are for your love and support and for entrusting your children to us. We know that we have so many of you moving on to Kindergarten, but please remember that you are always welcome in your first home at Friends Academy. We look forward to our very last day together. We will try to make each moment stretch. Thank you from the bottom of our hearts for a wonderful year!
David Brooks, in the New York Times, wrote, "The ancient Greeks had different words for different kinds of love — like Ludus (playful love), Pragma (longstanding love) and Agape (universal love). Sixteen hundred years ago, Augustine argued that the essence of a good life is choosing the right things to love and loving them well. But over the past several centuries our models of human behavior have amputated love...This philosophical shift has caused unimaginable harm, especially in the sphere of education. Education is one of those spheres where the heart is inseparable from the head." We could not agree more. One of the central points that has emerged from years of Early Childhood research is that a school's "heart" - its commitment to building meaningful relationships with young children - may be the single most important factor in their future success.
We have spent these last few weeks reflecting on that heart, on the meaningful relationships we have forged together. We have named our mixed emotions and given voice to our collective experience. The intricacies that have made our Farmhouse life so rich—the daily rhythms, the choices, the interactions, the relationships—are often difficult to capture in moments or memories or documentation. Our discussions, and the acts of representing our gratitude for one another, have provided us a sort of closure and clarity. By reflecting on our shared experiences we have put particular moments into focus and have come to better understand the intricacies of how our relationships have evolved and shaped us.
The children, and we as their co-travelers, have been sharing antidotes that have held particular meaning and moments we have held tightly to, and in the process our stories have combined, casting light, giving our singular perspectives depth. Our experiences are intertwined. Our stories, though different, are inextricably connected, and it is together that we have woven this rich tapestry that is our collective journey. We work hard to keep love at the very core of everything we do at the Farmhouse, and nurturing relationships is our top priority. And as we look upon our time together, we know that we are bound, as one child said, "heart to heart with invisible string" and we are truly, truly grateful.
There are no words to express how bittersweet this time is for us or how appreciative we are for your love and support and for entrusting your children to us. We know that we have so many of you moving on to Kindergarten, but please remember that you are always welcome in your first home at Friends Academy. We look forward to our very last day together. We will try to make each moment stretch. Thank you from the bottom of our hearts for a wonderful year!
Family Hike Day
We are, as in past years, in denial that our Farmhouse journey is soon coming to a close. It is hard for us to find the words to convey our mixed emotions of joy, pride, and especially, letting go. Over the course of this year, and for many of us two, we have become so much more than teachers and learners. We have become friends, fellow travelers who guide each other, support each other, and urge each other to ask questions, seek meaning, and live fully in the world.
We have unearthed our values and have used those values to bring life to our daily work and to our community. We have found ways to serve each other mindfully and have lived with intention. We have learned to bring out the best in each other, developed our capacity for empathy, and tried to make our world a better place. We have felt the deep satisfaction and joy of enduring friendship. We hope that through open reflection we have been able to make, in some small part, this learning journey visible. Thank you for being with us. We offer you all our deepest gratitude and hope to make the most of these next few weeks with you all.
Thank you to everyone who was able to join us for Family Hike Day. We were thrilled to share some of our favorite places on this beautiful campus that ground us and give us roots; places that symbolize the magical moments that make up this important phase of childhood. Please enjoy the moments we were able to capture.
We have unearthed our values and have used those values to bring life to our daily work and to our community. We have found ways to serve each other mindfully and have lived with intention. We have learned to bring out the best in each other, developed our capacity for empathy, and tried to make our world a better place. We have felt the deep satisfaction and joy of enduring friendship. We hope that through open reflection we have been able to make, in some small part, this learning journey visible. Thank you for being with us. We offer you all our deepest gratitude and hope to make the most of these next few weeks with you all.
Thank you to everyone who was able to join us for Family Hike Day. We were thrilled to share some of our favorite places on this beautiful campus that ground us and give us roots; places that symbolize the magical moments that make up this important phase of childhood. Please enjoy the moments we were able to capture.
The Most Wonderful Day of the Year
"The quality of a nation is reflected in the way it recognizes that its strength lies in its ability to integrate the wisdom of its elders with the spirit and vitality of its children and youth."
Margaret Mead, Coming of age in Samoa
Margaret Mead, Coming of age in Samoa
Grandfriends' Day is, without a doubt, our favorite day of the year. It is such a wonderful way to celebrate intergenerational relationships, spend meaningful time together, and learn from each other. We always invite the children to plan their special day with their Grandfriends.
The focus inevitably turns to what every good celebration needs - food. The children want to prepare healthy muffins for their Grandfriends so they work hard to make delicious blueberry orange muffins. They suggest topping them with flowers so we buy edible flowers to brighten up the tasty treats.
The focus inevitably turns to what every good celebration needs - food. The children want to prepare healthy muffins for their Grandfriends so they work hard to make delicious blueberry orange muffins. They suggest topping them with flowers so we buy edible flowers to brighten up the tasty treats.
When they express the desire to bring Grandfriends into the woods to see their kindness rocks, we suggest they create a second set of kindness rocks and make an indoor rock garden for their Grandfriends to enjoy. They paint and design their rocks, and they ask us to write their messages for them, and when they are complete we place them under our indoor tree.
We head to the fields to think about our Grandfriends and what they mean to us and the children sketch beautiful images and tell us stories about special memories. They impart sweet anecdotes and we get glimpses of the special bonds they share.
"I love when my Grandma puts me to be and tucks me in so cozy and says goodnight to me. And she never, ever forgets to tell me that she loves me."
"I love when my Grandma puts me to be and tucks me in so cozy and says goodnight to me. And she never, ever forgets to tell me that she loves me."
The children write messages of love - personalized notes with their own individualized itineraries inside - and practice singing their songs. Finally, after weeks of thinking and planning and preparing, the big day arrives and it is as wonderful as we hoped.
The excitement in the air is palpable. Our beloved Vovo, who has been a Farmhouse Grandfriend volunteer for fourteen years, surprises us with a visit. The children are delighted. Many children wait enthusiastically by the fence to spot their guests. One by one, as our grandfriends make their way through the Farmhouse gate, the children take their hands or run on ahead in excitement to lead them to the outdoor stage where we will perform.
The excitement in the air is palpable. Our beloved Vovo, who has been a Farmhouse Grandfriend volunteer for fourteen years, surprises us with a visit. The children are delighted. Many children wait enthusiastically by the fence to spot their guests. One by one, as our grandfriends make their way through the Farmhouse gate, the children take their hands or run on ahead in excitement to lead them to the outdoor stage where we will perform.
The children give the performance of a lifetime and then we all move inside. Soon the Farmhouse is abuzz with joyful energy. Children sit side by side with their guests of honor exploring, painting, donning hard hats to construct the next architectural wonder, examining materials, feeding each other, laughing and loving. The children have their own sense of time and pace and their Grandfriends happily oblige, taking pleasure in the simple tasks the children have set forth for their time together. They are wonderful hosts, and we feel the easy reciprocity of their play, and see the gentle gestures and looks exchanged, and feel it is a very special gift to bear witness to these special bonds for a little while. The entire day, as always, is moving and beautiful, and we feel grateful to be present.
Please enjoy some special moments we were able to capture.
Please enjoy some special moments we were able to capture.