"Close the Gaps!"

“Close the gaps” is my motto during the winter with young children. I say it so often, every year students and coworkers have teased me about it. There’s nothing like a biting wind on the neck, or a cold dump of wet snow on the ankle, wrist or tummy to ruin an outside snow play session. So from the very start of getting dressed for playing outside, I want to remind and help kids find and close all the gaps in their clothes.⠀

*The first place to start is socks over pants, shirt tucked in. I like fleece and wool for base layers.  Multi-layers can be great, especially when temps are super low, but if you know your child is very active outside (as many children tend to be), and you feel confident with the warmth of their outer clothes, just one solid layer of thick, warm (non cotton) pants and long sleeve shirt, with good tall wool socks, should be sufficient most days. This can also help with the feeling of being stuffed into stuff bulky snow clothes. ⠀

*The snow pants ideally are bib style, or even better a one pice snowsuit (so easy!) Either way, the inner  part of the pants (that has the elastic at the ankle) need to go over boots, not tucked inside the boot.  ⠀

*Boots should be insulated (no thin rain boots!) My favorite type is the insulated bogs, but there are lots of good choices. I like a mid calf level height, but you should go with your child’s preference, because comfort is key!! They should at least be tall enough for the snow pants elastic ankle to securely go over the boot though.

*Something warm around the neck is soooo important. I prefer neck warmers to scarves, as scarves can unravel, let the cold in and get in the way of playing, and they often require a grown up to re-secure. I actually consider neck warmers to be one of the most important elements of proper winter wear. They make a huge difference for a cold kiddo. ⠀

*It’s worth investing in a pair (or two) of good mittens. I know they can be expensive, and it’s so easy for kids to lose them! But kids are using their hands a ton while they play outside, and so thick mittens (I prefer mittens over gloves- easier to put on and keep hands warmer) can make or break the experience. I love the ones with the long, sock-like stretch material attached, so they can reach up almost to the elbow. Those kind definitely close the gaps! And they stay on. Mittens that end at the wrist are much more likely to slip out from under the sleeve and fall off.⠀

Other things to consider: How well can your child move in their snow clothes? Kids are moving most of the time, and it can feel uncomfortable for them to be stuffed into a stiff snowsuit/jacket. Some of this is unavoidable but I recommend getting feedback from your child about fit. This will help cut down on some of the getting dressed for outside struggle too!⠀

*The waterproofing to warmth ratio. There isn’t one right answer but snow clothes should have elements of both. Wearing a rain suit over snow clothes is one good option!

*How easy are the snow clothes for your child to put on independently? It’s a learning process obviously, but things like slip on boots, one-piece snowsuits, and neck warmers are independence friendly. Most toddlers and preschoolers will need help with some parts of getting dressed or undressed; this is totally fine and normal.⠀

***Accessibilty***

High quality snow clothes can be expensive, and not all families have access to them! Loving the outdoors is made more possible by having your basic needs like food, water, and proper clothing met. If you have the means to buy or donate extra snow pants, boots, mittens, hats or jackets, there are many children who would benefit! At the program I used to direct, we always had extras hung up on hooks just in case. Ask your local preschool if they’d like donations, or donate to a clothing drive in your area!

❄️❄️All kids deserve to have the clothing to keep them comfortable enough to deepen their connection to the beautiful place we live in❄️❄️⠀

 ⠀

Backyard Mud Kitchens

A mud kitchen is a great way to offer your children a semi-contained free-play space without much facilitating from you. Once you put in the work for the initial set-up, your mud kitchen will hopefully be a place where you can sit back and enjoy watching your children play. The first step to creating your own mud kitchen is figuring out the best space for it somewhere in your yard (if you don’t have a yard, I’ve written some alternative suggestions below). It’s helpful if the spot you choose is reachable with a hose, so you can replenish water easily. You could also set up your space with a rain barrel with a spigot, so your child can get water for themselves. This takes the hose out of it (unfettered access to the hose can sometimes complicate things, as you might imagine).

Things you could use to make your mud kitchen:

Pallets

A small, kid-size table or small picnic table 

A rain barrel with spigot

An old metal or ceramic sink (watch out for sharp edges, and make sure it’s safe and stable)

Old kitchen implements like :

*sieves

*muffin tins

*wooden and metal spoons, spatulas

*cookie sheets

*plastic or metal tubs for holding water 

*cups or plates 

*any other non-sharp things that could be fun for scooping and pouring and mud-baking (I like to buy these kind of supplies from thrift stores). You could also ask friends or family if they’re getting rid of old kitchen stuff.

THINGS TO CONSIDER

-Test for lead (sometimes old metal utensils or containers from a thrift store have lead. There are simple lead testing kits you can get at a drugstore to test your metal mud kitchen objects quickly before using).

-Avoid sharp objects

-If you have a permanent space for a mud kitchen, it’s possible that traffic and water combo will pull up grass and make a hollowed out mud-pit… this is the idea, but it’s not great if you don’t want a mud pit on your lawn. 

If you don’t want to have a grassless spot on your yard, or you don’t have a yard, alternatives would be to just bring out tubs of water on a deck or gravel spot like a driveway (just be prepared for your child to scoop up the gravel to use for their projects). You could also keep the activity water and mud free by supplying your child with things like grass clippings, leaves, branches, tree rounds, or small stones. These are all great to have in your mud kitchen anyway. 

You want to set up the space like a real kitchen- somewhat contained, with workspaces that feel intuitively placed (I.e. the little table could be in the center, kind of like a kitchen island).

 For the mud kitchen at our school, we screwed the pallets together to hold the sink at waist level, so kids as young as two would be able to use it. In the mornings when I got to work, I would usually fill up the water bins and set up the mud kitchen area in a way that was inviting, but you might not have time for that. It’s certainly not necessary to set the objects up in any way—most kids will still be drawn  to the space. If you’re looking for some kind of way to organize the kitchen implements, I might suggest an old, low, set of shelves/bookcase or a bench (one that’s low and stable and won’t fall on anyone, or won’t hurt anyone if it does fall) for your children to store the kitchen utensils. 

There’s really no wrong way to make a mud kitchen- the idea is to have a contained outdoor area with loose parts for open-ended play, that doesn’t need to be facilitated by you. Good luck! 

