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Our Philosophy & Learning Process
Our Philosphy
At Ancaster Forest & Nature School, our philosophy is deeply rooted in the belief that nature is an extraordinary and essential teacher, guiding the foundation of our preschool approach. Aligned seamlessly with the four frames of the How Does Learning Happen? (2014) Ministry document—Belonging, Well-Being, Engagement, and Expression—our Nature-Based Preschool Philosophy is more than a commitment; it is a dedication to crafting an unparalleled early learning experience guiding children on their own journey to discovering their love of nature while nurturing their innate desire to learn.
Our Mission
As a forest and nature- based program, our mission is to foster rich learning experiences for children using a whole-child approach that will not only develop a deeper connection with nature but also cultivate a sense of belonging and a connection to our community while building a more sustainable world.
The learning process: Inquiry, Play and Place-based learning
Inquiry
Inquiry
Inquiry
The most meaningful learning happens when there is a natural curiosity driving the inquiry. Our program builds upon children’s experiences, as well as their emerging ideas, questions, and interests, scaffolding towards greater learning while incorporating curriculum from the Ontario Ministry of Education's curriculum documents.
Play
Inquiry
Inquiry
A child at play in the outdoors is busy building skills across all developmental domains. Children communicate through play, build relationships through play, articulate needs through play, and most importantly, have fun through play. Learning that emerges through play is meaningful because of the authenticity of those playing—the play
A child at play in the outdoors is busy building skills across all developmental domains. Children communicate through play, build relationships through play, articulate needs through play, and most importantly, have fun through play. Learning that emerges through play is meaningful because of the authenticity of those playing—the play occurs on their terms, guided but not dictated by an educator.
Place
Inquiry
Place
Place-based learning is firmly rooted in the act of connecting children to a particular place through direct experiential contact. We believe that the ability to know a place intimately and to return to a natural space, again and again, provides children with familiarity while honing their ability to recognize and understand processes of change.