WEBVTT 00:00:00.000 --> 00:00:03.629 Today on Blooming Curious I am so pleased to welcome Daniel Burton. 00:00:03.660 --> 00:00:07.769 Daniel is a nature educator specializing in outdoor classrooms. 00:00:08.110 --> 00:00:12.100 Along with his team at Educated by Nature, Daniel leads children, 00:00:12.180 --> 00:00:16.549 parents and teachers to develop connections and learn within nature 00:00:16.970 --> 00:00:18.360 through their various programs. 00:00:18.430 --> 00:00:22.754 Educated by Nature aims to increase the mental, Emotional and physical 00:00:22.754 --> 00:00:27.025 health of children and foster deep love of the natural environment. 00:00:27.474 --> 00:00:29.294 So welcome to Blooming Curious, Daniel. 00:00:29.594 --> 00:00:31.904 It's such a treat to have you today, especially after your 00:00:31.904 --> 00:00:35.804 whirlwind international trip that you've just come back from. 00:00:36.775 --> 00:00:38.515 Uh, thank you so much for having me Edwina. 00:00:38.644 --> 00:00:39.845 It's such a pleasure. 00:00:40.545 --> 00:00:43.715 It's so lovely to meet with you, actually, after following you guys and everything 00:00:43.715 --> 00:00:48.118 that you've been doing for, wow, more than 10 years, I'd say probably close to 00:00:48.118 --> 00:00:50.615 about, it's probably about 10 or 12 years. 00:00:51.014 --> 00:00:52.375 Listen, let's start with you. 00:00:52.424 --> 00:00:57.474 Can you share a little bit about your story behind Educated by Nature and what 00:00:57.474 --> 00:01:00.495 inspired you to start this initiative? 00:01:01.755 --> 00:01:02.485 Great question. 00:01:02.555 --> 00:01:03.975 , I love an origin story. 00:01:03.985 --> 00:01:09.194 So, uh, myself and my, , good friend and colleague and business partner, co 00:01:09.194 --> 00:01:12.395 founder of Educated by Nature, Trudy Bennett, we were both, , teachers 00:01:12.425 --> 00:01:14.155 at, Bold Park Community School. 00:01:14.545 --> 00:01:19.415 So a nature based, nature inspired, regio inspired, uh, then 00:01:19.465 --> 00:01:20.815 primary school and middle school. 00:01:20.815 --> 00:01:26.895 Now it's, it's K to 12, , school here in Perth, Western Australia, , and we. 00:01:27.105 --> 00:01:30.035 taught most of our time teaching together actually in the last four 00:01:30.035 --> 00:01:32.985 years of our time at Bold Park within an upper primary classroom. 00:01:33.105 --> 00:01:36.024 So we were teaching year 4, 5, 6. 00:01:36.495 --> 00:01:41.264 And our then principal, the founder of Bold Park, Julian McAuliffe 00:01:41.624 --> 00:01:45.984 challenged us to have a classroom outside for two days a week. 00:01:46.134 --> 00:01:51.974 So we had, we took our class, we had a patch of green space at the 00:01:51.974 --> 00:01:54.134 edge of at the edge of the school. 00:01:54.174 --> 00:01:56.694 It was a space called the wild space by the students. 00:01:57.034 --> 00:02:00.024 It was a space that they engaged with during recess and lunchtime, 00:02:00.464 --> 00:02:03.334 and we made that our classroom for 2 whole days a week. 00:02:03.864 --> 00:02:07.154 And in that time, we just saw an incredible way that 00:02:07.154 --> 00:02:08.884 children learn and engage 00:02:09.209 --> 00:02:13.999 in the outdoors, in nature, and the way that nature holds us as 00:02:13.999 --> 00:02:20.029 learners, um, and supports so many aspects of our, , not only academic 00:02:20.199 --> 00:02:25.989 abilities, but mental health, social engagement, um, the ability to, 00:02:26.689 --> 00:02:29.139 develop self efficacy and self worth. 00:02:29.479 --> 00:02:31.219 And we just saw our children come alive. 00:02:31.219 --> 00:02:36.439 And so through that process and having that experience, Trudy and I 00:02:36.439 --> 00:02:40.739 were, we're driven to support more educators to teach in this way and 00:02:40.739 --> 00:02:45.209 to provide more experiences for children to have these opportunities. 00:02:45.609 --> 00:02:49.649 So we stepped out of the classroom and started Educator by Nature 10 years ago. 00:02:50.064 --> 00:02:54.904 This year actually, , as a way to kind of advocate for this way of learning, 00:02:55.284 --> 00:03:00.224 this way of working with children and advocating for children's right to play, 00:03:00.494 --> 00:03:06.774 their right to have , an opportunity to connect with a natural world and yeah. 00:03:06.984 --> 00:03:08.564 Build deep connection. 00:03:09.284 --> 00:03:14.819 That right, that children have actually, I think is being eroded, , every single day. 00:03:15.329 --> 00:03:17.159 It does worry me that we don't. 00:03:17.914 --> 00:03:22.504 respect children enough to actually give them those things that are, really 00:03:22.554 --> 00:03:24.644 , their natural birthright, you know? 00:03:25.384 --> 00:03:28.344 Listen, I know exactly what space you're talking about, because I actually have 00:03:28.344 --> 00:03:33.584 visited Bold Park a few years ago, but you spoke about how you saw children 00:03:33.584 --> 00:03:37.224 come alive and how they changed when you were in this outdoor classroom. 00:03:37.884 --> 00:03:42.009 Can you be more specific and say, What kind of changes did you notice 00:03:42.009 --> 00:03:44.569 in children and the way they were learning and the way they were 00:03:44.589 --> 00:03:47.139 interacting when you were outside? 00:03:48.079 --> 00:03:49.249 Yeah, absolutely. 00:03:49.349 --> 00:03:55.639 like many classrooms today, we had a cohort of students who had additional 00:03:55.639 --> 00:04:00.779 needs and had, additional elements that got in the way of the learning process. 00:04:01.129 --> 00:04:07.649 children, uh, with ASD on the autism spectrum with ADHD with things like 00:04:07.649 --> 00:04:12.229 clinically diagnosed anxiety, a whole spectrum of different 00:04:12.279 --> 00:04:15.909 things that get in the way of their ability to learn and engage. 00:04:16.759 --> 00:04:21.069 And what we noticed when we had the outdoor classroom, when the students were 00:04:21.079 --> 00:04:28.739 outside in this space, those barriers seemed to disappear almost or at least. 00:04:29.084 --> 00:04:30.364 reduced dramatically. 00:04:30.884 --> 00:04:35.964 So their ability to engage within, the learning process to engage with each 00:04:35.964 --> 00:04:41.584 other, to find success in the process of learning and engaging with a curriculum, 00:04:41.854 --> 00:04:48.184 with, uh, knowledge acquisition, with, , inquiry, all of those things got easier. 00:04:49.044 --> 00:04:53.234 And apart from that academic element, we saw them come alive. 00:04:53.334 --> 00:04:54.494 We saw a spark. 