How to Make Dandelion Fritters

It’s the season! Dandelions everywhere, popping their indomitable little heads up in all the lawns and fields. Every year I like to make dandelion fritters with my students. It’s easy and fun and I think they’re delicious…your child may or may not agree, but it’s a great outdoor project to do together!

First, make sure you can identify dandelions accurately. Most people know them, but there are a few inedible look-alikes, so it’s good to double check if you feel unsure. You could bring a field guide and use it with your child. You’ll want to find a dandelion source that is away from roads, untreated with chemicals, and preferably a place with lots of the yellow flowers (which shouldn’t be difficult)!

I like to ask the entire field for permission. I’ve never heard a “no” from dandelions, but it’s always good to ask, and kids usually love talking to plants. Asking permission is a way to increase connection between us and the other-than-human world, and it’s also a great way to model consent! You and your child can ask permission, then wait quietly for a second. I usually ask children what answer they heard. Once you have your answer, give your child a small basket, and send them out to gather the dandelion flowers. If they don’t know how, you can show them how to pop the heads off (you don’t need the stems). Dandelion picking is great fine motor work for little hands!

After your harvest, you could find the white, fluffy seed heads and blow them away. Lots of us grew up learning about this as a wish-making activity, but you could also frame it as planting seeds to help the dandelions! It makes the activity one of reciprocity, rather than just a one-sided gathering mission. 

This is all doable for even very small children. I’ve done the entire project with kids as young as 2.5/3, and I’m sure you could facilitate even younger kiddos (of course you will need to monitor the frying portion of the activity no matter the age of your child).

Once you’ve got enough (1-2 cups of flowers is really plenty, but usually kids get so into it that they’ll pick more), you can take them home to the kitchen and get ready to fry!

This is a recipe adapted from Martha Stewart’s version, but you can really dip the dandelions into any basic batter, including boxed pancake mix batter. 

Ingredients

1 1/4 tsp salt

1 TBSP lemon juice

1 cup all purpose flour

1 cup fine cornmeal

1/5 tap pepper

1/2 tsp chile power (optional)

1 large egg

1/4 cup milk or milk substitute

2 cups oil for frying

Directions

1. Add 1tsp salt and lemon juice to a medium bowl filled with cool water. Place dandelions in bowl and push them down into water several times to clean. Drain them upside down on paper towels.

2. Mix flour, cornmeal, remaining salt, pepper, and chile powder. Mix well. In a separate small bowl, whisk together egg and milk. Pour egg mixture into flour mix and stir until it becomes a batter.

3. Pour 1 in oil into a pan or skillet, heat oil (but not so hot that the oil is popping). Dip each dandelion, head first, into the batter. You can really coat the flower with the batter- the more batter, the more likely kids will eat them! Carefully place each into the hot oil, and fry until golden (about 2 minutes), then flip and fry a little longer. When done, remove and drain on paper towels.

4. Once the fritters are cool enough, I like to serve them with various dipping sauces. Maple syrup is the best, obviously. I also like tamari, or pesto. But you could use any good dipping condiment. It could be fun to do a test of which dipping sauce is best!

"Wants Nothing" Wanders

I've never been a person who hiked efficiently and directly from point A to Point B; I've always been a wanderer, starting and stopping, lifting up logs, watching birds and searching for mysteries. I find that most children are natural wanderers, too.

A friend of mine recently posted great info about "wants nothing time"–essential times of day where you want nothing from your child. You're simply being present with them and following their lead.

It is also important to have "wants nothing time" in the forest. Time to wander, discover, and be present with the natural world. I've had profound experiences, felt the most emotionally regulated, and made amazing discoveries on my wanders. Not to mention they've become invaluable for my mental health during these quarantine times.

The great thing is, you can combine "wants nothing time" with your child with "wants nothing wanders" in the woods, for double the magic. Let me know what you discover on your adventures!

Making Fire Cider with Kids

Fire Cider! One of the great folk medicines. Fire cider is made by infusing vinegar for several weeks with vegetables, herbs, and spices, and then sweetening the infusion with honey. Many people swear by its ability to support their immune systems during cold and flu season. Part of the beauty of fire cider is it can be made out of whatever you've got in the kitchen or pantry. It's also a really simple activity to do with your kids!

What You'll need:

Ingredients including (but not limited to) horseradish, onion, garlic, lemon/orange/grapefruit (squeezed and/or chopped), rosemary, thyme, parsley, 1-2 hot peppers, turmeric, ginger root, hibiscus, cranberries, white pine needles, or whatever other immune supporting herbs and foods you can think of. There are lots of interesting fire cider recipes online!

*One or more mason jars with lids

*Apple cider vinegar

*Parchment paper

*Something to label the jars with

Start by chopping up all the ingredients and pack them into a large glass jar (I use a half gallon mason jar, but you can do smaller batches). There are many options for easy chopping for small children. Very young kids could even use a butter knife or their hands to rip the tender green herbs. They could also help juice the citrus. I’d recommend an adult or older child deal with the horseradish root!

Once you’ve chopped everything, pack the ingredients into the jar. They should reach up to almost the top of the jar, but don’t pack them in too tightly, as there needs to be room for the vinegar. Then, fill up the remaining space in the jar with apple cider vinegar, and cap the jar. I like to use parchment paper in between the jar and the lid so the vinegar doesn’t abrade the metal.

Next, you and your children can shake everything up in the jar. You can do this for as long as you like! When together you decide that things have been sufficiently mixed, label the jar and put it in a safe place. Every couple of days (or once a week), you or your child can shake the jar again to re-mix things.

After 4-6 weeks, you can strain everything out of the vinegar and add honey to taste. Now you have fire cider! I like to use mine to make salad dressing, but you can use a shot of it as a morning tonic, mix a little bit in with some seltzer water, or use in any recipe that calls for vinegar. Don’t worry if your child doesn’t like it—it’s pretty spicy. It’s still a fun activity to do all together, and your child might enjoy contributing to the family medicine cabinet even if they don’t want to try the fire cider!

Wisdom from Zitkala-sa

For years, one of my guiding quotes has been this one from Zitkala-sa (Gertrude Bonnin), a Lakota writer, activist, and violinist born in the late 1800’s: “And truly does it seem his vigorous freedom lies more in his little spirit than his wing.”

