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Naturally Inclusive: Engaging Children of All Abilities Outdoors — Transcript

by The Outdoor Learning School & Store · 10,017 words · 1,570 segments · language en · Watch on YouTube

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0:00foreign
0:15and tanaha welcome
0:18um we've got 350 people and growing
0:22rolling into the webinar and so we
0:25promised you workshops we promised you
0:27that we would be able to see your faces
0:29and guess what nearly 5 000 of you
0:32signed up but this Workshop alone and
0:36the limitations to how many people can
0:39be in a meeting together so we've had to
0:41switch to webinar look people have found
0:43those reaction buttons you got it on the
0:45bottom of the toolbar you can chat with
0:46us that way the Chat is enabled
0:49um hi everybody hearts and thumbs and
0:52celebrations we are so excited to be
0:54back with you and I wish I could see all
0:56your smiling faces and my favorite lady
0:58who's on the treadmill I know you're in
1:00there I know you are because you've been
1:02to everything for the last few years but
1:04um I'll just have to imagine it as we
1:06roll
1:07um but thank you so much for joining you
1:09uh joining us in this space
1:12um my name is Jay Beryl I am the
1:14director of learning at The Outdoor
1:15Learning Store I'm joining you today
1:18um from the traditional unseated
1:19territories of the snakes
1:21people are the bull trout I live in
1:24which means where the ridge lines meet
1:27the water nestled between the ridgelands
1:29of the monashes and the selcoat
1:31mountains along the banks of skin
1:34the Swift River or the Columbia River
1:37I'm deeply honored and grateful to join
1:40you today to be a part of this learning
1:41space I'm just going to start
1:44um
1:45the Powerpoints that we can scooch in
1:49uh and perhaps you'll hear some full
1:51sounds in the background
1:54um welcome everyone
1:56um this is the Outdoor Learning full
1:58virtual Workshop series it's September
2:0019th we are kicking off with the
2:02actually inclusive engaging children of
2:04all abilities Outdoors
2:06um as I did give my indigenous
2:08acknowledgment
2:10um I would like to share with you
2:13um that it is of course September which
2:15means the national day for true and
2:16Truth and Reconciliation is coming up uh
2:19in Canada on September 30th
2:21um but our commitment is that Truth and
2:24Reconciliation in this work is not just
2:26on one day uh it's fantastic to have a
2:28day to honor and celebrate but it's
2:30every day so through that we are running
2:32various different things uh year-round
2:35learning the four seasons of indigenous
2:37learning initiative which involves
2:39online resources and learning modules
2:41put together by indigenous knowledge
2:43Keepers elders and educators are
2:45featuring these 10 fantastic diverse
2:48indigenous voices sharing in live
2:50Gatherings
2:51um so there's a link in the chat you can
2:53join us
2:54but also focusing on the story and
2:56bringing in a lot more indigenous voices
2:59within our resources this is one of the
3:01newest ones it's called strong science
3:02it's linked to canada-wide and would be
3:06applicable to the US
3:08um uh indigenous perspectives on science
3:11uh connected to different animals and
3:14there are 16 books uh and a company and
3:16teacher guides
3:18and we're also the next big pro d we're
3:20hosting with the Clash insta communities
3:22network is a virtual professional
3:24development Gathering online that
3:27features three different fantastic
3:29indigenous lead panels discussion groups
3:31and
3:32um indigenous learning workshops and
3:35it's open and closed
3:42we're also hosting a bunch of different
3:44courses and things to be able to give
3:46you uh what you need to succeed the
3:49First full one is Outdoor play-based
3:51Learning
3:52we've also got nature activities for
3:54Learners if you're really looking how to
3:56go in that starts in the winter and
3:58these are live workshops with the
3:59authors of these resources and then we
4:01have a four-part learning Series in
4:03spring on wild learning
4:06I'll let Steph who's been working hard
4:09behind the scenes on view and introduce
4:11herself
4:13hello hello yeah
4:15um and already the chat is so busy it's
4:17so lovely I know we can't see your faces
4:19but it's always nice to see everybody in
4:21the chat at least
4:23um I'm Steph welcome if you are new and
4:26welcome back if you have been here
4:28before I'm the program manager at take
4:31me outside
4:31and uh I'm also representing our 80 plus
4:36Outdoor Learning partners that uh that
4:38we have through this wonderful community
4:40and network
4:41um myself I'm calling in from Vancouver
4:44Island in British Columbia Canada and
4:46where I am specifically uh is the land
4:50of the koatsun people the cowashan
4:52tribes the hokuminum speaking people uh
4:55right now I'm under the shadow of the
4:58mountain the sequois and although it's
5:00obscured by clouds and I'm happy to see
5:03those clouds because it means that we
5:06are getting some rain and the land is
5:09getting once again replenished after a
5:11long summer and I hope it's lovely
5:13wherever everyone's calling in from I
5:14see everyone writing where they're
5:15calling in from right here too so thank
5:18you for that I should be talking about
5:19take me outside day though uh also
5:22uh so take me outside Dave if you
5:24haven't heard of it is
5:26um our annual event it's our biggest
5:27annual event among others and as you can
5:30see there we have themes every day it's
5:32all about getting outside
5:34um spending time on the land and
5:37learning more about your connection to
5:38the land and we're gonna have speakers
5:40and activities and amazing prizes it's
5:42going to be very fun uh and actually
5:45tonight we want to offer folks if you
5:48sign up sort of you know between now and
5:50the end of the night we are going to
5:53take a pool of those registrations and
5:55we're gonna offer some prizes so if you
5:57are signing up to take me outside day
5:59um in the next you know in the evening
6:01time wherever you are we'll we'll select
6:04someone randomly a few folks randomly
6:06from those and we'll we'll send you a
6:07prize we have gift cards to Mac and we
6:10might send you a TMO t-shirt
6:12yeah we hope to see you there and I know
6:15the uh the chat is very busy and I'm
6:17putting links in the chat but they might
6:18get a little lost but you are going to
6:20get a follow-up email with all the links
6:21the recording the certificate everything
6:23like that so don't feel stressed if the
6:25chat is too busy for you
6:28amazing thanks Steph
6:31um yes to sign up I did put a link in
6:34there to take me outside day but Steph
6:36will put another one in there to make
6:38sure that you can um dive in
6:40um there's some fantastic themes that
6:42are a part of that and again uh we start
6:44with indigenous acknowledge
6:46um we ask if you are in North America or
6:48this is relevant to you that in this
6:50moment um as we we Center indigenous
6:53perspectives as we move forward
6:55um you can give your land acknowledgment
6:57in the chat if you'd like but I wonder
6:59if you we could start a waterfall of
7:01maybe one way in uh in the chat one way
7:04that we are or can take action this
7:08month particularly or as a starting
7:10place
7:12um for reconciliation and whether that's
7:14with the people or the land so that
7:16could be as simple as picking up trash
7:18when we go outside it could be uh
7:21researching or attending an
7:22indigenous-led event reading indigenous