00:04:54.564 --> 00:04:56.604 We saw, inquisitiveness. 00:04:56.624 --> 00:04:58.704 We saw social collaboration. 00:04:59.294 --> 00:05:05.504 We saw those children that were quieter inside , the classroom become the leaders. 00:05:05.594 --> 00:05:10.764 We saw those children take on leadership roles and, really inspire the direction 00:05:10.764 --> 00:05:13.664 of the learning and the direction of , the focus of our, classroom 00:05:14.014 --> 00:05:16.184 projects and programs and things like that. 00:05:16.884 --> 00:05:22.114 Um, yeah, it was a whole new magical way of learning. 00:05:22.844 --> 00:05:23.984 So tell me something. 00:05:24.354 --> 00:05:30.004 Did you just take your lessons from the inside outside? 00:05:30.924 --> 00:05:36.464 In other words, just a different setting, or did you actually change the way 00:05:36.474 --> 00:05:40.364 you taught because you were outside? 00:05:40.504 --> 00:05:41.144 Does that make sense? 00:05:42.149 --> 00:05:42.819 Absolutely. 00:05:42.849 --> 00:05:47.319 And we talk with educators are a lot about exactly that question. 00:05:47.799 --> 00:05:51.039 And I think for us, um, it was a mix of both. 00:05:51.119 --> 00:05:56.289 There were definitely elements that was just our lessons that we were doing inside 00:05:56.349 --> 00:05:58.599 that we picked up and we took outside. 00:05:58.979 --> 00:06:03.819 And it was just doing them, , sitting on stools under trees or sitting 00:06:03.829 --> 00:06:07.859 in a circle gathered around, an easel with a whiteboard on it. 00:06:10.404 --> 00:06:15.494 So having work books or exercise books , and doing lessons sitting on logs. 00:06:16.004 --> 00:06:20.974 That was definitely a part of it, but also it was impossible for us 00:06:21.044 --> 00:06:26.104 not to be inspired by the natural space and the, projects and the 00:06:26.104 --> 00:06:30.654 inquiry processes that came out of inspiration from that natural space. 00:06:31.224 --> 00:06:35.104 So then the natural space then inspired the work that we were doing. 00:06:35.104 --> 00:06:36.614 So it was, it was a mix of both. 00:06:37.424 --> 00:06:40.784 And you mentioned, you had all these children with additional 00:06:40.784 --> 00:06:42.594 needs, neurodivergent children. 00:06:43.874 --> 00:06:49.074 Why do you think it became easier for them to learn when you were outside? 00:06:49.104 --> 00:06:52.064 Because you obviously still had to teach your lessons, right? 00:06:52.064 --> 00:06:56.824 You still did your, I guess, your English or maths or other curriculum lessons. 00:06:57.434 --> 00:06:59.454 Why do you think they found that easier? 00:06:59.454 --> 00:07:00.864 What changed for them? 00:07:01.794 --> 00:07:06.504 I think this is where we go into, the therapeutic benefits of natural spaces, 00:07:07.054 --> 00:07:12.824 and that being outdoors, being surrounded by greenery, having a different 00:07:12.904 --> 00:07:17.894 sense of, auditory input, uh, so the sound of nature, but also the lack of 00:07:17.894 --> 00:07:20.175 walls, so the lack of reverberation of 00:07:20.175 --> 00:07:20.344 ,, sound. 00:07:21.165 --> 00:07:25.765 Sound Of a class, , all of those things joined, I think, to make it 00:07:25.765 --> 00:07:31.735 a much more cohesive, successful, calm learning environment. 00:07:32.435 --> 00:07:36.890 I'm just wondering, I wonder if it's because the sensory needs were 00:07:36.890 --> 00:07:41.160 reduced, in the natural environment and perhaps in a classroom, those 00:07:41.160 --> 00:07:44.430 sensory needs are just exacerbated. 00:07:44.430 --> 00:07:45.930 Do you think that that's part of it? 00:07:47.080 --> 00:07:47.750 Absolutely. 00:07:47.780 --> 00:07:52.460 And down to things like, so in a classroom situation, there's less room. 00:07:52.560 --> 00:07:56.550 So at Bold Park, the environments, the indoor environments are 00:07:56.550 --> 00:07:58.480 set up as flexible spaces. 00:07:58.780 --> 00:08:04.060 So it's not as if children are bound to a desk or have a single space. 00:08:04.630 --> 00:08:09.350 But , even the difference of being in a flexible learning environment to going 00:08:09.350 --> 00:08:14.510 outside, there is more flexibility to choose where you sit to learn or where you 00:08:14.510 --> 00:08:19.550 stand to learn or where you lie down to learn, like how you utilize that space, 00:08:20.150 --> 00:08:25.250 the ability to have movement in that that space while you're learning all of 00:08:25.330 --> 00:08:30.450 those things, allowing the body to move in the way that it needs to in order to 00:08:30.840 --> 00:08:36.190 to learn and engage, , even down to the, the concept of if we were gathered for a 00:08:36.190 --> 00:08:42.250 class meeting, a class discussion or an explicit teaching experience, children 00:08:42.260 --> 00:08:46.400 had the opportunity to pick up the leaves and sticks that were around them. 00:08:46.745 --> 00:08:51.835 We talk a lot with educators in our work at Educated by Nature about the 00:08:51.835 --> 00:08:57.365 fact that a child's fiddling with a stick or a leaf is not interrupting 00:08:57.365 --> 00:09:01.315 their ability to listen, it's actually enhancing their ability to listen. 00:09:01.695 --> 00:09:06.905 Well, at the moment, I have a pen in my hand and I'm clicking that pen in 00:09:06.965 --> 00:09:10.335 our team meetings at Educated by Nature, I'm banned from having a clicky 00:09:10.335 --> 00:09:12.185 pen, because I make too much noise. 00:09:12.655 --> 00:09:20.585 Our bodies need to move in order to listen and pay attention and attend, so nature 00:09:20.585 --> 00:09:24.615 provides us with those opportunities to do that in a much calmer way. 00:09:24.675 --> 00:09:29.535 I love the, so the term old fiddle stick, comes from the fact that, our 00:09:29.535 --> 00:09:34.245 brain, if we pick up a stick, surrounded by leaves, we can pull that stick apart 00:09:34.295 --> 00:09:36.775 and we can fiddle with that object. 00:09:37.305 --> 00:09:42.525 Nature provides, so at the moment we've got lots of human 00:09:42.525 --> 00:09:48.145 manufactured plastic or metal fidget toys, but nature provides them. 00:09:48.575 --> 00:09:54.215 They grow on trees literally like a stick or a leaf is a fiddle toy. 00:09:54.495 --> 00:09:57.610 It's a fidget toy and provides something for our fingers and our 00:09:57.610 --> 00:10:02.830 bodies to do in order to support our brains to attend , and pay attention. 00:10:03.780 --> 00:10:07.830 And we do see in classrooms children with those additional needs all 00:10:07.830 --> 00:10:11.520 sitting there with their funny putty or whatever it's called with their 00:10:11.530 --> 00:10:13.690 fiddle toys and all those kinds of things. 