I’ve got it written on a little paper inside my wallet, and I look at it often as someone who takes care of small children outside.

Children who are still learning how to do everything, and who sometimes get discouraged if they don’t know or can’t do, but who have so much to offer the world, including their vigorous freedom of spirit.

I think of it now, as our wings are clipped. We’ll have the space to stretch them again eventually, but for now, we look for other ways to let our freedom fly. Our freedom lies in our spirits, rather than our wings.

To Anthropomorphize or Not?

Confession: I love stories that anthropomorphize animals. Pictures of small cottages with acorn cap cups and matchbox beds, tiny vests and bonnets made of leaves—it’s sooo satisfying to see them brought to life through illustrations. ⁣⁣

⁣⁣It’s certainly not science, and there are those who maintain that anthropomorphizing is confusing for kids, that it’s trying to fit animals into a human-centric mold, and that it disconnects us from the realities of nature. ⁣⁣

⁣⁣In some ways, this might be true! I once had a student who thought rabbits ate field mice (a la the Little Bunny Foo Foo song. They bop the field mice on the head, remember?) I certainly can see how anthropomorphizing could be counter-productive in many ways. ⁣⁣

⁣⁣But the reason I love stories about animals who live like humans is that, for me, the natural world is already a world of imagination; mythic, mystical, and mysterious. I’ve been enchanted by the stories of animals who live in tiny cottages, and I’m just as enchanted when I learn real life information about how the creatures around me live. The ovenbird nest looks just like a real oven? How amazing! The bowerbird creates a carefully designed and colorful foyer to entice guests? Of course they do!⁣⁣

⁣⁣So maybe anthropomorphizing isn’t just us trying to make animals more human, but also a way to see how closely related we actually are. It doesn’t seem so ridiculous when we hear about how ravens understand cause and effect, or how chickadees have such good memories that they remember where thousands of individual seeds are hidden, or how dolphins and whales are likely more emotionally advanced than humans.⁣⁣

⁣⁣Nature does not need to anthropomorphized—it’s plenty interesting and unbelievable and mind-blowing as it is. But weaving in wonder, myth, and imagination can be one way to grow our relationship with the more-than-human.

Day 14: Letter to a Tree

Here we are, 13 other nature connection activities behind us. For us here in Vermont, we’ve just gotten the word that schools will be closed for the rest of the school year. I know for me, as a teacher, this has brought up feelings of helplessness and disappointment, among other complicated emotions. I’m not even sure what they all are yet! I imagine parents and children are also having a complicated soup of feelings right now. Today’s activity has been planned since the first day, but somehow seems more relevant now.

Today with your child, the activity is to write or draw a letter to a tree. Help them if they need help with the prompts. 

Imagine the tree is a trusted elder, friend, auntie, or therapist waiting patiently to hear what you have to say. In your child’s letter, they could write (or draw) about how being home for such a long time has been. They could mention the things that have been challenging, and also the things that have been unexpectedly wonderful. And whatever else is in between- we know binaries aren’t always helpful when it comes to expressing our human experiences.

In the letter, your child could write their hopes for the next season. or just their hopes for today. They could write/draw about spring and what that feels like, and about missing friends or being happy to be close to home. They could write/draw about what how their life has been different in the last few weeks. What are the most fun things about being home from school for a long time? What do they miss from school? What do they NOT miss? Paying attention to what I miss and what I don’t miss has been a great source of information for me these days, even if I’m just filing the info away for future use. 

This letter can look any way you want it to. It could be one word surrounded by stripes, it could be entirely made up of pictures, it could be 3 pages long, single-spaced typed on the computer.  Once you and your child have finished your letters, roll them up into a little scrolls and tie them with a piece of yarn or ribbon. Together, go outside on a walk and look for a tree who might want to listen. When you find that tree, feel free to read your letter out loud (or  summarize) to the tree. Or you could just place your letter somewhere nearby. It could be put into a hole in the tree, or buried under some leaves on the ground, or tied to a branch. 

Leave the letter there for the tree, perhaps thank them for listening, and head home.

Day 13: Berry and Charcoal Inks

If you’re wondering how to get your kids to do their writing homeschool work, they might be more inspired if they were using homemade berry ink and pens/brushes they found in nature!

Today’s activity is inspired by Vermont’s own Nick Neddo, the author of “The Organic Artist” , a book about making your own art supplies from things in nature. I’ve been using his book for years, and he just came out with a new book:: “The Organic Artist for Kids.” I highly recommend it! 

For berry ink, you’ll need: frozen or fresh berries, something to smoosh them and then strain them. If you don’t want to keep the berries for eating, you could let them thaw and then use the juice that collects under the thawed berries. 

You can also do this with charcoal from old backyard fire pits. You’ll need to find some (cold) charcoal and grind it up into a fine powder, then add water. Nick Neddo recommends also adding something as a binder, like honey or glue. Mix it all together thoroughly and you have black ink!

You can use many things as pens or brushes. A skinny stick will work, or a small beaver chew, or your already existing paintbrushes. I often use turkey feather quills, with the tip of the quill cut just a little bit at a 45 degree angle. Your child could try out several things they find around the yard, like white pine needles tied into a point, or an old flower head. Let them experiment and see what works best for them!

Once you’ve made the inks, supply some paper and let your child draw, write, and try out different utensils. 

A note about using food for projects:

I know that food insecurity is a real thing, especially right now, and using food for projects is an idea that comes from a place of privilege. If using frozen or fresh berries is an impossible suggestion at this time, please feel free to modify this activity in any way that works for your family (mud and charcoal are some alternatives).

Day 12: Blindfold Games

We’ve talked some about opening up our senses (on Day 9: Sit Spots), but today’s activity is about restricting one of our dominant senses (sight), and seeing how our other senses, including our intuition, might compensate. 

Go for a walk with your child and lead them down the trail while they’re blindfolded. Start slow, as they find their footing. If they feel comfortable, they can let go of your hand and walk a bit on their own, with you as their spotter.  You could decide on an end point for the blindfold walk, then switch and have your child lead you!

