I have received a number of back issues of Children in Europe (published in September & March in 15 languages, by a network of national magazines in 17 countries) + Children in Scotland (published monthly) and I am strongly considering reviving my membership now that I am back in Europe. However, I feel that the information shared could prove valuable no matter where you are in this world — review coming soon – in the meantime, check out Issue 19!

Issue 19 “examines the use of outside space across the EU and considers the benefits that unstructured play and the natural environment offer to young children and the implications for pedagogical approaches and support.

Includes articles on how to develop outdoor spaces and encourage more extensive use of the natural environment in risk averse societies and examines the positive influences on children’s health and wellbeing.”

Contents include:

*Comparative table of outdoor space standards and services for young children in selected European countries *Encouraging more outdoor physical activity – Bødo, Norway *Outside the school: A world full of possibilities – Catalonia *Let’s play in Brussels! *Outdoor play at the core of health promotion – Sweden *Promoting traditional outdoor games for the well-being of children – Romania *Introducing children to outdoor living- Denmark *Pedagogy: The art of handling risks, not avoiding them – Germany *If the whole world could see me, they would see that I was smiling – Croatia *Where was your favourite place to play as a child? – England *Gender differences in playgrounds – Northwest Greece *Street life – Rome, Italy *Playing outdoors in natural spaces – Scotland & Italy.

Click here to buy!

“In partnership with parents, full-day learning will provide Ontario children with high quality programs that help lay the foundation for a healthy and productive life. I have submitted my report, With Our Best Future in Mind to the Premier on how to implement full day learning for 4- and 5-year-olds.

I encourage you to read the report and the accompanying brochure which provides a summary of my recommendations. In addition you may be interested in reviewing the working assumptions that guided my thinking throughout the development of the report.

I also invite you to download and read two companion reports, one that provides the vast evidence and best practice that informed my recommendations and another, due shortly on this site, that offers a curriculum for the early years to guide early learning professionals in fostering the development of young children.

I am extremely grateful to the thousands of Ontarians who contributed their thoughts on early learning through emails, phone calls, meetings, and this website.

There is tremendous support for early learning in Ontario. Together, I am confident we can build ‘our best future’.”

Charles E. Pascal, June 15th, 2009

What is a Bienenstock Natural Playground?

“A Bienenstock Natural Playground is one where all aspects of early childhood development are considered in the design. Adam Bienenstock, the industry’s leader in designing Natural Playgrounds, works with an ECE specialist and a Kinesiologist, to ensure that your children’s needs are met. His philosophy behind accessibility allows him to anticipate the needs of all children. His understanding of the importance of shade make him the industry leader in plant material, where all of his designs always include mature trees and indigenous species. Adam Bienenstock’s commitment to the environment is also very evident in his designs, where all materials are either of a natural nature or where this is not possible the use of 100% recycled materials is prescibed. Adam also understands that traditional playground design focuses on gross motor activity and presents an ‘activity centre’ or structure as the single focus of the space. His natural playground designs spread these gross motor activities throughout the space and add creative play, quiet space, music, art and nature. Bienenstock natural playground is fully accessible. People with different physical abilities can access his playgrounds, for example; people in wheelchairs can access components from the seat of their chairs; while providing full access he still maintains soft, CSA approved, low impact surfacing. In this style of playground, accessibility refers to people of all abilities, fitness levels, intelligence, creativity, cultures, and genders. Bienenstock’s natural playgrounds are inviting, not intimidating; suggestive, not prescriptive; inclusive, not exclusive, and open to all who want to explore nature and their own imagination. Take a look at the different components that make a Bienenstock Natural Playground.”

Tune-In to NAEYC Radio!

NAEYC and BAM Radio Network “have partnered to bring you NAEYC Radio. Rae Pica and Mark Ginsberg host the program that will focus on a different topic each month. The progam was developed by early childhood professionals to bring the best and latest insights directly to parents and educators.”

“A project is defined here as an in-depth investigation of a real world topic that is worthy of children’s attention and effort. The study may be carried out by a class or by small groups of children. Projects can be undertaken with children of any age. They do not usually constitute the whole educational program. Younger children will play and explore as well as engage in projects. Older children’s project work will complement the systematic instruction in their program.

The Project Approach refers to a set of teaching strategies which enable teachers to guide children through in-depth studies of real world topics. Projects are described as having a complex but flexible structural framework with features that characterize the teaching-learning interaction. When teachers implement the Project Approach successfully, children can be highly motivated, feel actively involved in their own learning, and produce work of a high quality.”

I had the pleasure of visiting Alderwood House School during a Saturday open-house. It truly is “a campus full of wonder”