00:10:13.690 --> 00:10:16.150 And, and you know, those things are actually quite expensive 00:10:16.500 --> 00:10:19.490 to purchase if you were buying them as a classroom resource. 00:10:19.910 --> 00:10:20.850 So, you're right. 00:10:20.900 --> 00:10:23.610 Just go outside, get a few sticks and leaves and they can fiddle with 00:10:23.620 --> 00:10:26.760 those instead and have a little bit of a connection to nature. 00:10:27.080 --> 00:10:30.480 One of the things I love doing is taking my children, my students out of the 00:10:30.480 --> 00:10:34.790 classroom, and sometimes we just go and do transient art . And there's this whole 00:10:34.790 --> 00:10:39.450 Japanese idea of doing the tree bathing, you know, where people pay apparently 00:10:39.905 --> 00:10:44.465 large sums of money to be taken into the forest, so just to lay there and absorb 00:10:44.475 --> 00:10:47.505 the oxygen and the feeling and the sounds. 00:10:47.725 --> 00:10:53.435 So yes, there is, you know,, strong evidence for the healing power of nature. 00:10:53.915 --> 00:10:58.585 That is, I think, where that outdoor teaching comes in and that's how it has 00:10:58.585 --> 00:11:01.555 that very calming effect on children. 00:11:02.155 --> 00:11:05.795 Tell me, what do you think are particular skills that children develop when they 00:11:05.795 --> 00:11:09.370 start working and learning outdoors. 00:11:10.230 --> 00:11:13.590 I think, uh, we could talk for hours on this one. 00:11:13.590 --> 00:11:18.745 I think one of the key elements that I really love seeing is children's ability 00:11:18.785 --> 00:11:24.915 to develop , comfort and stillness and connection with the natural world. 00:11:25.285 --> 00:11:29.625 What we're seeing today in a lot of the schools that we're working with, with a 00:11:29.625 --> 00:11:35.065 lot of the children that we're working with is that children seem to have 00:11:35.065 --> 00:11:37.705 an aversion to even sitting on grass. 00:11:38.245 --> 00:11:42.605 So we're working with more and more children who, uh, don't want to sit down 00:11:42.605 --> 00:11:45.505 on the ground or get down on the earth. 00:11:45.555 --> 00:11:48.125 Maybe that's because they're, they're feeling like they'll get their 00:11:48.395 --> 00:11:49.955 uniform or their clothes dirty. 00:11:50.345 --> 00:11:54.985 So there is, , I guess sometimes there's a fear that, oh, my parents 00:11:54.985 --> 00:11:58.675 will tell me off if I come home and I have , a dirty uniform or dirty clothes. 00:11:59.205 --> 00:12:02.515 But also we're seeing that children, have a fear of getting 00:12:02.515 --> 00:12:06.330 bitten by an ant, or the bugs and insects that are, in the grass. 00:12:06.690 --> 00:12:08.920 Now, I don't want to take away from the fact that getting 00:12:08.920 --> 00:12:10.740 bitten by an ant does hurt. 00:12:10.840 --> 00:12:12.990 We have some nasty ants. 00:12:12.990 --> 00:12:20.080 But the fact is, unless you have, an anaphylactic allergic reaction to 00:12:20.110 --> 00:12:23.960 an ant bite, you're not going to die from being bitten by an ant. 00:12:24.030 --> 00:12:26.050 You will survive that experience. 00:12:26.630 --> 00:12:33.175 So there's a lot to be said about the process of feeling comfort in, and 00:12:33.215 --> 00:12:35.765 being okay with being in natural spaces. 00:12:36.205 --> 00:12:41.525 And so that ability to feel that calm, that sense of being comfortable and 00:12:41.525 --> 00:12:46.705 okay, I think is a skill that is often overlooked in our process of taking 00:12:46.705 --> 00:12:51.695 learning outdoors in that simple way to connect with the natural world is 00:12:51.695 --> 00:12:55.095 one of the greatest gifts and supports that we can provide for our students. 00:12:55.160 --> 00:12:59.240 It's very interesting you say that because I've experienced lots of those kind 00:12:59.240 --> 00:13:04.520 of situations where there is just the tiniest little ant or even a bee buzzing 00:13:04.530 --> 00:13:08.910 around and oh my goodness everybody goes into flat panic you know and I'm 00:13:08.910 --> 00:13:13.880 thinking guys it's just a little insect or there's something in the classroom 00:13:13.900 --> 00:13:18.990 you know and you just go take the thing outside but, I have seen this aversion, 00:13:19.040 --> 00:13:24.210 children are so fearful of just anything that lives and breaths and crawls. 00:13:24.750 --> 00:13:26.340 They are really afraid of them. 00:13:26.760 --> 00:13:29.560 I do wonder whether it's because children don't have 00:13:29.560 --> 00:13:31.470 gardens anymore or very few do. 00:13:31.520 --> 00:13:35.900 We've, become this society now, I think, where our houses are built wall to wall. 00:13:36.020 --> 00:13:38.180 There's not a lot of garden or there's artificial grass, 00:13:39.070 --> 00:13:43.750 and they are not subject to natural things anymore. 00:13:43.750 --> 00:13:45.200 They don't really know how to handle them. 00:13:45.200 --> 00:13:48.460 And so that's why I think it's our responsibility as schools and 00:13:48.460 --> 00:13:52.190 teachers, we really do have to grow gardens and we really do have 00:13:52.190 --> 00:13:54.290 to have outdoor nature spaces. 00:13:54.580 --> 00:14:00.140 And teachers also need to stop being afraid of bugs and insects 00:14:00.150 --> 00:14:02.130 and those kinds of things. 00:14:02.360 --> 00:14:06.390 Because I think it's becoming more and more our responsibility to teach children 00:14:06.720 --> 00:14:10.730 that side as well, because they're not getting it in their homes very often. 00:14:10.730 --> 00:14:13.040 Yeah, I absolutely agree. 00:14:13.070 --> 00:14:17.850 And I think, you've, jumped on a point there, which we're really passionate 00:14:17.850 --> 00:14:22.820 about here at Educated by Nature in that I think there's a responsibility and a 00:14:22.820 --> 00:14:28.030 growing responsibility to support, our teenagers and our young adults at the 00:14:28.030 --> 00:14:32.630 moment, who are the people that are the next generation of early learning 00:14:32.630 --> 00:14:38.685 professional teachers who maybe are coming from a, childhood where they 00:14:38.695 --> 00:14:41.805 haven't necessarily had those same experiences in the natural world. 00:14:42.045 --> 00:14:47.125 And so don't have those comfort levels with being outdoors, have those aversions 00:14:47.175 --> 00:14:50.705 to, insects and bugs and creepy crawlies. 