7:25created resources but let's have a
7:28waterfall of thoughts Nadine's talking
7:31about partnership
7:33um wonderful thank you so much learning
7:35traditional language fantastic bringing
7:38an elder in the classroom reviewing the
7:41Truth and Reconciliation calls to action
7:43document fantastic really appreciate you
7:46there's a link in the chat that will go
7:48in as well that has some really
7:51fantastic curated resources from our
7:53indigenous advisors that will help you
7:54do that and thank you so much it's we
7:57have
7:58915
8:00916 people here just so you know this is
8:04the most powerful Community Building
8:06space I know we can't see each other's
8:08faces but we are here as a community
8:10doing this work so I'm so grateful for
8:12each and every one of you and for
8:14everyone for being here today with us
8:17okay
8:18um we're in webinar so it doesn't matter
8:21if you're eating dinner or loud noises
8:24from kids behind you we can't hear you
8:25or see you actually but please type any
8:28questions in the chat or you can use the
8:30Q a and if you put them in there Steph
8:33and myself will collate them and after
8:34Ruth's presentation we'll pose the
8:36questions for you
8:38um you can enable closed captions if you
8:41need subtitles if you hit the three dots
8:44more button uh on your toolbar and you
8:47can enable them
8:49and we're going to have a little
8:50introduction the first presentation q a
8:53and then there's prizes right at the end
8:55as always so stay right to the end
8:56you'll get an access to the recording a
8:59discount code for resources at The
9:01Outdoor Learning Store and a certificate
9:03of attendance it will go in a follow-up
9:06email to you uh by lunchtime tomorrow if
9:08you don't see it please check your spam
9:11um I'm loving to see the Fantastic
9:13waterfall still of amazing
9:15reconciliation work going on right in
9:17this moment so thank you okay super
9:19quickly uh because you know how it is
9:21I'm just going to launch a little poll
9:23so hopefully on your screen
9:28um two questions you scroll or the first
9:30question is where are you joining us
9:32from so I've got
9:35um I've sort of split it
9:37into the Canada in the US is sort of um
9:41in their Mexico's on its own sadly and
9:43then there's Elsewhere on this beautiful
9:44planet there's Limited in bits that I
9:47can put in there so if you're off from
9:49elsewhere please type in the chat
9:51um where you're joining from and if
9:54you're typing in the chat there's a
9:55little arrow and it says
9:57um make sure that your blue little arrow
10:00says everyone and not just hosts and
10:03panelists so that everyone within the
10:05room can see the work you're doing
10:07um we've got people from Australia
10:09people come in oh China Argentina
10:12fantastic not far from there or actually
10:16where Steph is
10:18um amazing so thank you so much I'm
10:20going to end the poll there
10:22700 people so we got we got a pretty
10:25good representation hey of a cross
10:28um
10:29uh Canada in the US here and people
10:31joining us
10:33um so that's fantastic
10:36and I've just got one another question
10:38for you and it's asking who are you in
10:40this educator space are you a formal
10:43educator uh admin support special needs
10:46are you informal Recreation something
10:48like that or a parent homeschool
10:50Guardian family educator and often we
10:52get people who are none of the above but
10:54they're just passionate about outdoor
10:55education feel free to share in the chat
10:58like what this means to you or why
11:00you're here with us
11:02and I'll just give it a couple more
11:04seconds
11:08five seconds four three two one okay I'm
11:11ending the pole I'm gonna share the
11:13results so look at this every single
11:16category of educator right anyone
11:18sharing information has joined us here
11:21today and so my uh heart is so full to
11:25have each and every one of you here uh
11:27lots of people from Early Childhood
11:29um and and even admin and supports are
11:32really fantastic
11:34okay I do just have to oh there's gonna
11:37be art to take me outside day nature art
11:39get involved I've got to click we have
11:41some fantastic partners that are
11:43international that are from the US
11:46I wish I could say all their names but I
11:48just don't have time we've got over 70
11:51Outdoor Learning Partners these are our
11:54Canadian Partners so on our website
11:56outdoorlearningstore.com Partners if you
11:58click on their names you'll get a
12:00fantastic set of resources uh support
12:04tools um that are relevant for your
12:06place your space so please utilize that
12:09partnership in developing your Outdoor
12:11Learning practice okay right as my nan
12:14would say time for the meat and potatoes
12:16here we go
12:17um so welcome to naturally inclusive
12:19engaging children of all abilities
12:21outdoor I just want to introduce this is
12:23my friend Karen
12:25um uh Karen's inclusion and
12:28accessibility consultant and expert
12:31um fantastic dancer
12:34um I don't know if I should say all of
12:35our secrets
12:37um and uh Outdoors person uh kayaka
12:41kanua this was taken off they've been
12:43canoeing at a conference that we held in
12:45Revelstoke last October and and Karen is
12:48the person that brought Ruth to us in
12:51our world so I'm going to pass it over
12:53you to uh to introduce Ruth Karen thanks
12:56for being here thank you Sid welcome
13:00everyone and like Jade death my name is
13:04Karen lie
13:07um I go by see her pronouns and I'm
13:11pleased to be calling in from the land
13:15of mass Grims lay with this Instagram
13:21I am the classic of introducing Dr Ruth
13:27Wilson
13:29foreign
13:43level
13:48for over 14 years including 10 years at
13:55Bowling Green State University in Ohio
14:01professionally a primary area of England
14:07a Early Childhood
14:10Environmental Education and peace
14:14advocated
14:16months of Ruth's work focuses on
14:20holistic development of children with an
14:25emphasis and connection between Body
14:29Mind and Spirit
14:32she works in and
14:35works and and Advocates no consultant
14:39and curriculum writer is better
14:43expertise in the area of Early Childhood
14:50Environmental Education
14:54in
14:56connecting young children with nature
15:01warm welcome to you Ruth and thank you
15:05for being here today
15:08thank you Karen for that beautiful
15:11introduction
15:13um I come from New Mexico
15:16um as Karen mentioned I did teach in
15:19Bowling Green Ohio uh in early childhood
15:22special education but that's where I
15:25really started my work
15:28um with connecting children with nature
15:30and I do have to say my time with you
15:33today I'm feeling both great Delight
15:36because my work with connecting children
15:40in nature started in the early 1990s
15:43and I have seen so much growth uh since
15:47then in people's interest in the
15:50connecting children and nature so my
15:53delight is being with all of you and in
15:57a way because it's virtual I don't see
16:00you I think I feel you I think I feel
16:05your enthusiasm
16:07um the fact there's so many of you here
16:09and from so many places and different
16:11roles that you play so while I feel
16:15challenged and that I can't see you
16:17can't hear you I still feel very close
16:21to you my other challenge is
16:24I have taught classes
16:27um while at the University that were
16:29three hours long and I think Jade said I
16:31have 30 minutes so I'm challenged to
16:34give you all that I can in a little bit
16:37of time but I'd like to start with the
16:41book of naturally inclusive and I know
