Camp Woods Play

Teaching astronomy to children
by Marcie Matthews

Vernal equinox, means spring's equal night, and refers to the astrological start of spring when day and night are of equal length all over the earth. This equal night happens exactly twice per year, and is referred to as autumnal equinox in the fall. During both equinoxes, the earth's constant tilt toward north in the direction of the North Star, Polaris, along with its orbital position, make for an exciting moment when both northern and southern hemispheres are, relative to one another, equidistant from the sun. At all other times of year, the earth's axis is tilted either toward or away from the sun, so that one hemispheres is nearer and one is farther away, establishing summer or winter and relatively longer or shorter days

Learning comes best from the inside out:

We can often only fully comprehend such complex concepts when adults, and then, in a gesture of enthusiasm and kindness, may try to explain them to the little folks in our midst. It is very hard for us grown-ups to resist today's modern mission to introduce children to concepts or skills as soon as possible to give them an edge or in order to share with them our eureka experiences. However, when children are asked to grapple with notions whose complexity reaches beyond their current imaginative powers, develop skills beyond their physical abilities such as sitting still or seriously engaging in sports, or understand moral notions that do not take into account their maturity levels, it can make them feel anxious, rather than confident, about learning and maturing. It can also interfere with learning in a similar vein as has been demonstrated in identical twin research studies whereby one twin, who is deliberately taught to do something such as climb stairs, eventually falls behind in that skill as compared to the twin who learns it by themselves. In other words, it can limit their abilities later.

Rushing development is especially common and damaging during infancy. When we follow the advice of research done in the 1990's, which found that children begin speaking sooner, identified as a sign of greater cognative potential, if they have received lots of external stimulation by frequently being exposed to new places and experiences (there is by the way no evidence of a connection between early speech and cognitive superiority). For example, friends of mine who had dutifully towed their baby and eventually toddler everywhere they went in order to properly expose her to new experience, caused this child to indeed speak very early. Her first sentence was famously; "When go home?" In older cultures, or according to wise caregivers and certain progressive schools, the approach to children honors childhood as a time of precious milestones reached through outer exploration guided mainly by the inner activity of the child as a socially, spiritually, and intellectually developing being. Another important aspect of development which stems from the mystery and depth of human development is that it requires important pauses and even brief regressions when the developing person's whole inner self is reorganizing.

The following describes common pitfalls all caregivers are prone to falling into from time to time in raising and educating children:

Fancy talk'n develops ahead of fancy think'n:

One of the most common reasons for unintentional rushing of children's development comes because of the amazing ability most children have to learn language - but don't let their language abilities fool you! Young children typically acquire complex language skills before they can understand complex ideas. Because of this, we adults and older children easily fall into the trap of conversing with young children as if we expect them to understand academic concepts or the ups-n-downs and ins-n-outs of life in a mature manner. In addition, young children are sometimes very observant and their intuitive wisdom can be uncanny, but we should not mistake these tender abilities for adult reasoning. If we do overestimate their reasoning, we can easily fall into unfairly reprimanding them if one day they seem to know better and the next day they prove not to - in truth they often never knew better, consciously.

In addition, because children's language can make them sound like "old souls" relying on young children as confidants or expecting them to make many decisions on their own may result. It might feel as if it imparts respect, but it is better to rely more on modeling moral behavior and decision-making and let children learn quietly about right and wrong by our example, not necessarily through logical debate oe explaination. In older cultures, renowned for their strong but gentle ways with children, adults recognize when taking a young child by the hand or picking them up and leading them toward positive activities and away from inciting, confusing, or hurtful ones, is better than explaining or requiring them to behave according to adult logical or moral understandings. If one does need to explain things to a child around age 6 or younger, in general let answers and experiences be wrapped in beautiful stories, which they can visualize and relate to, and that lack what might be for them harsh realities.

Early learning with a stress on one subject may slow learning in other subjects and learning in general:

      "But they ask for it!" Yes, they do. It is easy to also be led astray by little children themselves as to their readiness for learning certain things: At very young ages they pick up notions about the relative importance society or a significant other places on "getting" certain things or acquiring certain skills, and children may impatiently request help. An obvious example is young children's engaging in sports or other competitive activities, organized by adults, to live out the adults' needs for success in things that they themselves would love to be better at. Yes, young children often seem to quickly adjust and look forward to the adult-like organized activity or learning, but remember that dogs used for fighting quickly learn to love it, underneath however is an animal afraid of its own shadow.