00:14:51.425 --> 00:14:57.390 And so we're just going to continue to I guess contribute to this aversion 00:14:57.390 --> 00:15:01.410 to connecting with nature if we don't support that generation and the next 00:15:01.410 --> 00:15:06.910 generation because, as you said, like you and I, are from generations 00:15:06.910 --> 00:15:11.020 who grew up and we have had outdoor experiences, we do have that connection. 00:15:11.020 --> 00:15:16.715 So we have within us an innate, connection and a yearning to support 00:15:17.260 --> 00:15:21.020 children to connect if the next generation and the generation after 00:15:21.020 --> 00:15:29.110 that doesn't have that internal drive, then we're at a danger of not having 00:15:29.110 --> 00:15:32.960 the passion or the drive to continue to connect the following generations. 00:15:32.960 --> 00:15:36.830 I do worry about that quite a lot because you do see that generation, 00:15:36.830 --> 00:15:37.980 as you say, coming through. 00:15:38.420 --> 00:15:41.380 You know, here in Australia, we have the great outdoors. 00:15:41.790 --> 00:15:45.720 There are those families and those children that do have those experiences. 00:15:45.720 --> 00:15:47.740 You know, we've got four by fours by the dozen. 00:15:47.740 --> 00:15:50.170 People are going to the beach, they're going into the bush, 00:15:50.170 --> 00:15:51.460 they're having those experiences. 00:15:51.870 --> 00:15:55.630 But I have also taught children in my class, here in Perth, we are 00:15:55.630 --> 00:15:57.780 15 minutes away from the beach. 00:15:57.860 --> 00:16:04.080 Who have never been, and that's sad, and that is actually quite shocking to me. 00:16:04.400 --> 00:16:05.040 Like what? 00:16:05.040 --> 00:16:06.260 You've never been to the beach. 00:16:06.260 --> 00:16:06.920 It's just there,? 00:16:08.040 --> 00:16:11.900 So I think this is something that is really profound because we're 00:16:11.900 --> 00:16:15.590 seeing more and more mental health issues with children and yet we 00:16:15.590 --> 00:16:19.700 know that the solution, the healing is right here on our doorstep. 00:16:19.700 --> 00:16:23.140 It's just being outside in nature, which can really help so much. 00:16:23.720 --> 00:16:26.700 I thought of a funny story actually when you were talking about the bugs. 00:16:27.700 --> 00:16:32.010 I don't know if you come across it, but It happens so often where a child will 00:16:32.010 --> 00:16:36.200 come to you and they need to go to the office to get some kind of soothing lotion 00:16:36.200 --> 00:16:37.710 or something because they've been bitten 00:16:38.300 --> 00:16:38.430 by 00:16:38.430 --> 00:16:40.110 a mosquito or an ant. 00:16:40.660 --> 00:16:43.830 Now when I was growing up if I had to go to my mum and say she'd 00:16:43.830 --> 00:16:45.430 go just put some spit on it. 00:16:45.575 --> 00:16:46.335 Seriously. 00:16:46.595 --> 00:16:51.045 And we would just lick your finger and rub your saliva onto a bite. 00:16:51.085 --> 00:16:52.135 And that would be that. 00:16:52.175 --> 00:16:57.545 There would be no Stingoes or gels or sprays to do any of that stuff. 00:16:57.905 --> 00:17:00.905 And so sometimes kids come to me and I go "just put some spit in it," 00:17:00.935 --> 00:17:03.095 So I'm just thinking, Oh my God, they'd probably go home to their 00:17:03.095 --> 00:17:05.915 parents and go, Mrs Cottino said just to put some spit in it. 00:17:05.915 --> 00:17:08.335 They're probably going to get a phone call to school to say what 00:17:08.335 --> 00:17:11.325 on earth is going on here to show some more caring for my child. 00:17:11.325 --> 00:17:13.705 But actually what we're doing is we're teaching them that, Hey 00:17:14.525 --> 00:17:16.335 it's not the end of the world, you'll live 00:17:16.795 --> 00:17:21.165 I just want to jump in there and say, I think there's a lot in that about 00:17:21.565 --> 00:17:26.405 showing children that they are capable and that they have autonomy and that 00:17:26.405 --> 00:17:31.005 they have the power within them to solve their problems, I love working with 00:17:31.005 --> 00:17:33.965 Children conflict comes up all the time. 00:17:34.285 --> 00:17:38.775 So one of the greatest tools that I've learned as a teacher is to ask 00:17:38.775 --> 00:17:42.635 the question when a child comes up to me with a problem is, do you 00:17:42.635 --> 00:17:46.235 need my help to solve this problem or are you just wanting to let me know? 00:17:47.470 --> 00:17:51.150 Essentially, do you want someone to listen or do you want someone 00:17:51.160 --> 00:17:53.370 to act with you or on your behalf? 00:17:53.810 --> 00:17:59.390 Because often, I think, as adults, we have the best intentions at heart 00:17:59.410 --> 00:18:02.900 and we want to support children, but we jump into action when maybe 00:18:02.900 --> 00:18:04.410 that's not what they were asking for. 00:18:04.980 --> 00:18:08.410 So sometimes with that insect bite or that bug bite or something 00:18:08.410 --> 00:18:11.990 that's scratchy, Maybe it's just being a safe harbor that they 00:18:11.990 --> 00:18:16.230 can say, ouch, this hurts, or I'm uncomfortable and that's okay. 00:18:16.660 --> 00:18:20.460 And for us to acknowledge, yeah, that ant bite does make you uncomfortable. 00:18:20.860 --> 00:18:25.650 That must hurt right now, but that pain will go away, that we don't need 00:18:25.660 --> 00:18:27.380 to jump in and fix that straight away. 00:18:27.480 --> 00:18:29.470 Sometimes they're actually just coming to let us know. 00:18:30.560 --> 00:18:35.310 And have you also found that having the outdoors, that children, it 00:18:35.310 --> 00:18:36.760 does make them more resilient? 00:18:37.060 --> 00:18:41.330 Because at our school, for example, we put out a nature playground. 00:18:41.370 --> 00:18:47.615 And what we discovered was that Kids were always, I tell you, the office 00:18:47.615 --> 00:18:52.025 ladies must have a list from here to eternity for every child that comes 00:18:52.025 --> 00:18:53.555 into that office for a band aid. 00:18:54.135 --> 00:18:57.555 And what we discovered as soon as we put in the nature playground, is 00:18:57.555 --> 00:18:59.035 that increased for a little while. 00:19:00.075 --> 00:19:03.285 Yeah, because we're getting scrapes more, because now we had logs 00:19:03.285 --> 00:19:04.755 and rocks and all these things. 00:19:05.535 --> 00:19:08.505 But then what we were doing is if they did come out, I have a scrape. 00:19:08.635 --> 00:19:10.595 We said, Oh, just go to the bathroom, wash it off. 00:19:10.625 --> 00:19:11.365 It's all fine. 00:19:11.375 --> 00:19:14.215 Look, obviously, if it was serious, we would attend to that. 00:19:14.335 --> 00:19:17.965 I'm talking about just little scrapes that really don't need much. 00:19:18.005 --> 00:19:22.215 And I think what's what it's done is it has lowered the amount of 00:19:22.215 --> 00:19:25.355 children going to the office for Band Aids for just arbitrary reasons. 