16:44uh yes there is a slide so it's got my
16:48name there as the author but I have to
16:51tell you this book would not have
16:52happened without over 30 enthusiastic
16:58people who care about children with
17:03differing needs and their uh connections
17:06with nature so I've had parents and
17:10teachers and therapists and others just
17:13saying nature is important for everyone
17:16but we often see that children with
17:19differing abilities sometimes are left
17:21out so when I
17:24say my name there I say please think of
17:28the whole team of contributors said
17:31there are over 35 so this book came
17:34about and it's life
17:37um is sparked by the many contributors
17:40to the book so I do want to recognize
17:42that so that's a little bit about how
17:46the book came to be it's all these
17:48people sharing their stories and there's
17:51a little bit more to the why
17:55um I do work with the children in nature
17:59Network as the curator of the research
18:02library and I've been doing this for
18:05about six years and during this time I
18:09have noticed well I've read over 1 000
18:13research studies uh documenting the
18:16impact of nature in children
18:19so much of the research
18:21especially looking at programs and what
18:24they're doing focus on what we would say
18:27are the typically developing children
18:29there aren't a lot of programs that say
18:33well we also include children with
18:36differing abilities so in the many many
18:38studies I see uh there's somebody left
18:41out and it's often the children with
18:43differing abilities so I I've noticed
18:47that and concerned about it I've also
18:50visited quite a few programs and
18:53um the nature focused programs and again
18:57the children with differing abilities I
18:59don't see them very often so there was a
19:02need to say okay
19:04let's tell stories about where it works
19:07where it's successful and why it is so
19:10important so that's that's kind of the
19:12why
19:13um
19:15I would like to share just two stories
19:18before we move into the rest of the
19:21um slides the one story is about my
19:24brother Jim
19:26I grew up with two older brothers
19:29um my brother Jim was the older one and
19:33he had Tourette's Syndrome this is many
19:36years ago I'm 80 years old my brother
19:39was four years older so this goes back a
19:42ways the Jim was never diagnosed as a
19:46child with differing Needs Nobody I knew
19:49had ever heard of the word Tourette's
19:51Syndrome we just knew that Jim was
19:54different he didn't walk or talk until
19:57he was at least four years old
20:00and then he did go to school but he was
20:04always the one that was left out
20:09um many times his desk was in the back
20:11of the room and the teachers just went
20:14about doing the regular lessons for the
20:17other children
20:19and and I'd really say school was not a
20:22pleasant experience for him nor were
20:25times outside of school uh Jim was not
20:29invited to birthday parties Jim was not
20:32uh in any organized outside of school
20:36time activities
20:38so I would say just remembering
20:43um our childhood together his was not a
20:46happy childhood and today as I think
20:50about it it still gives me great sadness
20:54um the other story I wanted to share was
20:57many years after I had already started
21:00teaching
21:01um at the University level and teaching
21:04special education I was at a park
21:08um on just one of my day off outings and
21:11I saw a school bus drive up
21:13and this story is about a girl with
21:16physical disabilities
21:19um she was Along on a field trip she was
21:21on that school bus she was a part of the
21:24group
21:25but only up to a point I watched as the
21:29children got off the bus most of the
21:32children were laughing and talking and
21:35kind of in a hurry to get off the bus to
21:37get under the trees and to the picnic
21:39tables so all the children got off
21:41except one and that one was the child
21:44with
21:46um
21:48Mobility assistance there was an aid
21:51assisting her
21:53um she did have a wheelchair so the aide
21:56took the wheelchair first got the child
21:58into the wheelchair
22:01help the child get down the steps by
22:05telling her hold the handle be careful
22:08step carefully
22:10helped she helped the child get into the
22:12wheelchair push the wheelchair over to a
22:15table apart from the other children
22:18so we might say this child was
22:22mainstreamed she went along in the field
22:24trip but she really wasn't included and
22:28you know she didn't seem very happy that
22:30day either
22:32um so there were two stories here one
22:35many many years ago one more recently
22:38but each story talks about the being
22:42left out not being included so we're
22:45going to move to the next slide which is
22:47all about belonging and belonging is
22:51something that
22:53um it's more than a word it's such an
22:57important part of our Human Experience
23:01our positive Human Experience
23:05um
23:06belonging is a feeling it's the
23:10satisfaction of feeling we're a part of
23:13a group
23:14uh and it's the experience of
23:16companionship and we know what that
23:18means if we have uh close connections
23:22and we feel accepted by family and
23:25friends and other people uh in our
23:29Social Circle
23:31but belonging and those those two are
23:34very important points about belonging
23:36it's about quality of life
23:39um but belonging is also a need it's not
23:42a frill so when we talk about being
23:45happy or having quality of life
23:48um belonging is also a need and it's the
23:52need to be Affiliated and accepted by
23:55members of a social group
23:58um belonging has power
24:01if we feel we belong we're going to be
24:05much more motivated to participate in
24:08some activities if you feel you don't
24:10belong to a group you feel you're not
24:13going to be accepted your motivation to
24:16push yourself in there may be
24:18compromised
24:20um and research on the benefits of
24:24belonging or the outcomes of belonging
24:27it just it's all related to happiness
24:30well-being it's also related to an
24:34overall reduction in mental health
24:38problems later in life so belonging is
24:42really critical to what we would say is
24:47a sense of well-being
24:48we're going to move on to the next slide
24:51and this slide
24:55um does relate belonging and quality of
24:58life and if you look at the pyramid the
25:01triangle on the right side you'll see
25:03social belonging right in the middle
25:05this pyramid or triangle represents
25:10um
25:10one of the psychologist Abraham Maslow
25:13and what he developed as our human
25:16hierarchy of needs and we're going to
25:19focus on that social belonging and then
25:21those two needs above it when he talks
25:25about the hierarchy of needs you'll
25:27notice the top one is self-actual
25:29actualization being all that we can be
25:33but he says with each level of need
25:37the one below it has to be satisfied
25:40before you can move on to the next one
25:42so the social belonging needs to be in
25:46place before we will feel that esteem or
25:50experience being esteemed or recognized
25:53by other and it's also before we can
25:57reach that sense of self-actualization
25:59being what we can be
26:02I think of this not just in terms of the
26:05individual but also of our society that
26:09unless we Foster social belonging all of
26:13us together we're not going to really be
26:16able to view ourselves in a positive
26:19light and we as a society we won't reach
26:22all that we can be so that's a little
26:25bit of a jump from what Maslow said but