On your walk, if you stop in an area that could be good for playing games, you could play this game:

“Giant’s Treasure”

First, gather a small pile of either sticks or pinecones (the treasure). One person (the Giant) should be blindfolded and siting in front of the pile of treasure, but is not allowed to touch the treasure. The other players should go to a spot a short distance away (maybe 20-30 feet?) and make a starting line. There should also be a referee watching the game. When the blindfolded person is ready, the people at the start line can start sneaking toward the giant. If the giant hears them, they will point at them. Giant must make sure they really hear a sound, and aren’t just pointing indiscriminately. The person who gets pointed at will have to head back to the start line and start again (referee can help make sure this happens). The sneaking people are trying to steal the giant’s pinecone/stick stash. In this particular game, make sure to sneak and not run, as running makes a lot of noise and also makes the game less fun! When all the pinecones/sticks have been stolen, the game is over and you can play again with a new giant. 

*note: this is even more fun (especially for grown-ups) to play if the giant has a pool noodle to tag the sneakers with. 

EXTEND THE ACTIVITY

*Do some blindfolded drawing. Your child could do this alone, or with you or a sibling as a partner. Describe in detail the picture you want them to draw, and have them draw while wearing a blindfold. Then switch and have them describe the picture they want you to draw. 

*Eat lunch blindfolded! It’s fun to do and even more hilarious to watch. 

*Do a blindfolded sit spot. This gives a chance to focus on sense of smell, hearing, touch, and taste while sitting at your spot. After taking blindfold off, sit a little longer and observe the difference. 

*Set up a blindfold string walk in the house or front yard. To do this, tie a continuous piece of string or yarn from place to place in your house/front yard. It should be at hand level for your child. Then, have your child put on a blindfold and lightly grip the string, using it to guide them around. They follow the string till the end, like a maze. It could be fun to switch and have parents try, too!

Day 11: Nature Weaving

For my Vermont neighbors, this one might not work today, as last night we got a huge dump of snow. If that’s the case where you are, I hope you’re out playing and building with it! It’s nice and packable today. I’ll post this activity for you to try when things are a little greener, or at least a little less snowy. 

Weaving, braiding, and twisting are some very soothing and accessible activities (not to mention great fine motor learning), either when you’re in the forest or inside at home. This kind of project is a great way to keep hands busy during a story, or while sitting in a group and chatting. I’ve had the best conversations with kids while we were working on our weaving or braiding.

There are several ways to go about a nature weaving project.. One of my favorite ways is to get outside and find a small, sturdy “Y” stick for a frame. You’ll want to wind embroidery thread or twine (or any kind of string that won’t break easily) around your Y stick and then tie the ends on tight, to create the weaving surface. Depending on their age, you may have to help your child with this part. Then use found objects like grasses, flowers, sticks, seedpods, leaves, ferns, or things like roving wool or fabric scraps to weave in between the strings. You can also use cardboard as a frame if you aren’t able to find a Y stick. 

I like to use these weavings as decorations for home (or outside altars, see Day 2’s activity), or for magic wands during imaginative play, and I’m sure your child will have many other ideas for how to use them!

WAYS TO EXTEND THE ACTIVITY

*Make colorful weavings for neighbors and put on their front lawns as a gift for them to see. 

*Instead, make a flower crown (you could use seed pods or dead/dried flowers this time of year).I like to braid something (strong grasses or cattails are what we use in the summer), and then stick the decorations in the braid. 

*Make a big frame outside and work on weaving things into it daily. See how it changes as spring arrives!

Day 10: Ephemeral Art

Today’s activity is to make some beautiful ephemeral art. What is ephemeral art? The term is usually used to describe a work of art that only occurs once, like a happening, and is often applied to art made with natural materials, like the work of Andy Goldsworthy (a contemporary artist, sculptor and photographer who creates temporary works using found objects from nature). Similarly, some Mandala making in Hinduism, Buddhism and Navajo cultures could be called ephemeral art, and is often a meditative practice, both in the creation process and in the impermanence of the final creation.  

You don’t need to bring anything with you for this activity—just use what you find in the forest/park/backyard. You could plan your design ahead of time, or you could let the design find you while you’re creating.

Some ideas for designs:

*Make a mandala-inspired design with natural materials and take a picture to share with the rest of your family.

*Make the frame of a shape with sticks and then fill in the shape with leaves, mud, pine needles, or whatever else you find- even found trash (then bring the trash home and put it in the garbage)!

*Make your creation a nature labyrinth then walk your labyrinth quietly, all the way in and all the way out.

WAYS TO EXTEND THE ACTIVITY

*After you’ve created your ephemeral art outdoors, head home and look up Mandalas from around the world, as well as pictures of Andy Goldsworthy’s art installations and other nature-inspired ephemeral artists.

*Make an indoor ephemeral art creation with toys.

*Depending on age, your child could research and explore the historical, cultural and spiritual significance of mandalas/impermanent art in various cultures around the world. Why would people make art that disappears over a short period time?

*Look up “spring ephemerals”. Are there any spring ephemeral plants growing near your house? Why are they called spring ephemerals?

Day 9: Sit Spot and Binoculars

You may have heard of “sit spots”— a special place where you can sit, tune into your senses, and connect with what’s around you. It could be next to a tree, on a stump in the woods, in the park, or even right outside your door. When I learned about sit spots officially in my high school tracking club, I felt a jolt of recognition, because I remembered that I definitely had a sit spot when I was a child. 

I went there pretty often, my spot next to a white pine tree that looked down on an old beaver swamp. Once I sat there for so long that a little dark brown creature ran over my feet without even noticing me (I figured out years later it was a mink). I used to run there when I was overwhelmed with anger or sadness, and I would pass those feelings into the strong tree trunk, until I felt grounded again. I didn’t really think twice about how important this spot was to me—I just went there because it was fun and sometimes comforting. 

Maybe you or your child already has a place like this? If so, head there today, If not, go outside on a walk together and look for sit spots. Use your body radar (I describe body radar in my post from day 2 of 14 days of connection) to find a comfortable spot that you’d like to sit for anywhere from 1 min to 20 min (or more). Ideally, sit separately, so you aren’t able to distract each other. But if your child is really young, you may want to have them sit with you. I’ve done sit spots with children as young as 3, for very short periods of time, with me sitting nearby. There’s no need to be rigid about being quiet/still. It’s a practice, and we start small when we’re small or we’ve never done it before.