00:19:25.765 --> 00:19:30.375 And it does really help to build that resilience in our children. 00:19:30.875 --> 00:19:34.855 So nature has so many benefits, including building resilience. 00:19:34.905 --> 00:19:39.290 So I, I think that's really important for our children, especially now 00:19:39.300 --> 00:19:45.730 when we've taken away so many of the obstacles and we're wrapping them more 00:19:45.730 --> 00:19:48.710 and more in cotton wool because we're afraid of the outside world and all the 00:19:48.710 --> 00:19:50.260 bad things that could happen to them. 00:19:50.790 --> 00:19:54.390 But we're also depriving them of experiencing things that could 00:19:54.390 --> 00:19:56.580 really benefit them at the same time. 00:19:57.530 --> 00:19:58.180 Absolutely. 00:19:58.590 --> 00:20:03.400 And I think for me, that story, so our byline at Educated by Nature 00:20:03.400 --> 00:20:04.650 is Resilience through Connection. 00:20:05.080 --> 00:20:11.170 So, at our core, we are about developing resilience, and that comes through our 00:20:11.170 --> 00:20:14.270 ability to connect with the natural world, with ourselves and with others. 00:20:15.190 --> 00:20:18.970 And we're big believers on the essence of anti fragility. 00:20:19.625 --> 00:20:24.195 That our Children need to be anti fragile. 00:20:24.235 --> 00:20:27.815 So Jonathan Haidt talks a lot about anti fragility in his book, The Anxious 00:20:27.815 --> 00:20:32.905 Generation, and the fact that for children to be, , anti fragile, they need 00:20:32.905 --> 00:20:38.415 the opportunity to experience discomfort, to experience adversity, to experience, as 00:20:38.415 --> 00:20:43.355 you were saying, those bumps and scratches and bruises, and that those things show 00:20:43.775 --> 00:20:48.695 them that they are actually capable, they can survive those experiences. 00:20:48.825 --> 00:20:53.735 Getting bitten by an ant, shows them that they can get through that, and leads 00:20:53.735 --> 00:20:58.975 to a sense of more than resilience and robustness, it leads to anti fragility. 00:20:59.995 --> 00:21:03.315 And, , it's like they used to say, you've got to be cruel to be kind or 00:21:03.385 --> 00:21:08.325 tough, and I think sometimes I wonder whether that's lacking now, is that 00:21:08.455 --> 00:21:12.345 our children don't have that mental toughness, that resilience anymore. 00:21:12.705 --> 00:21:18.015 And I think there's really a need to get that back so that we can face challenges 00:21:18.280 --> 00:21:23.340 with more courage and not as much anxiety, and so I 00:21:23.390 --> 00:21:28.210 I believe that your programs like what you're offering and having that nature 00:21:28.210 --> 00:21:33.150 space outdoors where children can, can connect with that and experience 00:21:33.150 --> 00:21:39.130 those moments where perhaps there is a challenge and can learn to navigate 00:21:39.130 --> 00:21:40.490 those challenges on their own. 00:21:40.550 --> 00:21:42.070 I think that is a real 00:21:42.070 --> 00:21:44.000 golden moment for children. 00:21:44.370 --> 00:21:46.940 I think that is a real gift that we can give them. 00:21:47.910 --> 00:21:52.200 Daniel, you know, it's not all unicorns and rainbows when we talk about 00:21:52.200 --> 00:21:54.270 how wonderful it is to be outside. 00:21:55.180 --> 00:21:59.970 Tell me what challenges you faced because in your programs that you're offering, 00:21:59.980 --> 00:22:04.620 what challenge have you faced when you're integrating your nature based learning 00:22:04.630 --> 00:22:08.090 into conventional education programs? 00:22:09.530 --> 00:22:13.430 So in the work that we do directly with teachers in schools, I think one 00:22:13.430 --> 00:22:15.150 of the biggest challenges is time. 00:22:15.895 --> 00:22:21.205 Because our schools are so siloed, our curriculum areas are separated 00:22:22.285 --> 00:22:26.965 so extremely that the amount of time allocated for certain 00:22:26.975 --> 00:22:30.535 subjects or topics get so limited. 00:22:31.725 --> 00:22:36.145 Whereas the beauty of learning outdoors, nature pedagogy, outdoor 00:22:36.145 --> 00:22:42.175 classrooms, whatever term you want to apply to it is the fact that it can be 00:22:42.185 --> 00:22:46.725 really well integrated, that there's the opportunity to learn through an 00:22:46.725 --> 00:22:51.045 inquiry process in an integrated way that covers multiple learning areas, 00:22:51.045 --> 00:22:52.685 multiple curriculum areas at once. 00:22:53.485 --> 00:22:58.545 And so one of our biggest challenges is supporting teachers to see past 00:22:58.905 --> 00:23:04.575 timetables that are set that separate learning area times and go here is an 00:23:04.575 --> 00:23:10.455 opportunity that we can move outside and cover lots of different areas and topics 00:23:10.505 --> 00:23:13.195 , through engagement with the natural world all at once. 00:23:14.025 --> 00:23:16.615 I think that would be one of our, challenges. 00:23:16.645 --> 00:23:19.355 And then linked to that, I think one of the biggest challenges 00:23:19.365 --> 00:23:21.355 educators face is transitions. 00:23:22.055 --> 00:23:24.805 Is moving into different spaces. 00:23:25.025 --> 00:23:29.055 Is how do we get from the classroom to the outdoor space? 00:23:29.425 --> 00:23:33.935 Uh, maybe our, our school that we are working with doesn't have a 00:23:33.935 --> 00:23:37.965 suitable outdoor space on site, on campus, so maybe it's about how do 00:23:37.965 --> 00:23:43.325 we transition to the beyond space, to the natural parkland or bushland 00:23:43.375 --> 00:23:45.015 across the road or down the street. 00:23:45.545 --> 00:23:51.985 So transitions become a challenge and it becomes a logistical conversation, 00:23:52.385 --> 00:23:58.415 which has solutions and has answers, but it's supporting educators and teachers 00:23:58.695 --> 00:24:03.295 to work in ways that maybe they haven't, had the need to work in before or think 00:24:03.305 --> 00:24:08.725 outside the box in regards to transitions and movement and, ways to get to different 00:24:08.725 --> 00:24:12.585 places efficiently, I think that's one of the big challenges we face. 00:24:13.490 --> 00:24:18.250 I love how you talked about that integrating not just nature, but 00:24:18.250 --> 00:24:20.380 learning across subject areas. 