26:29I do think that social belonging is
26:32critical to the individual and to our um
26:36Society the health of society we'll move
26:39on to the next slide it's like can't
26:41wait to get to the one that's all about
26:43nature but this is a slide that says the
26:46title the ones we sent away and this was
26:50the cover of a magazine the Atlantic uh
26:55in September the author is Jennifer
26:58Senior and Jennifer wrote about an aunt
27:01that she never knew she had had until
27:04Jennifer herself was an adult
27:07um
27:08so this was her aunt was her mother's
27:11sister so you'll see in the photo
27:13there's the mother the father
27:17daughter and then there's someone
27:19missing and the reason that someone was
27:22is missing is because she was sent away
27:25to an institution when she was three or
27:27four years old that the physician told
27:31the mother and father this child will
27:33never develop normally this child really
27:38will not have a chance for quality of
27:42life the best place is an institution
27:45where you and your family can move on
27:48and know that your child is in a place
27:52where she will be taken care of but we
27:56know we'll never advance in terms of
27:58developing Joy abilities capabilities so
28:02that's that's a story a little bit about
28:05the history of what sometimes occurred
28:09with children with differing abilities
28:11let's move on to the next slide
28:15and we're back to naturally inclusive so
28:17this is the alternative that we now say
28:22that was
28:24that was certainly misguided information
28:27that parents were receiving at the time
28:31all children have abilities all children
28:34have capabilities all people do so now
28:37we say what uh the publisher put on the
28:42cover of the block this is what we would
28:44say this is what we want this is what we
28:47want for children and Society we want a
28:50place where everybody is included so
28:53there has gone that shift from focusing
28:56on the deficits what's wrong with the
28:58child and feeling well if we can't fix
29:01it we'll just put it away well now we
29:04look at it entirely different and we say
29:06all children have abilities and all
29:10children should be included especially
29:13when it comes to what brings joy to life
29:16and nature is one of the things that
29:19brings Joy let's move on to the next
29:21slide and look a little bit more at what
29:24inclusion actually means
29:27I think I've already talked about
29:28inclusion means no one is excluded
29:32inclusion means we don't discriminate
29:35and there's a word that's in the
29:38literature sometimes that says ableism
29:43when we plan our environments and our
29:47activities around
29:49able-bodied people
29:51that's a form of discrimination of
29:54course now we say well everybody is
29:56able-bodied in some ways but we have to
30:00think about the fact that so much of
30:03what we build into an environment of how
30:06we plan our programs tends to be based
30:09on the person who we may say belongs in
30:13that Rhema of normality when it comes to
30:16physical abilities emotional abilities
30:19cognitive abilities no inclusion says
30:22everyone everyone belongs we'll move on
30:26to the next slide where we talk about
30:28inclusive groups
30:30so we probably say well we want our
30:33group the group we work with the groups
30:36that we pull together we want them to be
30:39inclusive groups so one example I'm
30:43going to uh we might say is an inclusive
30:46group assimilation go for assimilation
30:48so the child with differing abilities
30:50are the person who is different in some
30:53ways they come knocking at the door and
30:55they say can I come in
30:57and if we open the door and say well yes
31:00we want everybody to be a part of this
31:03group but if you come in this is the way
31:07we do things this is the way we operate
31:10this is the way we think this is what we
31:13believe that's that's would be more
31:16assimilation we will assimilate you but
31:19there are certain uh rules
31:22and so that's not real inclusion the
31:25other middle uh type of inclusive group
31:28would be more like integration and this
31:30would be the group Embraces the
31:32individual we set the table and we have
31:35a place there for you
31:38we we reach out to you that that is
31:42closer to a more inclusive group but
31:45there's a third kind and that's true
31:47inclusion where what we do
31:51the intent is to make that individual
31:55feel welcome to know that they belong
32:01so if you have questions about that
32:02later I'd be happy to answer that was
32:04just a very quick overview let's move on
32:07to what I call is my favorite favorite
32:10topic okay why nature so naturally
32:13inclusive why that nature part you
32:17already know this because you work in
32:20connecting children with nature in some
32:22way
32:23well just drawing from the research what
32:27I know what I experience I've pulled
32:29together some reasons about why nature
32:33is so uh ideal for fostering that
32:37inclusion well number one nature is our
32:40natural habitat we as humans we know
32:43evolutionary uh you know history that
32:47nature is where we have grown up as
32:52humans uh a natural habitat is where
32:57living things thrive
32:59so just
33:01recognizing the fact nature is our
33:03natural habitat not buildings not roads
33:06not airports those aren't our natural
33:08habitats nature is
33:12um we also know that
33:15um we feel it within ourselves and now
33:18there's a word for it that some
33:19scientists have given us that we have an
33:22affinity an innate affinity for the rest
33:25of the natural world and that word is
33:27biophilia and I put in there for the
33:30rest of the natural world because of
33:32course we as humans we are a part of the
33:36natural world
33:37so we have that affinity for everything
33:42else in the natural world even those
33:45things that we might say oh I'm a little
33:48bit fearful of that or I don't really
33:51like it when you know it's too windy or
33:54too cold
33:56um we still for the natural world we're
33:58drawn to it uh I would say cognitively
34:02emotionally we are we and as again we
34:06feel that within ourselves another
34:09reason why nature for inclusion well we
34:13have more than one kind of intelligence
34:15as the psychologist Howard Gardner tells
34:18us we also have a naturalistic
34:20intelligence and that is something we
34:24are more fulfilled we're more whole if
34:27we also attend to that way of knowing
34:31the natural world
34:33um that's what naturalistic intelligence
34:35is we do have the
34:39um way of knowing the world when we look
34:42at how things are alike how they're
34:45connected
34:47and moving on to the next Point there's
34:50a goodness of fit between what nature
34:53office offers and what children need and
34:56want it's sort of like that glove that
34:58fits exactly right or that pair of shoes
35:01it just feels right the affordances of
35:05nature are the I call them gifts and
35:08sometimes invitations what Nature has to
35:12offer and then what children are drawn
35:14to what they need what they want thank
35:17goodness of fit it's another reason why
35:20inclusion works so well uh in the
35:23natural world and then finally nature
35:26itself just shows us the value the
35:29beauty of diversity and how it it it's
35:33the environment where inclusion is more
35:36facilitated than in a lot of other
35:39places
35:41uh let's move on to that next slide
35:44and um just a little bit more about
35:47affordances so when I use that word I'm
35:50talking about for children affordances