      One of the most prevalent examples of a disproportionate focus on academic learning is the current enthusiasm for early reading. Society's attitude toward literacy, narrowly defined as reading and writing, is akin to a religious belief, provoking high degrees of both anticipation and anxiety. Reading and writing are indeed important skills, but they are less essential to development of literacy than exposure to a rich, repetitive oral tradition, involving listening to and repeating rhymes, stories, jokes, songs, and games, and should be stressed in early education only if oral tradition is lacking. Reading requires the simultaneous application of dozens of mental skills, and once learned it is then utilized at some level constantly, audibly distorting speech, weakening oral recall, and interfering with the balanced development of the senses. Too much reading early on has been proven to strain the eyes, altering healthy visual development, and causes the brain and musculature system to develop differently.

    From three generations of Waldorf education's international collaboration, the consensus is that early reading reduces imaginative skills. When children think or listen to story, if they know how to read, they appear to have a shallower experience of it. Maybe these pitfalls associated with early reading are why many European countries still wait until children are six or seven or even eight to begin reading instruction. If children learn to read at four or five there abilities by age 12 are on average not better than children who have learned to read at six or seven. If you feel anxious about your child's being ready for future academic or career success remember the old adage: "Once children begin to read they stop reading from the book of nature."

The pitfalls of the "Why" stage:

Concerning children's self-developing efforts, you might quip again that: "Well, they are always asking why." Young children do go through "why" stages, but they are practicing the language of thinking, as much or more than they are needing to abstract about reality. Also, sometimes they are only wanting conversation or needing interaction or energy from us rather than wanting to know the whole complicated truth about everything. Sometimes persistent "whys?" are simply a verbal form of fiddling with a caregiver's hair or earlobe. Of course children want to begin to see the connections between all things, but the best response may be a story that relates aspects of reality within the context of the child's developing framework of feelings, spiritual experience, and intellectual understanding. In other words, answering their persistent whys should be a challenge for adults to sensitively weave increasing doses of reality into their imaginative world in a way that fortifies it without toppling it.

The child is always right - at least we should let them feel they are

      Along with asking questions, children frequently try explaining their own ideas about the way the world works. They are beginning to practice finding answers on their own and, of equal importance, learn the language of thinking. Practice in using their own words to explain ideas is the externalization of an inner activity that forms a two-way dynamic, actually fortifying the ability to think. In this way developing the "language of thinking" often precedes actually understanding things. Ideally, adults should listen and respond to young children's ideas while avoiding pointing out the gaping holes in the logic (unless safety is an issue). Focus on introducing new language by gently or playfully rephrasing a young child's ideas in a slightly more sophisticated way, as if we are asking a question we don't quite know the answer to ourselves. In this way we are modeling the language of thinking and encouraging creative pondering: both vital areas for developing cognitive and meta cognitive abilities later. Insisting on all the facts being straight during this process can easily get in the way of a child's learning to think things through on their own. If it helps, try to think of listening to your child's reasoning as explaying, rather than explaining. Caregivers who are confident that children will one day be very bright, leave more space for children to be technically wrong, while also fully trusting that children will eventually figure everything out.

        If a child is overly concerned with understanding everything, it can be a warning sign that they are feeling stressed in general about life and their ability to control their experience. There is a correlation between over intellectualizing and heightened anxiety. Remember: possibly the single greatest contributor to a higher IQ is confidence in one's ability to figure things out and human confidence is fragile. Correcting a child's thinking too much can diminish confidence in thinking and undermine the child's developing abilities.