00:24:20.390 --> 00:24:23.650 Because as you said, teachers talk about their workload all the time. 00:24:24.480 --> 00:24:28.560 And I often wonder whether that workload isn't because we've created more 00:24:28.560 --> 00:24:34.510 work for ourselves by, as you said, siloing our different subject areas. 00:24:35.000 --> 00:24:36.800 Because, life is integrated. 00:24:36.900 --> 00:24:39.900 We do not live in compartmentalized ways. 00:24:40.410 --> 00:24:42.530 So for me, teaching should be integrated. 00:24:42.530 --> 00:24:43.480 And that's my jam. 00:24:43.510 --> 00:24:44.420 That's what I'm good at. 00:24:44.550 --> 00:24:49.440 I rock at integrating multiple subject areas into one lesson. 00:24:49.750 --> 00:24:54.885 And that is not only a time saver, but it also is more of an 00:24:54.965 --> 00:24:56.645 authentic learning experience. 00:24:57.075 --> 00:24:59.995 So I'm completely 100 percent with that. 00:24:59.995 --> 00:25:02.715 And that's actually what I'm trying to do with Blooming Curious is trying 00:25:02.715 --> 00:25:06.555 to say to educators, I can actually help you and show you how you can 00:25:06.555 --> 00:25:11.545 make your life easier by integrating a whole bunch of stuff into one lesson. 00:25:12.350 --> 00:25:14.880 Yeah, which is just and also so much more fun. 00:25:14.920 --> 00:25:15.620 My goodness. 00:25:15.620 --> 00:25:16.500 It's so much more fun. 00:25:16.540 --> 00:25:20.170 And we have an issue where children can't see connections between 00:25:20.380 --> 00:25:21.550 why do I have to learn this? 00:25:21.570 --> 00:25:23.350 When am I going to ever need this in my life? 00:25:24.380 --> 00:25:27.530 And it's because we're not connecting different subject areas so they can 00:25:27.530 --> 00:25:32.510 see, Oh, okay, we're doing this because I could need it here or there one 00:25:32.510 --> 00:25:34.940 day, or tomorrow for that matter. 00:25:34.950 --> 00:25:36.920 Tell me what advice would you give educators? 00:25:37.860 --> 00:25:41.700 in the real world that want to really integrate more nature based 00:25:41.700 --> 00:25:47.760 activities into their teaching, but they face all this resource 00:25:47.760 --> 00:25:50.040 issue and the curriculum issues. 00:25:50.120 --> 00:25:54.270 What advice do you give at Educated by Nature, because you do the 00:25:54.280 --> 00:25:55.810 stuff where you're training people. 00:25:55.810 --> 00:26:00.655 So what's the kind of advice that you give educators when it comes to teaching in 00:26:00.655 --> 00:26:06.475 a more integrated fashion , to get this cross curricular connection happening. 00:26:07.375 --> 00:26:13.905 I think the biggest piece of advice that we can give educators is trust children. 00:26:14.545 --> 00:26:19.325 And it can look, different in many different contexts, but I think, 00:26:20.025 --> 00:26:24.495 one of the things that we want to encourage educators to do is stand back 00:26:24.565 --> 00:26:29.235 and just watch, , Angela Hanscom is an occupational therapist from the States and 00:26:29.235 --> 00:26:34.245 she's written Balanced and Barefoot, which is a fantastic book, a really easy read. 00:26:34.255 --> 00:26:38.935 And I think it should be mandatory reading for all educators, not 00:26:38.935 --> 00:26:40.435 just occupational therapists. 00:26:41.635 --> 00:26:44.315 But she talks about stepping back and tuning in. 00:26:45.045 --> 00:26:45.795 And I think. 00:26:46.085 --> 00:26:51.655 When we give children the opportunity and we trust them to take a lead of 00:26:51.695 --> 00:26:57.725 their own learning and we stand back and we watch, what we notice is that they 00:26:57.765 --> 00:27:00.195 actually are incredibly capable learners. 00:27:00.715 --> 00:27:05.425 They are incredibly capable at discovering, asking questions, 00:27:05.595 --> 00:27:10.015 wondering, and going deeply with engagement in the learning process. 00:27:10.815 --> 00:27:13.795 I think it's flipping that model that as educators, we 00:27:13.795 --> 00:27:15.085 don't need to be as teachers. 00:27:15.085 --> 00:27:18.105 We don't need to be the one doing chalk and talk or being the holder 00:27:18.105 --> 00:27:22.715 of all the knowledge that we need to pass that trust over to the children 00:27:23.025 --> 00:27:29.295 and work as a collaboration to access the curriculum that we need to cover. 00:27:29.875 --> 00:27:36.310 But if we stand back and we just trust children, they actually will naturally 00:27:36.310 --> 00:27:40.990 get to the learning that they need to with some creative backwards planning 00:27:40.990 --> 00:27:45.570 and backwards designing and, input of some pebbles of wisdom along the way. 00:27:45.710 --> 00:27:46.170 I think 00:27:47.450 --> 00:27:51.180 I noticed when we were preparing for this interview, I asked you to 00:27:51.220 --> 00:27:56.350 respond to some questions and you said a great teacher shows a child 00:27:56.370 --> 00:27:58.410 where to look, but not what to see. 00:27:58.870 --> 00:28:00.270 So I think that's where that comes in. 00:28:01.020 --> 00:28:04.010 We're not that talk and chalk generation any longer. 00:28:04.280 --> 00:28:05.710 We are facilitators. 00:28:05.980 --> 00:28:08.190 So we're just showing them this is where it is. 00:28:08.760 --> 00:28:09.800 What do you think? 00:28:09.830 --> 00:28:11.460 What do you, what can you see in this? 00:28:11.460 --> 00:28:12.830 How can you develop this? 00:28:12.830 --> 00:28:14.270 How can you take this further? 00:28:14.320 --> 00:28:17.810 How can you, write this sentence in a much more clear way or 00:28:17.810 --> 00:28:19.150 in a more descriptive manner? 00:28:19.210 --> 00:28:22.720 Things are changing and, the mental health and well being of children 00:28:22.970 --> 00:28:28.630 disturbs me greatly when I see what's happening every day in classrooms. 00:28:28.970 --> 00:28:33.910 And I personally am convinced it is because they're losing that 00:28:33.910 --> 00:28:37.935 connection to the natural world and we're becoming more way more 00:28:37.975 --> 00:28:40.145 obsessed and reliant on technology. 00:28:40.925 --> 00:28:46.685 What's your view as a leader in the nature space, so to speak, on technology 00:28:46.685 --> 00:28:48.915 in classrooms and how it's being used? 00:28:49.615 --> 00:28:50.545 This is a big one. 00:28:50.555 --> 00:28:54.545 And, going back to the book, The Anxious Generation by Jonathan Haidt, and 00:28:54.545 --> 00:28:59.575 actually the dialogue that has happened between Jonathan and Dr. Peter Gray 00:29:00.035 --> 00:29:02.705 over some of the elements of that book. 00:29:02.805 --> 00:29:08.055 So technology and by technology where we're obviously here talking about digital 00:29:08.065 --> 00:29:10.815 technology, and screen based technology. 