35:53are sticks and rocks and water and
35:54leaves and small animals and what these
35:57affordances provide those are the
36:00infotain invitations to explore to
36:04engage in all kinds of sensory
36:06experiences so children will Wade In The
36:09Water they'll Splash they'll build
36:11they'll climb they'll do risky things
36:13because
36:15that's what the natural environment is
36:17inviting them to do they'll do a lot of
36:20experimenting through trial and error
36:22they'll do a lot of problem solving they
36:25will also and and we've we see this I
36:29see this through the research studies
36:30that I I've read over the last six years
36:33for the research Library children tend
36:36to cooperate more when they are in a
36:39natural place space rather than in a
36:41more manufactured play Space they tend
36:44to engage in different forms of play and
36:47a lot of that it's more creative play
36:49it's more social play the affordances of
36:53the natural environment are rich
36:55and let's move on to the next slide and
36:58this one talks a little bit about
37:01um
37:02why nature and what about nature for
37:05children with special needs what about
37:07children who can't
37:09see
37:10or hear
37:12well we could ask Helen Keller and many
37:15of you are familiar with the story of
37:18Helen Keller who was developing normally
37:21until about the age of three when some
37:25type of illness
37:27um stripped her of most of her sight and
37:29most of her hearing so a teacher came to
37:32work with her and doing the spelling in
37:35her hand to help her learn
37:38how to communicate using a different
37:41form of communication and the magic
37:43happened
37:45the water at the pump I watched the
37:48movie recently where they told the story
37:50of Helen Keller and her remarkable
37:52teacher the teacher tried spelling the
37:55word brush in the child's hand the word
37:59uh one of the toys a doll
38:02Helen wasn't getting it it was one day
38:05at the pump so the teacher is pumping
38:08the water putting Helen's hand one hand
38:11under the water
38:12spelling the word water in her other
38:14hand
38:15Helen made the connection it's oh
38:18there's a word for this and what I am
38:22drawn to what I keep remembering it was
38:25water water not some uh other toy it was
38:31water something we use every day and it
38:34was that feel of water the splashing of
38:37it the wetness of it so Helen Keller
38:41went on to learn of course many many
38:44words to communicate very effectively
38:48and she talked about the wonderful ways
38:51of knowing the world she talked about
38:53ecstatic mornings just wandering in the
38:56fields around uh the place where she
38:59lived
39:00um
39:01she had those ecstatic experiences even
39:04though she was visually she had visual
39:07impairments she had hearing impairments
39:09so she would talk about the delicate
39:12tremble of a butterfly's Wings she wrote
39:14about the soft Petals of violets The
39:18Velvet of a rose the utterances of
39:20animals and we might think well isn't
39:22that Out Of Reach for some of the
39:24children with us
39:26differing needs differing abilities
39:29and
39:30they have differences
39:34not necessarily deficiencies
39:38so they have a way of connecting to the
39:41world and make their world very rich and
39:44she says experiences with nature made my
39:47heart sing and that can be so true of
39:51all children with differing abilities
39:53let's go to the next slide I want to
39:55talk a little bit about what some of
39:57that research that I've been reading
39:59says
40:01one research study asked children uh
40:04what do you like about your school
40:05experience
40:07we might think oh it's the music it
40:10might be the fun of being with my
40:13friends but what came out most uh were
40:17references to Nature these are young
40:20children talking about what they liked
40:21about their school experience they like
40:23those big green trees with leaves the
40:26branches the apples
40:27some of the children said they liked
40:29raindrops Stone sand Birds they also of
40:33course like playing with friends
40:35they like risk-taking
40:38some of the children with differing
40:40abilities they didn't they didn't want
40:44to just watch what the other children
40:45are doing when they were climbing trees
40:47they wanted to take risks themselves
40:51they also felt the coziness of things in
40:55nature and they enjoyed what they liked
40:58about was the autonomy if they were
41:00given the freedom to make choices and
41:04act in a in a way where they're making
41:08those choices
41:11um but a lot very nature oriented is
41:14what the children were talking about and
41:16what they liked about their school
41:17experience another study
41:20um just asked children with ADHD
41:24attention deficit hyper activity
41:26disorder what do you like
41:29about life what makes your life really
41:31good so they didn't use the word quality
41:33of life they said what makes your life
41:35really good and again
41:38dominant thing the main thing that the
41:40children talked about of what made their
41:43life good it's outdoor activities with
41:46others so we see again the children are
41:49telling us what they find wonderful
41:52beautiful exciting about life it's got
41:55to do with nature it's about being
41:57outside with others
41:58and then what children with special
42:01needs need
42:03want they want to be safe they don't
42:06want to just watch they really want to
42:09be with other kids
42:11um
42:12there was one study
42:15um that asked a group of I think they
42:18were eight nine-year-olds
42:20um how do you think we could plan play
42:24spaces where children with differing
42:26abilities could really participate where
42:29they would feel
42:31that they belong that this place base is
42:34also for them and this study I did write
42:38about in the book it was just I found
42:41very informative
42:44so the two the children who were a part
42:47of the study and and here I see there
42:49were seven and eight year olds
42:51um they were told about Universal Design
42:53that how can we design an environment
42:56that's not based on ableism that it's
43:01more inviting for everybody everybody
43:03can access the environment everybody can
43:06participate in a meaningful way so the
43:08children were introduced to that idea of
43:11Universal Design and then they were
43:14asked what do you want the playground to
43:17have so that it will be inclusive and
43:22um
43:22what should it have so that everyone
43:25could play and who were some of the
43:27children's answers well there should be
43:31quiet spaces where children with some um
43:35sensory
43:36um disorders can find a quiet place to
43:39relax so they want a place that is more
43:42like a refuge they also wanted a place
43:45where
43:46they can engage in nature play
43:49um where they can use those affordances
43:52of nature a place where they can feel
43:56the relaxing uh calming properties of
43:59nature
44:00and they want to um
44:03structures they actually want to
44:05I call it they called them maybe
44:07structures I'm not sure if that's the
44:09word they use but things that they could
44:12climb on
44:13uh things that they could uh use to
44:16build with
44:18um and they wanted this these to be
44:20accessible for all the children
44:23um they wanted all the children to be
44:24able to move about so no Watchers
44:27everybody is doing something
44:30um
44:32and let's move on to the next slide
44:35where we talk about and it's from the
44:38research what benefits do children get
44:41from nature well if you say well what do
44:44children need for healthy development