After you find your spots, agree on how long you want to sit, and settle in to use your binoculars. My suggestion is you both use your binoculars first, and then spend some time in wide angle, or peripheral vision (defined as side vision; what is seen on the side by the eye when looking straight ahead.) Both are helpful in keeping your senses alert and open. 

HOW TO MAKE BINOCULARS

Easiest craft ever….

To make your binoculars, use two toilet paper rolls and some tape, and tape them together to make a pair of binoculars. You could attach some yarn to hang them around your neck. 

As you sit, you can tune in to each of your sense, one at a time. First, what do you see? Then notice the smells, the taste of the air, the textures under your fingers, and what you can hear around you. Finally, try to pay attention to all of them at once. Not easy, I know! Just give it a try and don’t be hard on yourself if it’s difficult to maintain. 

HOW TO FIND YOUR WIDE ANGLE VISION

I was taught wide angle vision as a youngster, and my teacher called it “owl eyes”. That’s what I often call it now when I teach. One way to help you shift into owl eyes is to stand with both arms stretched straight out in front of your face. Focus on them, and start wiggling your fingers. Keep your fingers wiggling as you slowly spread your arms wide away from your face, until they are outstretched at your sides like you are opening your arms for a big hug. Try and keep both sets of wiggling fingers in your view the entire time, even as your hands get further away from each other. This exercise will shift you into wide angle vision, or owl eyes.

Try not to have any expectations about your sit spot, just notice how you feel and what you sense. Try to be an objective observer of yourself being part of the landscape. You observe from inside and outside of yourself.  Once your time is up, come back together with your child. Ask them how it was for them. Sometimes kids think it’s boring to do a sit spot, and that’s understandable! Other times I’ve heard kids say, “it was so relaxing to sit still for a minute.” Be curious and non-judgmental about your and your child’s experience. Ask them if there was any difference between looking with the binoculars and looking with owl eyes. If they are reluctant to answer your questions directly, you could say something like, “tell me the story of your sit spot” or “is there anything interesting you want to share about your sit spot?” If they don’t feel like sharing, that’s fine too!

Sit spots can be challenging for some people at any age—that’s ok. It can be hard to sit still and listen in the woods, especially when our bodies want to move. Some ways to modify the activity:

*You or your child can do a “walking” sit spot. It’s a quiet wander, but doesn’t require sitting still. Take your binoculars with you and use them to focus in on things that interest you on your silent wander. Make sure to practice your wide angle vision during your wander.

*Your child can be quietly playing in their spot, maybe building a little fairy house, but not sitting still and observing.

WAYS TO EXTEND THE ACTIVITY

*If your child has a nature journal, you could have them write about their sit spot and what they noticed.

*Your child could use their memory to draw a map of the area where they sat. Return the next day with the map and see how accurate it is! They can potentially keep adding to the map after every time they visit. 

*You could all do an indoor “sit spot” later in the day. Give it a try, who knows, it might work?!

*If your child enjoys this activity, check out @whitepinenatureprograms 30 day sit spot challenge on instagram.

Day 8: Night Walk

Once the sun goes down, have your family bundle up, grab a headlamp or flashlight, and head out on your walk. It could be in town, or out in the woods, or in the corn fields, or on the road. If you aren’t familiar with the woods you’re walking in, I’d recommend staying on a path for now. I encourage you to turn off you light while you’re walking, at least for short time or when you’re stopped (but maybe keep it on if you’re on the road). 

Stop every now and then and listen to the sounds around you. If you hear something, get curious about what it might be. If you are walking in an open place, look up at the sky for a while and hopefully you can see the stars! Definitely turn off the flashlight when looking at stars. Tonight in VT it might be a clear night for stargazing.

You could bring a thermos with you filled with something warm to drink, and sit somewhere on your walk to enjoy a nighttime cup. If it’s before bedtime, try chamomile or catnip with honey!

If it’s above freezing and there’s a body of water nearby, you could go check and see if the spring peepers are singing! There’s nothing quite like being surrounded by a chorus of peeper songs at night. If tonight is too cold, definitely check it out on a warm night sometime in the next few weeks.

*A note about fear of the dark: I used to feel nervous about being out in the dark. When I was about 23, I spent the year challenging myself to never use a flashlight at night, and i eventually became almost as comfortable in the dark as I am in the daylight. It took time, though. Learning to see the beautiful aspects of the dark and feel safe without a light is a process, and takes practice, and should be done at one’s own pace.

ALTERNATIVES AND EXTENSIONS

*Before you head out, figure out with your child what phase the moon is in. Is the moon waxing or waning? Will there be moonlight on your walk? 

*If being outside at night feels edgy to you or your child, no need to push it. You could keep your walk short, do a walk around the outside of your house once or twice, or even do a walk inside the house in the dark. Please adjust to your own comfort level. Now is a time for wonder and connection, not a time to add to our fear and stress levels. 

*Research which animals in your area are nocturnal, and which animals might be more active at night in the springtime. Read about what amphibians are doing at this time of year. Bonus points if you find a place/org to go help out! @nothbranchnaturecenter had a great post about this recently.

*If you decide to stay inside, try turning off all the lights and only using candlelight. You can make and eat dinner, tell jokes or riddles to each other, or play games by candlelight. 20 questions is great ,or you could play “two truths and a lie”, or read a chapter book aloud.

*In VT a lot of folks have a fire pit and make outdoor campfires regularly. If this sounds like you, go out and make a fire at night and tell stories or look at the stars together. 

Stay tuned for tomorrow’s activity!

Day 7: Storytelling

Humans crave story. We listen to them, we watch them, we create them in our own minds constantly. We teach and we learn through story. Has there ever been a time when humans didn’t co-exist and co-evolve with story? Humans and story birth each other, every day, over and over again. 

Children especially seem to love stories. Today’s activity is pretty simple: one person starts and tells a small portion of a made-up story, then passes it along to the next person to continue. With kids it can sometimes be helpful to give them a time limit (maybe using a small hourglass from a game or a timer) but you can just see how it goes and adjust as necessary. This could be really fun to do with your whole family, or with friends on a zoom or Skype call.  And any of these activities can be done outside or inside!