00:29:11.765 --> 00:29:13.495 It's something that exists in our world. 00:29:13.595 --> 00:29:21.095 We are utilizing the benefits of it right now by discussing and sharing information 00:29:21.125 --> 00:29:23.075 and content through digital media. 00:29:23.505 --> 00:29:25.825 So it's something that's not going anywhere and it's something that 00:29:25.825 --> 00:29:27.905 definitely has positive elements. 00:29:28.355 --> 00:29:30.795 I think it comes back like anything to balance. 00:29:31.545 --> 00:29:36.835 That we need to make sure that we're not putting over reliance on digital tools 00:29:36.855 --> 00:29:41.865 in our classrooms and for children, and we're seeing the opportunities 00:29:41.865 --> 00:29:45.595 where we can get off screens and have that balance in our classrooms. 00:29:46.135 --> 00:29:51.245 I think it's not about fighting against it and not having any of it 00:29:51.315 --> 00:29:55.925 in our classroom experiences, but it's finding out when it's a tool 00:29:55.925 --> 00:29:58.405 that is really useful and necessary. 00:29:58.715 --> 00:30:03.155 , I guess, like any tool, it's about knowing not only when it's important 00:30:03.155 --> 00:30:07.515 to use, but when it's important not to use it and acknowledging those things. 00:30:08.380 --> 00:30:12.800 In recent times, I've just been seeing children absolutely, there is 00:30:12.810 --> 00:30:14.590 no other word for it, but addicted. 00:30:14.640 --> 00:30:17.630 It's like an itch that they have to scratch all the time. 00:30:17.710 --> 00:30:20.635 I'm trying to say to them, look, It has its place. 00:30:20.635 --> 00:30:21.595 It has its purpose. 00:30:21.775 --> 00:30:27.625 You can use it to learn to investigate to read to find out but to use it aimlessly 00:30:27.655 --> 00:30:29.375 just to sit on it and play a game. 00:30:30.145 --> 00:30:34.635 I don't believe that that is doing our children any good at all. 00:30:35.565 --> 00:30:39.015 And we know about all the research going into technology and its 00:30:39.015 --> 00:30:40.515 effect on a developing brain. 00:30:40.525 --> 00:30:42.365 And that's the part of it that worries me. 00:30:42.365 --> 00:30:44.635 So, no, we can't take it away completely. 00:30:44.685 --> 00:30:48.085 I'd love to ban it completely, actually, personally in early 00:30:48.085 --> 00:30:52.405 childhood and then bring it out later because children are smart. 00:30:52.615 --> 00:30:54.235 People say, oh, you've got to prepare them. 00:30:55.165 --> 00:30:58.220 These kids learn it within, a few minutes. 00:30:58.220 --> 00:31:03.560 It's not like us, I remember, getting a new gadget and we used to read the manual. 00:31:04.050 --> 00:31:05.370 My kids never read a manual. 00:31:06.350 --> 00:31:08.370 They just learned to do it. 00:31:08.400 --> 00:31:10.290 That you learn on the go, so to speak. 00:31:10.570 --> 00:31:13.970 Let's move on and talk to me about your upcoming projects 00:31:13.970 --> 00:31:16.870 and initiatives that Educated by Nature are working on. 00:31:16.870 --> 00:31:19.880 And one of the things that you are most excited about, cause I know you've just 00:31:19.880 --> 00:31:24.750 been on your overseas trip, talking a lot about nature and children, I'm sure. 00:31:25.260 --> 00:31:28.200 So would you like to share a little bit about that and some of the 00:31:28.200 --> 00:31:32.740 initiatives that Educated by Nature is offering, not just educators, but 00:31:32.740 --> 00:31:34.940 you also offer parents, workshops 00:31:35.010 --> 00:31:35.730 , do you want to talk about 00:31:35.980 --> 00:31:36.250 that? 00:31:36.940 --> 00:31:37.250 Yeah. 00:31:37.350 --> 00:31:42.400 . One of the programs and one of the projects that I'm really excited about 00:31:42.420 --> 00:31:45.960 and that , we're really passionate about here is our, mentoring program and 00:31:45.960 --> 00:31:47.590 our nature connection series program. 00:31:47.590 --> 00:31:52.220 So we're working with a whole bunch of different schools, but also starting to 00:31:52.220 --> 00:31:58.090 work more with organizations that can support us to be in schools that maybe 00:31:58.210 --> 00:32:02.860 can't afford a long term program or project, because we know that budgets 00:32:02.860 --> 00:32:09.190 in schools are really tight, but putting emphasis on the ability of mentoring and 00:32:09.190 --> 00:32:15.620 walking alongside educators to support them to take learning outdoors because, 00:32:15.640 --> 00:32:20.320 like, we were talking about at the start of the, discussion is that often it's 00:32:20.340 --> 00:32:23.890 the adults that need a little bit of support themselves to feel comfortable in 00:32:23.890 --> 00:32:28.880 these outdoor spaces, to feel comfortable with the strategies in which they can 00:32:28.910 --> 00:32:33.960 implement nature based classrooms, nature pedagogy, outdoor classroom programs. 00:32:34.660 --> 00:32:38.460 So our Nature Connection series is an opportunity for us to walk alongside 00:32:38.620 --> 00:32:41.090 a teacher or two and their class. 00:32:41.580 --> 00:32:45.990 Model and then also mentor them across like a five or six week process. 00:32:46.510 --> 00:32:48.510 We're really passionate about that program. 00:32:49.430 --> 00:32:53.200 And then another project that we're super excited about is we're starting 00:32:53.200 --> 00:32:55.890 to work more with year seven and eight. 00:32:56.190 --> 00:33:00.080 So, into high school and doing some work in developing adventure 00:33:00.080 --> 00:33:06.130 playgrounds and remembering that teenagers still need to play as well. 00:33:06.450 --> 00:33:09.735 And what are the play landscapes that they have access to in year 00:33:09.735 --> 00:33:14.440 seven recess and lunchtime, what do their play spaces look like? 00:33:14.460 --> 00:33:19.970 Because often in high schools, we move from a space in primary schools of having 00:33:19.970 --> 00:33:24.790 lots of play opportunities of environments that are supportive of play to high 00:33:24.790 --> 00:33:27.881 school environments that are paved areas with Um, you know, we're not going to 00:33:27.881 --> 00:33:29.895 be able to have picnic tables or benches. 00:33:30.265 --> 00:33:34.005 Um, or maybe the occasional table tennis table or basketball hoop. 00:33:34.605 --> 00:33:38.605 So we're working with a school at the moment where we're developing an 00:33:38.605 --> 00:33:42.895 adventure playground that is going to be a space where their year sevens can 00:33:42.895 --> 00:33:50.445 go in and build and play and engage and still be children and still play. 00:33:50.525 --> 00:33:55.055 So that's a brand new project that we're working on, but we're super passionate 00:33:55.055 --> 00:33:57.045 about the way that that is going to grow. 00:33:58.035 --> 00:33:59.125 That is super exciting. 