Algonquin College Early Childhood Education Program: Fostering Creativity in the Outdoor Classroom

Fostering Creativity in the Outdoor Classroom with Early Childhood Educators- Algonquin College, Perth Campus

As an outdoor Educator, I am honoured to be invited into the Algonquin College ECE program (Perth Campus) as a guest instructor/lecturer with the focus on Restorative Communication in the Outdoor Classroom. I introduced the importance of following circle guidelines when bringing children and adults together into the sharing circle. The practice of passing the talking piece ensures inclusivity and offers all in the circle an opportunity to express needs , concerns, learnings and/or teachings relative to the subject at hand.

I wrote an article sharing this teaching experience-link https://www.insideottawavalley.com/opinion/restorative-practice-in-schools-includes-nature-connection/article_35eecebb-30d2-5240-9570-526cbb3b5a92.html

link: https://www.insideottawavalley.com/news/with-video-drummond-central-school-plants-for-the-future-as-educator-s-dream-comes-to/article_485c20a7-0da1-5b78-a03b-660c1e96bafb.html

Engaging Algonquin College Early Childhood Educators in Outdoor Education and Restorative Communication

As a guest speaker invited to discuss Outdoor Education and Restorative Communication Facilitation with youth, I participated in Algonquin College Early Childhood Educators in their Fostering Creativity class. Engaging the ECE students in the outdoor classroom was a revitalizing experience. We sat together in a Knowledge Sharing Circle with the students and professor, united by the intention to facilitate learning through restorative communication in an inclusive, caring, and non judgemental outdoor environment.

As a circle facilitator, my intention was to hold space and represent the circle as a pedagogical approach that can be used in the outdoor classroom. We passed the talking piece and reached a collective agreement to follow the circle guidelines. This agreement confirmed that everyone felt safe to speak freely and confidentially, which is an essential component of restorative communication. Healing occurs when individuals feel safe enough to express themselves vulnerably, communicate honestly, and be heard by empathetic and non judgemental listeners.

The opening circle presented the following guidelines to ensure shared understanding and consent among all participants:

1. Speak only when holding the talking piece

2. Listen quietly when you do not have the talking piece

3. Suspend judgement and respect differences

4. What is shared in the circle remains in the circle

5. Speak from the heart

6. Listen with the heart

7. Maintain eye contact and exercise empathy

The discussion highlighted the significance of accessing Robert Lovelace’s teachings on Indigenous and Aboriginal histories. Emphasis was placed on honouring the Anishinaabe people by educating the truth about Canadian Indigenous history across all sectors of the community. Students with Indigenous roots spoke with confidence and gratitude as they honoured their heritage while others in the circle listened respectfully.

After receiving confirmation from all participants that they agreed to follow the circle guidelines, the talking piece was passed and each voice was given space to be heard. The ECE students reflected on how the outdoor classroom enriches experiential learning and strengthens our connection to the natural world. They recognized their emerging leadership role in bridging curriculum strands from indoor to outdoor environments. Many students expressed enthusiasm for helping children thrive within nature’s classroom.

We then moved outdoors and participated in a Cardinal Direction Activity on the college green space. Students ran freely, experiencing joy and physical engagement during the season’s first snowfall. Afterwards, we reconvened in a Knowledge Sharing Circle to discuss each student’s playful learning experience. The conversation explored the pedagogical value of storytelling and music in outdoor learning and identified numerous opportunities to integrate the Knowledge Sharing Circle as a strategy for experiential learning that arises naturally from curiosity, lived experience, and individual knowledge.

The closing appreciation circle was deeply moving. Many students expressed gratitude through tears and shared how the experience brought classmates closer together on an empathetic level. A few students approached me afterward to offer thanks for facilitating a space that fostered connection and understanding. In return, I expressed my honour in being trusted by individuals who demonstrated courage by sharing openly and vulnerably.

The Fostering Creativity in the Outdoor Classroom session exceeded my expectations because of the warmth and compassion shown by the circle participants. Our ancestors gathered in circles, and when we sit together in a safe and confidential space, trust and empathy flourish. Such environments nurture creative collaboration, stewardship of the earth, and mentorship for children.

I am grateful for this experience and I love this work.