WAYS TO EXTEND THE ACTIVITY

*Watch the story Mo (Co-leader of Living Forest summer camps and an amazing storyteller) and I recorded on Youtube! It’s about an hour long, so feel free to take snack breaks. https://www.youtube.com/watch?v=il7KfsOOAOs

* Have your child draw a story just using pictures, then see if you can decipher it. You could do the same, then have them decipher your story.

*Record yourselves telling a pass-around story and them play it back for everyone to listen to. Bonus points if your tale is set in your home landscape. 

*If your child is able to write (or if they’re not, have them partner with a grown-up), play “Writesey Drawsey”, the game where you pass around pieces of paper with alternating drawings and captions. Everyone starts by writing a sentence on the top of the page, and then passes the paper to the person next to them. On the next turn, everyone will draw a picture below the words, based on the sentence, then fold the paper over so only your contribution is showing for the next player. On your turn, If you see words, you draw a picture to describe the words. If you see a picture, you write words to describe the picture. Keep going until you get to the bottom of the page, then unfold everything and pass it around to see! It’s usually hilarious. It sounds complicated but it’s really simple once you get the hang of it!

*Have your child tell you an on-the-spot, made up story. Be the scribe and write it down word for word—don’t change any grammar or pronunciation mistakes. When they’re finished, you can ask them what the title of their story should be. Write it at the top. Then re-read them their story, including the title, and don’t edit at all, so they can hear their own voice. This method of recording story is inspired by the work of Vivian Paley, a kindergarten teacher who wrote many books and believed in the power of storytelling in developing the minds and social qualities of small children. I highly recommend you check out her books if you aren’t familiar!

Day 6: Fort Day

What’s so great about forts? 

Building forts involves big body movements, pushing, pulling, lifting, planning and executing, teamwork, creative problem solving, scientific inquiry, and can involve some wonderful dramatic and imaginative play. It’s also really fun, engaging, and satisfying. 

If you have a bunch of sticks and loose parts at home, you could build a fort in your front yard. Otherwise, you’ll probably need to get out into the woods. 

You’ll want to find a spot that is fairly dry or wear waterproof footwear— it isn’t quite as fun to have wet feet in the cold weather.

I like to find a spot that has some natural landscape elements that could help with the fort. Big mossy stumps, trees that fork into a Y, or a big rootball from a downed tree are all great places to stop and inspect, and possibly use as a part of the fort.

You can search for images of forts online, but leaning many smaller sticks against something stable to create a den or a little room is what you’re going for. Kids are usually very good at figuring out what kind of fort they want to build. When I build forts with children, I often offer myself as a “gatherer” — I turn into a busy squirrel and focus on helping pick up and deliver piles of sticks, leaves and pine boughs. I don’t do all the gathering (they should help too), but I tend to stay out of building and designing unless I’m asked for my input. 

Once the skeleton of the fort is up and stable, you have the option of covering the fort over with pine or hemlock boughs, leaves, moss, or even a tarp. 

SAFTEY CONSIDERATIONS

*It’s important to keep an eye on dead logs and snags, or anything that could collapse on your child when they’re inside the fort. This includes the sticks used to build (make sure they aren’t weak and crumbly), the stable element used to lean sticks agains (a tall fully dead, wobbly tree wouldn’t be good), and the design of the fort itself. When you are leaning sticks, you’ll want to make sure there is some stability to the leaners. 

*I generally do not let kids climb on top of their forts, even if they appear totally stable, as they could collapse while someone is inside. 

*if you use tools like saws, make sure you are monitoring or helping. Tools aren’t necessary, but they can be a fun addition, especially with older children.

ALTERNATIVES AND WAYS TO EXTEND THE ACTIVITY

*If you need to stay closer to home and you don’t have a lot of outdoor space, your child could make a mini fort in the yard for their small toys (like action figures or legos- see photo for an example).

*Your child can draw a design and a building plan for their fort beforehand, and then try and build based on their plans. They could even bring a tape measure or tools (handsaw, rope, hatchet) out with them. 

*Make the fort into a store or a bakery. Your child could make things to sell, designate a currency (acorns? 2 inch sticks? yellow leaves?) and sell their goods for a price. You could also set up a trading system if you have multiple children with you. 

*You can build forts pretty much anywhere. Most parents are familiar with the good old blanket fort, and if you can’t get outside today, I definitely recommend doing that instead! Blankets, couch cushions, scarves, and chairs would be the supplies you need for an indoor fort, but feel free to get creative!

Day 5: Throwing Sticks

Sometimes going inward, being self reflective is exactly what we need, and other times we need to push that energy out with force. Some days I feel like sitting in the woods and listening to the birds, other days I want to throw something, make lots of noise, and move fast! Today will be more of the latter.

The activity for today is stick throwing. I know sticks can be controversial when it comes to kids, but in many ways, kids and sticks go together like bread and butter, carrots and hummus, or apples and cinnamon. What better way to focus big energy when we aren’t able to go too far from home?

As adults, we do need to have boundaries around sticks, especially with younger kids, so we can make sure everyone is safe. Read on to find out how to set up a throwing stick arena and start your training!

SUGGESTED MATERIALS

*Plastic milk jugs

If you have empty plastic milk jugs, rinse out as many as you’d like (between 1 and 4 is a manageable number, but more if you desire) and bring them in the woods or yard with you. These are great targets! They are easy to see, not heavy, and make a satisfying sound when they get hit. You could also use a dead stump or a rock as a target, but be aware of the stick bouncing back.

*A sturdy throwing stick for each person.

SETTING UP THE THROWING ARENA

You can set up your arena in the woods away from foot traffic, or outside your house, or in a public park where there is lots of space. You should be aware of what’s around your arena— maybe don’t put the targets in front of your house if you don’t want your house to get hit. There shouldn’t be people or trails/sidewalks/walkways directly behind the targets. You might want to keep dogs inside during or tied up during this activity if they like to play fetch (or release them strategically to fetch your throwing stick after you throw!)

When I do this activity with kids, I make a boundary or safety line on the ground made out of sticks, long enough so all the participants can stand behind it shoulder to shoulder, with several feet between each person. My rule is everyone must stand behind the safety line unless they are the thrower, and if you are behind the safety line, your stick is deactivated. 