00:33:59.165 --> 00:34:01.445 And are the children getting involved in that as well with 00:34:01.445 --> 00:34:02.615 you, the year sevens and eights? 00:34:02.635 --> 00:34:06.165 Are they designing the space or saying what they would like in the space? 00:34:06.265 --> 00:34:09.075 So it's not a playground as in it's not a design. 00:34:09.185 --> 00:34:12.835 Um, it is a space, an adventure playground, so junk playground. 00:34:13.195 --> 00:34:18.965 We bring tools, pallets, wood, rope, and we stand back and the children 00:34:18.985 --> 00:34:22.125 are building playing exploring. 00:34:22.455 --> 00:34:25.335 So what the landscape looks like is totally up to the children. 00:34:25.995 --> 00:34:30.285 The students are the ones doing this project. 00:34:30.355 --> 00:34:34.615 We're just enabling it to happen and standing back and supporting the 00:34:34.615 --> 00:34:39.415 educators, the mentors and the school to understand the importance of it, uh, and 00:34:39.415 --> 00:34:41.455 to essentially get out of the way and let 00:34:41.505 --> 00:34:42.715 the students do their thing. 00:34:43.345 --> 00:34:47.745 So you're essentially bringing loose parts to high schoolers. 00:34:47.745 --> 00:34:51.085 And I think this would also be really important for boys, 00:34:51.085 --> 00:34:54.145 especially for them to be able to do those kinds of physical things, 00:34:54.145 --> 00:34:55.745 which are really important for boys. 00:34:56.505 --> 00:34:59.125 And are you getting a lot of interest in that? 00:34:59.165 --> 00:35:01.925 Because I would think that schools would be hopping on to that. 00:35:03.135 --> 00:35:04.195 We have just started. 00:35:04.195 --> 00:35:06.825 So we're working with one school at the moment, but our plan for next 00:35:06.825 --> 00:35:09.895 year is , to launch that as a program that other schools can engage with. 00:35:10.870 --> 00:35:11.950 That's really exciting. 00:35:11.950 --> 00:35:16.870 I really, I hope that just takes, off like, great guns there for you guys. 00:35:16.870 --> 00:35:18.140 So what about parents? 00:35:18.150 --> 00:35:21.850 What if, you know, parents listening to this episode right now, what can 00:35:21.850 --> 00:35:26.330 you tell them about how they can help their children or if children have 00:35:26.330 --> 00:35:31.410 specific needs, even how can they help children with programs like you offering 00:35:31.410 --> 00:35:35.750 at Educated by Nature or even just things they can do themselves at home. 00:35:36.740 --> 00:35:37.070 Yeah. 00:35:37.070 --> 00:35:40.380 So, we offer a school holiday program called Kin Village. 00:35:40.460 --> 00:35:43.870 We also have a program called Kin Unplugged, and we've just launched 00:35:43.870 --> 00:35:48.720 actually a school holiday program for teenagers, so if parents are looking for 00:35:48.720 --> 00:35:52.330 an option for their children during school holidays, they can engage with that and 00:35:52.350 --> 00:35:53.920 information about that is on our website. 00:35:54.625 --> 00:36:00.475 We also have a whole heap of, video blogs and, uh, so the international 00:36:00.475 --> 00:36:04.605 tours and engagements that we have with professionals from around the world, we've 00:36:04.925 --> 00:36:08.265 done a whole bunch of the interviews and, and put those on our website as well. 00:36:08.265 --> 00:36:13.545 So there's some snippets of advice and support for parents, but if I had to 00:36:13.555 --> 00:36:19.545 give, parents one piece of advice in this video, it would be, trust your children, 00:36:20.250 --> 00:36:25.850 and, provide them with the opportunity to play in ways that they remember 00:36:25.850 --> 00:36:28.380 playing as children themselves. 00:36:29.380 --> 00:36:34.120 So we talk a lot with parents about remembering what they did as 00:36:34.120 --> 00:36:38.520 children and how are those things available as opportunities for 00:36:38.520 --> 00:36:40.420 their children in today's age. 00:36:41.500 --> 00:36:42.890 That's excellent advice. 00:36:42.890 --> 00:36:44.780 Remember how you played as a child. 00:36:45.330 --> 00:36:46.930 Couldn't be better than that, right? 00:36:48.180 --> 00:36:53.860 Daniel, this has been really a fabulous chat the two of us together and I think 00:36:53.860 --> 00:36:58.700 we have so much in common and it's just wonderful that we can actually bring this 00:36:58.700 --> 00:37:03.060 to teachers and parents and I hope that people take away a lot of the advice that 00:37:03.060 --> 00:37:08.670 you've given them today and I will place all the links for Educated by Nature in 00:37:08.670 --> 00:37:10.630 the show notes so people can get it there. 00:37:11.000 --> 00:37:14.380 Is there anything else that you would like, a parting message that 00:37:14.380 --> 00:37:18.670 you would like to leave for people as we finish up this episode? 00:37:19.565 --> 00:37:24.725 I think I'd just like to say that we need to work as a whole community, 00:37:24.745 --> 00:37:31.545 parents, teachers, educators, children, politicians, policy makers, everyone 00:37:31.605 --> 00:37:38.075 to protect and uphold children's rights to play and the importance of 00:37:38.115 --> 00:37:39.325 connecting with the natural world. 00:37:40.170 --> 00:37:41.360 Amen to that. 00:37:42.100 --> 00:37:44.900 Daniel, thank you so much for being on Blooming Curious today. 00:37:44.940 --> 00:37:48.780 And so that was Daniel Burton from educated by nature right 00:37:48.780 --> 00:37:50.700 here in Perth, Western Australia. 00:37:51.000 --> 00:37:54.810 If you liked this episode, please consider subscribing and following 00:37:54.810 --> 00:37:58.200 so that you're notified every time a new episode is published. 00:37:58.620 --> 00:38:01.890 And if you really liked this episode, leave a review because that's 00:38:01.890 --> 00:38:04.830 the only way the show will grow. 00:38:05.250 --> 00:38:09.240 And why not click that share button and share it with a friend or colleague that 00:38:09.240 --> 00:38:11.490 you think will find this kind of stuff 00:38:11.550 --> 00:38:12.690 interesting too. 00:38:13.230 --> 00:38:16.050 And Hey, if you want to get curious and get some weekly tips 00:38:16.050 --> 00:38:19.500 and inspiration subscribe to my newsletter called get curious, 00:38:19.500 --> 00:38:21.810 I leave a link for you in the show notes. 00:38:21.910 --> 00:38:24.550 So until next week, stay blooming curious.