44:46all of the areas that you see listed on
44:50the slide would be important and
44:53there are research studies showing each
44:56one of these areas are
44:59um facilitated prompted uh helped
45:02through uh engagement with the natural
45:04world so in terms of physical
45:07development the children
45:09part of it is motivation I mean uh
45:13doing some of the uh what we might call
45:17physical therapy activities indoors
45:20probably is not as exciting and
45:23motivating as doing it outside in an
45:25actual environment we already talked a
45:28little bit about research showing that
45:30Social Development children are tend to
45:33be more Cooperative tend to be more
45:35socially interactive tend to engage in
45:38more uh fantasy and
45:41um
45:42imaginative play with others that's all
45:45a part of their Social Development they
45:47tend to do that more in the natural
45:49environment the emotional development
45:53nature is sometimes called a place of
45:55Solace a calming place
45:59that helps in terms of emotional
46:01development but so does agency the
46:04ability to do something so it gives the
46:07children the chance to be successful in
46:10doing something making something being
46:12with others
46:14um joint attention
46:17um tends to happen Outdoors where there
46:20are interesting things to actually look
46:22at one child finds an earthworm
46:26uh points to it talks about it other
46:29kids come over to take a look at it
46:31conversation ensues
46:33um it it's tends to happen with natural
46:37uh especially uh animals
46:40um Outdoors then indoors empathy we have
46:45studies about children concerned about
46:47the baby trees to make sure that they
46:50get enough water that they're protected
46:54um we talked about the enriched play and
46:56expiration
46:57I have another list that's harder to
47:01measure perhaps that research talks
47:04about it but because it's harder to
47:06measure we might not see it in research
47:09studies quite a bit
47:11um benefits of nature engagement
47:13engagement
47:14certainly includes surprises
47:17you know you it's not as predictable
47:20when you're outside there tends to be
47:22more surprises
47:24um there tends to be I I just have the
47:27word presence
47:28a presence that
47:32you're present to the tree that the tree
47:35is present with you
47:37and this kit isn't that idea of nature
47:41is our natural habitat
47:43we are kin to all other living things
47:47and that's a part of the presence that
47:50should children
47:51often experience when they're Outdoors
47:54the natural world is something real
47:57present to them
48:00Jade how are we doing for time
48:04I'd say it'd be wonderful if we could uh
48:06wrap her up there so because we were
48:07some fantastic questions oh and I can't
48:10wait for the questions okay well let's
48:12move to the next slide
48:14I don't have three hours so I'm going to
48:16have to refer you to resources the
48:19children in nature network is one that
48:20I've been talking about and uh as a part
48:23of the team I hope to develop a toolkit
48:27and it's about connecting children of
48:29all abilities to Nature play and
48:32therapeutic Gardens that toolkit
48:35um I didn't put it together by myself
48:37there are rich resources that you will
48:40find if you go to the website listed
48:44there
48:45um and generally the resources through
48:48children and nature Network it'll take
48:50you a very long time to go through all
48:53of them I work with the library with the
48:56research library and every month we do a
48:59digest so we have been uh having the
49:03digest
49:04um
49:05fiend so the theme for September it's
49:08children with differing uh abilities so
49:11I would encourage you to if you haven't
49:14already signed up for the free digest be
49:17sure you do that by going to the
49:19children and nature Network website look
49:22up research library and it will give you
49:24a place to sign up for the digest so
49:27that's a resource and that uh toolkit
49:30will bring you many many other resources
49:36I really rushed through that and I feel
49:38like what's the most important thing the
49:41most important thing to me it's that
49:43power of nature the power of nature to
49:46do wonderful things for all children
49:49it's the uh Wonder of nature that it's
49:53not just something children experience
49:55and then they let it behind when they
49:58move into adulthood it's something they
50:00carry with them it's it's a Luis challah
50:04a researcher who's done a lot with
50:06children in nature she would say those
50:09experiences those magical wonderful
50:11experiences with nature in childhood
50:14they are with us like radioactive jewels
50:18that emit energy throughout our life we
50:22want to make sure that all children have
50:25that experience while their children and
50:28then something they can carry with them
50:30throughout life and we know for
50:32ourselves that nature has that wonderful
50:35power of enriching us
50:39um
50:39I guess part of my mission continues
50:43let's let's really broadcast that
50:47message it's for everybody and it can do
50:50such amazing things
50:53um
50:54the question of what is nature comes up
50:58once in a while
51:01that's a difficult and perhaps
51:04um perplexing question what I know it's
51:07not and it's not just a backdrop to our
51:09activity
51:10it's it's something much more real and
51:14that is something that I would uh hope
51:18we all attend to in terms of thinking of
51:22that relationship as it's real it's it's
51:25a part of our Affinity it's it's kinship
51:29um I better move on to questions so
51:31let's do it Jade
51:34wonderful firstly
51:37thank you so much
51:39um
51:40just so yeah so powerful so moving
51:44um really appreciate
51:46um these big topics and having these
51:48beautiful conversations about it
51:50um you can see the little walk full of
51:52claps and hearts and things okay there
51:54are so many questions I'm not gonna be
51:56able to get to them all I've also got
51:57Karen in the background I might ask her
51:59to on mute if some some things come up
52:01or
52:02um we want to talk about it
52:04okay one of the biggest things is people
52:07are like I absolutely agree with what
52:08you're saying this is amazing
52:10um but they're saying how I've got
52:12neurodiverse and Mobility challenge uh
52:15students in my class and we're not going
52:17Outdoors to learn on field trips
52:20um what strategies can work for a
52:22teacher for me to like be like this is
52:24what I need to do and this is important
52:30stop it's the question of how to do this
52:33with children no with neurodiversity
52:36issues I feel like it might be more of a
52:40support infrastructure question how do I
52:43get the support necessary and there's a
52:45few different people asking this how do
52:48I say you know maybe to admin or in a in
52:52a formal education space how do I get
52:55support to to say that this is necessary
52:58and important
52:59well one of the things to understand
53:03it's not just
53:06um us saying it the research is backing
53:09it up and that's one thing I love about
53:11the children in nature Network all of
53:13the initiatives whether it is for
53:16children with differing abilities or
53:18it's engaging families are engaging
53:20youth all of these initiatives it's
53:24based on what research is telling us and
53:26what the research
53:29um where it comes from it's from
53:31Educators but it's also from the medical
53:33profession it's from mental health so
53:37use what the research is telling us and
53:40then also listen to the children and see