 Set up the targets (they could be milk jugs or something else. Targets just need to be big enough so a child could reasonably hit them). They should be directly across and many feet away from the safety line, creating a playing field or arena.     

AFTER you set up the arena, go and find your throwing sticks. Each person only needs one. They need to be big and dense enough that you can throw them a fair distance with some accuracy, but not so big that they’re unwieldy for the thrower. 

Once the arena is set up and you have your sticks, all participants should stand along the safety line, just behind it.

NOTES ON SAFETY

*****Having clear safety boundaries during this activities is key****

1. Only one thrower at a time. The thrower will step over the safety line and get ready to throw, waiting for the Ref/Emcee/Trainer to say their name and “Throw!”

2. Once every participant has thrown their stick, the Ref/Emcee/Trainer can say “Retrieve!” and throwers can all go get their sticks and re-set the targets. Throwers should not collect their sticks until the Ref/Emcee/Trainer says “Retrieve” (this one will take some reminding. Kids are usually really enthusiastic to go get their stick right away after they’ve thrown it. But it’s a good practice to have them wait until you say “Retrieve,” because it creates some space around each part of the activity and slows it down a bit. 

3. In my programs, I will give kids a few reminders of the rules, but if a child is having a lot of trouble following them, they may have to just watch. If that’s the case, there is also the option of making them the Ref/Emcee/Trainer to keep them included while still making sure everyone is safe. 

4. As someone who’s mostly taught preschoolers, I don’t allow stick fighting between kids. In my experience, I’ve found that it almost always devolves into someone getting hurt. So while I love and encourage the use of sticks, I choose other activities, and I don’t do stick/sword fighting. That’s how I do it, but it’s not the only way, so use your discretion and make your choice based on your family and their skill level with sticks.

EXTEND THE ACTIVITY

Throwing sticks isn’t just for fun, it’s also been used a a legitimate hunting strategy around the world throughout history.  

*Research which cultures around the world have used or still do use throwing sticks. How and why did they use them? 

*After seeing examples of throwing stick tools from other cultures, your child could draw a design or diagram of their ideal throwing stick. Ask them to share with you why they designed it the way they did.

Good luck with this one! I encourage all the parents to take a turn trying to hit the targets. It might feel good to throw something today! 

Day 4: Magic Potions

Welcome to Day 4, hope you’re all hanging in there! Today’s activity is Magic Potions, one of my favorite things. You can do this one inside or outside, but if the weather is obliging, do it outside! Much less cleanup.  

There are countless ways to make a magic potion. Usually they involve lots of loose parts and materials, some water, and a healthy dose of spells. The spells are what make it magic. 

Spells can be anything. Something you want, something you intend, something you need, something you think someone else needs, something you think the world needs.

Together, share with your children what kind of spells you all want to put in your potions. It could be spells for themselves, for the plants and animals, for you, for their friends, or for everyone in the world.

For this activity, you’ll need:

*Some kind of container- It could be any size, although the size of a yogurt container or bigger is usually better. You can have multiple containers going at once, for many potions. 

*Some kind of stirring utensil. A long wooden spoon or sturdy stick is my preferred utensil.

THE THREE POTION OPTIONS

The Nature Potion

Go out into the woods, hike to a favorite spot, and on the way collect lots of leaves, sticks, seed pods, berries, moss, and especially mud for this potion. Mud or dirt are essential ingredients, and this version should be quite full of earthy treasures and water. Lots of stirring is a must for making the potions work just right. 

The “Leftover condiments and food you’d just be throwing in the compost” Potion

I love this one, even though it can get kind of gross. I don’t recommend using fresh food for this, but things that are heading to the compost already make great potions. Bonus: you can throw the whole thing in the compost after, and it’s kind of a thrill for kids to smoosh old food items together in a container. 

The See-Through Potion

*A container clear enough to see through filled with water, with your choice of food coloring added.

Go out and search for a few very special treasures in the front yard, park, or woods. They could be flower petals, moss, acorns, leaves, or berries. Add them to your magic potion, with each object being an important small spell, so you’re adding them together to make one, big, intertwined spell. 

While you are stirring your potion, say or think your spell several times to make sure it infuses into the liquid. You can add more than one spell if you like.

SOME WAYS TO EXTEND THE ACTIVITY

Together, you and your child could:

*Make a diagram of the spell. Use words and shapes. You could map how they all fit together and what the spell means to you.

*Draw a picture of the spell. Using images, show what the spell will do once it takes effect.

*Make their spell into a song. The longer a spell, the more powerful it is. You could record it on your voice memos if you have that capability.

*Devise plan on how to actually carry out the spell further. If your child’s spell is something like, “Make my friends laugh”, you could help them figure out how to send their friend a funny letter, or have a Skype call where they tell each other jokes.  Adults, think about ways you can carry your own spells further, too!

In my potion, I’m putting an “Each day will be filled with some sort of discovery” spell. May it be so!!

Day 3: Balance Challenges

My partner is a nurse and an educator, and he spends a lot of his free time studying the senses. He says balance is another of our primary senses, just as important as the ones in the traditional five. It’s a sense we develop throughout our lives, through practice and upkeep, and not just when we’re children!

The activity for today is to go outside with your children and do some balance challenges. We sometimes call them “Jedi challenges” too, although I’m sure that’s a bit of a copyright issue… If you live in a place where there are woods and nature spaces, I bet your child will be able to find great things to balance on. Downed logs are ideal, or rocks crossing a stream, or hopping from leaf to leaf (make sure to be aware of how wet the logs and rocks are, to avoid major slipping). 

We know how hard it is to balance when we’re riled up. We rush, we slip, we might even get hurt because we’re not ready. To truly be able to balance, we must be feeling calm, measured, focused, and even-keeled. 

I’ve felt pretty off-kilter at many points throughout the last few days, but I’ve noticed that the times I’ve felt most balanced this week is when I’m turning my face up to the sun, or sitting next to the Winooski river watching the geese honk and slip all over the ice. My nervous system is balancing when I step outside. My breath balances. 