53:44when the children are most
53:47um
53:48happily engaged motivated
53:51um
53:53and and again the I know if you're a
53:56teacher
53:57um you will need the administrative
53:59support to say we're going to spend
54:02every Friday Outdoors all day I'm in you
54:06know you would need an administrator
54:07probably to agree with that
54:09um it does happen by people who are
54:13understanding of the importance and
54:16passion enough to really go after it and
54:20maybe it's also a matter of talking to
54:22others who share your frustration that
54:25you don't have the support and sometimes
54:28it might even be from parents uh parents
54:31who want to be uh very protective of
54:34their child or say my child should be in
54:37a therapy room instead of Outdoors at
54:41the park
54:42um so maybe talking to others who are
54:44sharing those same frustrations and how
54:46do you get around it uh in the medical
54:49profession some Physicians are actually
54:52writing prescriptions so they're not
54:54just talking to the parents and saying
54:57nature is good for your child and you
54:59should spend
55:01a lot of time outdoors with your child
55:03they're actually writing it as a
55:05prescription I think it could be written
55:07as a part of IEP IEP goals being
55:11comfortable and competent Outdoors
55:15Aaron did you want to have anything you
55:17wanted to add on about maybe advocacy
55:20um
55:26I really like what you said Ruth when
55:30you said that then did they children
55:35listen to the children because when I
55:40dug in my workshops is that we as the
55:45experts people have lived is viewing in
55:51we want to play in the outdoors we want
55:55to feel belonged with other
55:59classmates so I really like what you've
56:04said with
56:06thank you thank you yeah the children's
56:09voices are very important they have a
56:12remarkable ideas
56:14they sometimes can share it through what
56:17they say they can also draw it
56:19so listen to the children yes
56:23okay I have time for two more questions
56:25because they're so broad a lot of the
56:27questions came in in that same thing and
56:29of course we could talk about this for
56:30hours and hours and I'm so
56:32um I know we're just touching the
56:34surface but this is you know we're just
56:36opening conversations which I'm so
56:37grateful
56:38um for us to have this space to do that
56:41um Stephanie asked I want to know how
56:43others actually or what could I do to
56:45include more children because my setting
56:48currently doesn't do that so we are on
56:50an eight acre property so they've got
56:52space but the only inclusive thing are
56:55two ramps to get into the buildings what
56:57can I do to create more inclusive
56:59Outdoor Learning spaces
57:04some schools and I don't know if this is
57:07a school in a teacher in a school some
57:12schools are partnering with cities to
57:15use parks that are close to the school
57:18uh some cities are planning
57:21um
57:22are taking empty lots and if they're
57:25close enough to the schools make it a
57:27school Park
57:29um
57:30so there are
57:33an inclusive space doesn't have to we
57:37don't always have to think in terms of
57:38what do we need to add to the Natural
57:40space like the ramp to get to it uh
57:44what's already there in the natural
57:47environment and then have the children
57:50be there
57:52you know the affordances of the natural
57:54environment the Rocks the seeds the
57:58leaves all of that it's we can find
58:00those almost anywhere
58:03and the textures for example so someone
58:05actually also asked a question about
58:06someone and perhaps with autism or um
58:10who has sensitivity to texture or things
58:12like that and what I've found is just
58:13that the things that I create the loose
58:16Parts the bits of stuff we're going to
58:18do it's just used differently
58:20so not ascribing like we're going to use
58:22these things to make a shape that looks
58:25like this but saying here's some stuff
58:27we've got 10 minutes
58:29enjoy enjoy the textures and then they
58:32can take or leave whatever feels good
58:34and what doesn't
58:35yes that open-ended nurse yes and that's
58:38what many many children love about the
58:41natural environment it is not
58:42prescriptive yeah it takes what they
58:47need and want yes
58:52anything to add there Karen
58:54I would
58:56um
58:57no I love what you said that but
59:00sometimes bringing in the nature in the
59:06grass room like you can bring bags of
59:09leaves in your classroom or like
59:14pile of dirt
59:17let's leave their mess do the amen team
59:21then
59:23um you can bring it out in the outdoor
59:26in the classrooms for them to enjoy
59:32exactly yes bring nature in
59:36that's so beautiful look there are so
59:38many questions and people are panicking
59:40that they're not going to be able to
59:41access the chat as well by the way which
59:43is like you know biblical in length at
59:46this point so I'm going to follow up
59:49we're going to keep the chat okay we're
59:51gonna put it in the follow-up email just
59:52so if I can have it but here's what
59:54people are saying that they really love
59:56the meaning a thing about the word
59:57belonging so I wonder if I might just
59:59get you to close the Q a by each of you
1:00:02Ruth and Karen maybe just really briefly
1:00:05describing what belonging means to you
1:00:09or how you maybe could share belonging I
1:00:14know it's hard to to
1:00:16um to pricey something as big as that
1:00:21um
1:00:23and while you're thinking maybe I can
1:00:25share mine because I work with people
1:00:28um particularly in sport in the
1:00:30mountains making the mountains
1:00:31accessible
1:00:33um and I think the biggest thing for me
1:00:35is just celebrating
1:00:37um what people are good at
1:00:39and what what powers they have within a
1:00:42space of being like really resilient to
1:00:44cold or being able to have this really
1:00:46amazing focus on a particular topic that
1:00:49distracts them from the fact that
1:00:50they're scared of the chair lift or
1:00:53um that they're cold by having this
1:00:55amazing uh Obsession let's say with
1:00:56roller coasters and telling me about
1:00:58every roller coaster that they've ever
1:01:00been on and me being like you know what
1:01:01that's fantastic because it's keeping us
1:01:03in a happy mind space
1:01:05that for me was a sense of belonging
1:01:08um of of knowing that um Everybody
1:01:11matters in whichever way they show up
1:01:14I think of belonging too in terms of we
1:01:17are connected and finding those
1:01:19experiencing those connections we tend
1:01:22to have so many
1:01:24um we share so many things that we love
1:01:27that we're interested in that we're
1:01:28curious about so to me belonging is
1:01:31realizing uh we we share these things
1:01:36um and the belonging with the within the
1:01:39whole natural world instead of thinking
1:01:41of ourselves as separate from it we
1:01:43belong to it we're a part of it and
1:01:45that's the source of Wonder the sense of
1:01:47wonder we are a part of we belong to all
1:01:50of this
1:01:53questions
1:01:55go ahead
1:01:56I interrupted you
1:01:59it's normally me yeah I didn't do it
1:02:05go for you Ruth you was ending
1:02:10oh I I was just saying about that
1:02:13connection that that to me when we feel
1:02:16the connection that is when we know we
1:02:19belong
1:02:22I love that
1:02:25um for me belonging means feeling that
1:02:29I'm valued then I am a part in this
1:02:36life
1:02:38and that I'm valued from my voice
1:02:43I'm valued for my division and being
1:02:47valued
1:02:51yes yes
1:02:53you are valued yeah I love you