So, with your children, before you start these balance challenges on your walk today, start by closing your eyes and taking a few deep breaths. Paul Rezendes recommends putting all your awareness down to the soles of your feet. Pretend your brain lives on your feet. Feel the textures underneath your feet, feel the sensation of the angles and textures under each foot. Pretend you’re a Great Blue Heron taking a slow step through the marsh—and see if you can stand on that foot until you count to 10 together. Then try the other foot. Open your eyes and now you’re ready!

What should you do if your child feels afraid, says they can’t do it, wants you to help them? 

It’s ok to start with more support and then slowly move toward offering less and less, to help them feel their edge in a gentle way. With smaller children you could be helping the whole time, and then switch and ask them to do the same for you!

When kids are expressing that they feel unsure about balancing, I first check in with them and ask “Are you feeling like you could use some help?” Sometimes kids want to express their discomfort with how hard it is but they still want to do it themselves, so in that case, I would just validate and empathize with what they’re saying. If they do want help, I’ll next ask “How can I help?” and wait for their answer. I’ll give them choices like “Do you want me to stand next to you?” or “Would like a hand to hold?” or even “If you’re feeling done, I can help you down.”

I avoid rushing in, and leave a little space for them to decide what they need in the moment, but once they’ve decided, I offer them the help they’ve requested. My boundary is usually around helping kids get up on high places that they can’t climb themselves—I feel like if they can’t climb up there, it’s probably not safe for them to be there without pretty intensive adult supervision and assistance, and I want to set us all up for success!

SOME WAYS TO PRACTICE BALANCE TODAY

*Find logs (not too high off the ground of course) and practice walking across them as far as you can. If you fall off, keep trying as long as you’re having fun!

*Find something like a stump or a rock and see how long you can balance on top of it. First on two feet. Then, see how long you can balance on one foot. THEN see how long you can balance with your eyes closed.

*Try walking across logs like different animals. How might a chipmunk scamper across? A bear? A snake? Do snakes scamper?

*Extra bonus: Try taking your shoes off for any of these challenges and see how it affects your balance to have bare feet. If you live in VT or anywhere there’s still snow, I challenge you to walk through a patch of snow with bare feet! I did it yesterday and it actually felt quite refreshing. 

ALTERNATIVES AND ADDITIONAL ACTIVITIES

*If you live in town, there are still balance challenges all around. You can find curbs, or cracks in the sidewalk to follow, step over step. Train tracks. Put a 2x4 out in your yard. You can walk to the park and find playground equipment to balance on there, too. 

*If balancing with your legs and feet isn’t an option for you, or if you’re feeling ready to slow down a bit, have a seat and build a rock cairn or stick structure. See how many structures you can build out of stacking and balancing materials. If you live close to the New Haven river or Otter Creek, there are lots of river stones that are great for balancing atop one another and making cairns. 

*Try balancing an egg in a spoon, and lifting the spoon up to the top of your head, then down the bottom of your chin. Gradually increase the distance, until you’re bringing the spoon all the way down to your feet. Next try it with your eyes closed! Have some paper towels on hand.

During these challenges today, is your child going to be thinking about the connection between balancing on a log and balancing their emotions? Probably not—they’re probably going to be whole-heartedly playing, unaware that playing outside is grounding and balancing for their nervous systems and emotions. No problem, that’s the way it should be.

May all of these activities may help us reclaim some balance today, for a little while at least. I’m doing them all too! Stay tuned for tomorrow!

Day 2: Altar Building

Wherever you live, whether it’s in the woods or in town or in a city, there is probably an in-between place that you cross to enter your “home space”. How do we know when we’ve crossed this line? for some, the comfortable boundary around the house or apartment might include a half a mile of space. Others might not feel at home until they close the door behind them.  

For today’s activity, I want you to take your kids outside of the house and use your body radar* to walk slowly —you can even tiptoe— and pay attention to how your body feels as you go. Tune into your senses. Widen your vision and open your noses and keep your ears perked. Take deep breaths and feel the freshness of the air.  

Pay attention to the feeling of being in your “place”. For many of us, it may feel comforting and safe, especially in these days of staying home to keep us all healthy. I want you to keep noticing how your body feels as you get further away from your front door, and try your best to notice when you reach the point where you’ve crossed the threshold into “away from home”. 

This may be a different spot for each of you- for your 7 year old, it may be right at the door to your home, For your 4 year old, it may be many steps down the driveway. For you, it may be where the legal property line ends. That’s your true front door.  When you get there, Have a seat or squat down, and take a look around.  

If the exact spot you’ve picked isn’t safe, i.e. int the middle of the road, choose a safe spot nearby. In this spot, your activity for today is to build an altar, a place to mark the transition from home to not-home. A welcome center, a place to say “hello and welcome” to the other beings in your orbit. You can build a place to put offerings, like stones, feathers, leaves, or stick creations (a little food, like an apple, is ok, but not much, because we don’t necessary want to be teaching animals that they should come close to humans to get food). You can add small structures, a candle or vessel to hold water, some colorful string or roving wool, or even a little welcome sign. Think of all the things, creatures and beings who might be passing through your “front door” each day. Wind, rain, slugs, salamanders, foxes, minks, moths, mosquitos, dogs, voices, thoughts, people. You could write a list if you want, or just think of each one in your head.

*What is Body Radar? Some people call it intuition, some call it body knowledge. It’s a way of knowing that isn’t from your mind. It’s as if you are being pulled by an invisible cord below your bellybutton. This body radar may take you in certain directions and away from others; it may tell you to keep walking or urge you to stop. Our job is just to listen, not make judgements about whether our body radar is right or wrong. I often describe body radar to young children as the feeling they might have when they are too far away from their parents to feel safe. They might get a funny feeling, turn around and see their parent in the distance, too far away. Their body radar might be telling them to head back a little closer to their parent! 

*A note on Altars: Although Altars may have a religious connotation for some folks, this activity does not have to be religious or spiritual. It’s simply marking a space between home and not-home, and indicating a welcome point between the two. Also, you do not have to have “stuff” from inside for your altar. You can certainly add knickknacks or candles—I often do for mine. But an altar can look any way you want, and can be built out of grass and leaves and twigs and dirt, nothing more. And if you do use things from inside, make sure they aren’t going to be harming the animals or landscape, and that you remember to bring them in eventually so it isn’t just turning into litter. 

If you are following along on Instagram, post a pic of your welcome center altars in your stories if you make them and tag me! I want to see!!