1:02:57I'm gonna cry
1:02:59um from the minute you know
1:03:01um
1:03:03these spaces it just fills my heart with
1:03:07joy to be in these amazing and even the
1:03:09chat is like the most emotional thing
1:03:11I've ever participated in
1:03:15um I uh this is a beautiful look at all
1:03:18those hearts okay I am gonna honor I'm
1:03:21really sorry we're late and we've got to
1:03:22do like the quiz and stuff but I just
1:03:24want to say thank you Ruth uh thank you
1:03:27for the work you're doing thank you for
1:03:28the books you're writing Karen I've
1:03:31participated in your professional
1:03:32development workshops Karen's
1:03:34consultancy link will be in the
1:03:35follow-up email as well
1:03:38um and you're presenting at the national
1:03:40Outdoor Learning conference in Banff May
1:03:429th to 11th Karen does a phenomenal like
1:03:44two hour long deep dive into like
1:03:47belonging
1:03:49um and what inclusion means and so uh
1:03:52just absolutely overwhelmed by the
1:03:55knowledge Joy power within this space
1:03:59and all the people in the chat really
1:04:01participating at the end of your work or
1:04:03busy days or looking after kids or
1:04:05looking after yourselves whatever's
1:04:07going on so thank you so much for
1:04:09everyone
1:04:10um I don't really want it to end but I
1:04:13do have to say um we have to keep going
1:04:16um there are five more
1:04:19um in this series online
1:04:22um workshops so please
1:04:26um join us for the rest of them they're
1:04:27going to be very much uh in this thing
1:04:29but we're talking about wild learning
1:04:31patterns in nature teaching math uh
1:04:33connecting to indigenous teachings uh
1:04:36Legend and Plein Air for fully first
1:04:39francophone and someone asked about
1:04:40Spanish is coming uh soon and um using a
1:04:44digital tool for successive like online
1:04:46Workshop trainings
1:04:48um that are being developed for early
1:04:51years and Beyond
1:04:53um okay prizes this is how it goes
1:04:55there's still you know nearly a thousand
1:04:57people in the room so I'm going to ask
1:04:59you a question it's a really good idea
1:05:01everyone if you open up the
1:05:03outdoorlearningstore.com and take me
1:05:06outside.ca we're going to send you on a
1:05:08tiny bit for scavenger hunt or a
1:05:10knowledge dive into our websites because
1:05:12obviously we want you to see about all
1:05:13the cool stuff we're doing uh resources
1:05:16for you so we're trying to highlight
1:05:18that
1:05:19um but it's the first answer into the
1:05:21text box
1:05:22you might not see everybody's because
1:05:24some people have their blue box set to
1:05:26host some panelists but if everyone you
1:05:28can have it clicked to everyone but
1:05:30Steph and I will see
1:05:32there are four questions first two
1:05:34questions you get a 25 gift card to The
1:05:36Outdoor Learning Store and the second
1:05:38two questions you get a 25 gift card to
1:05:40the take me outside store which is uh
1:05:42Canadian made
1:05:44um ethical uh apparel with slogans like
1:05:47not all classrooms have four walls and
1:05:50cool stuff like that so uh here we go
1:05:53um it's the first correct answer in the
1:05:54chat gets it Steph are you ready because
1:05:57I know that it's gonna be
1:05:59um
1:06:00it's gonna be intense it's going to be
1:06:03busy okay I just put the links to both
1:06:06the websites in the chats some people
1:06:07were asking for them and now I would say
1:06:09I'm ready okay everyone typing fingers
1:06:12at the ready
1:06:13question one how many free workshops are
1:06:16there in this full Workshop series
1:06:20Rebecca Miller six you guys okay
1:06:23wonderful amazing easy you're gonna text
1:06:26Steph your email address and whether
1:06:28you're in Canadian or US Dollars and
1:06:30we'll make sure you get your gift cards
1:06:31okay question two
1:06:33what event is coming up hosted by The
1:06:36Outdoor Learning Store that's a six-part
1:06:38series I'm looking for the full title
1:06:40it's one of it's our newest event
1:06:43outdoorlearningstore.com events the full
1:06:47six part series I'm looking for the full
1:06:49title you copy and paste it knock it on
1:06:53the outside it's a lot of free
1:06:54promotions you should sign up and emails
1:06:57I do I mean yeah
1:07:01oh I think I saw it oh I'm not scrolling
1:07:04fast enough oh there you go Amanda's
1:07:06saying it looks like on my Jed okay I
1:07:08thought I hadn't found it but maybe
1:07:10maybe you scroll too far
1:07:14yeah 507 p.m one was yours
1:07:19um
1:07:20507 okay
1:07:23I think we might have to do both of them
1:07:25fellas and Danielle
1:07:28okay you both get a 25 gift cards to The
1:07:31Outdoor Learning Store yes the next
1:07:32coming up is Outdoor play-based Learning
1:07:34and learning and unlearning so we're
1:07:36looking at the way play a few people ask
1:07:38questions about how do you you know when
1:07:40people are just trying to organize the
1:07:42fun when do we let them play well
1:07:45they're six-part learning series really
1:07:47dive into how you can sort of facilitate
1:07:49that within a sort of formal educational
1:07:50environment and thank you so much please
1:07:53send Steph your email and a private
1:07:55message either for Canadian or US
1:07:57Dollars okay last two questions
1:08:01this is for 25 TMO gift cards this is
1:08:04just Canadian dollars question three
1:08:06what date is taking outside day 2023
1:08:11now amazing Valerie Miller so quick
1:08:14October 18th
1:08:162023. congratulations join up it's free
1:08:20so many resources amazing workshops that
1:08:22you can play during the day with your
1:08:24kids child friendly it's gonna be
1:08:25awesome okay final question
1:08:27what date is the national Outdoor
1:08:30Learning conference
1:08:31you'll see it on take me outside.ca
1:08:33conference it's a date range in 2024 it
1:08:39is a date range that's true
1:08:41three days I haven't seen the three-day
1:08:44range yet
1:08:46oh I go
1:08:50oh no it's way higher you're right
1:08:52you're right yeah Cindy yeah Cindy green
1:08:55May 9th to 11th yeah if you want to meet
1:08:57Karen maybe Ruth we haven't talked about
1:08:59it yet maybe I'll try and see if you can
1:09:01come on up
1:09:02um but yes it's three days of Outdoor
1:09:05Learning workshops
1:09:06um covering indigenous learning climate
1:09:09and climate change in environment
1:09:10education and health and well-being in
1:09:13its relations to and the title is place
1:09:16where Place meets pedagogy so we're
1:09:18meeting research and practitioners
1:09:20together uh if you want more information
1:09:23um we'll follow up email please feel
1:09:26free to just hit reply and you'll get
1:09:28one of us
1:09:29okay deep breath I'm so grateful for
1:09:33your time roof for sharing with us and
1:09:35for the book you've written in your
1:09:36follow-up email again you get a discount
1:09:38code for five percent to get off roof's
1:09:40book if you're interested and Karen
1:09:43um for bringing joy into every space
1:09:46that you're in as always making me laugh
1:09:49before we went on air and making sure
1:09:51that I didn't get too serious
1:09:54um it's been a really phenomenal start
1:09:55to the series
1:09:57uh I'm gonna say thank you so much
1:10:01I'm deeply grateful for each and every
1:10:03one of you loom limped
1:10:05um and I wish you all a fantastic
1:10:06evening wherever you are in the world or
1:10:08morning for the person in Australia and
1:10:10we'll see you for the next one uh next
1:10:12week thank you and good night
1:10:16good night

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