Children mistake the earth for a part of heaven:

        Another aspect of early childhood that requires sensitivity and patience, is how to best handle the still strong connection young children have, or seem to have, depending on one's beliefs, to the divine. Indeed little children seem to happily mistake the earth for a sort of heaven populated by adults and teens whom they mistake for enlightened spiritual beings - "Who, me, deity? - no way!" Ironically, it is adults who often find that children seem, or are, nearer to the spiritual realm. We need to honor these capacities and neither make too much nor too little of them. Unfortunately, young children's comments and questions attest to a wisdom that will go underground for much of their childhoods and young adulthoods. This happens in order for them to reach a stage whereby they will come to rely almost purely on logic, devoid of intuition, to solve problems. Human development then proceeds further and hopefully as mature adults we have learned to use intuition and intellect in concert with one another.

      Around age nine children often go through a crisis of disenchantment when they become aware that not all adults are good and wise and that they themselves are not in some sort of heaven anymore. This should be as gentle a transition as possible, but because we are often excited to see our children finally "wake up" we again may unintentionally and prematurely push them to jumping from age 9 to 35. Replacement of children's heavenly or magical interpretations of life should be a slow process

    To help children feel protected by the forces of goodness, we should strive to minimize irreverent or materialistic experience or conversation around them: Think about that village that it takes to raise a child. It would be ideally, in most ways, an old-fashioned village, if we were to manifest it as best we could in our own children's lives. It would be simple and reverent of nature, culture, and the spiritual or communal, rather than distorted by the influence from the modern, materialistic, marketplace world. As an antidote to the irreverence that abounds everywhere, children can strongly benefit from a spiritual practice and education at home or within the community. Caregiver or community led spiritual experience, celebrations, stories, and rites of passage, will help children connect with what is right and good and provide stories about superheroes and superpowers that surpass the commercially created ones.

Overstimulation in general, and video stimulation specifically, causes hormonal, neurological, and emotional changes:

      Concerning children's enthusiasm toward modern culture you may cry once again; "But, they ask for it!" Yes, and with noisy tantrums if it is denied. We human beings are drawn toward what frightens or stimulates or especially overstimulates us. In ancient times there must have been natural checks and balances on the availability of the outrageous, but in today's world our innate drives cause us to be our own worst enemies. Somehow, within our inborn desire to seek out novelty and adventure within a natural landscape may lie the increasing threat of society's demise. To save ourselves we need to continue efforts to reconsider what sort of cultural experience and "landscapes" we expose children, and ourselves, to.

    What the world appears to be and to value on the outside fortunately or unfortunately quickly becomes what our children's nervous systems, bodies, and emotions adapt to. In choosing appropriate experiences for children Rudolf Steiner spoke about learning to decipher for children the difference between fantasy and the fantastic. Fantasy involves imaginative stories told orally, through theatre, or through books and or activities that connect experiences of nature or culture with values and ideas that promote a beautiful, loving, and sustainable connection to the world. With fantasy there should be elements of surprise, adventure, and a contrast of light and dark, but it is only there to accentuate the positive. Fantasy experiences should involve using the imagination actively through mostly listening, not passively through mostly watching. Experience based on the fantastic, on the other hand, is connected to the following: Television and video media, modern commercial life without respect for landscapes, resources, species, or cultures; depictions of violence; computer technology and games; science fiction; aliens; depictions of dangerous or oversized animals or insects; overly powerful or unnecessarily high-tech machines and vehicles; suped-up super hero culture; modern music that is loud, heavy, overtly sensual or sexual; or stories that are caustically sentimental, insipid, cold, or darn right dark and evil. With the fantastic passively being stimulated through surprise and extreme contrasts of light and dark is often the whole point. Often the fantastic comes packaged as if it is harmless fantasy complete with a moral thrown in (for instance much of Disney), but this is only to qualify it or provide the "tear jerker" effect. Choosing between the two is difficult. What appears to bring delight is not always easy to understand as dangerous to that child. What complicates things more is that because children are bonded to us strongly and get happy and thrilled about the same things we do, we may make choices based too much on what we like. When in the mid 90's Switzerland gave in to pressures to allow the big networks to televise within their borders, they did it knowing it would reduce the age of puberty on average by 1.5 years and thus lower the IQs of its citizens. And yes, it doesn't take that much television viewing per week to have that effect plus other detrimental ones on the developing brain.

      Try to observe a child's deeper reactions to experiences and stimuli: What for instance is their mood and energy afterward or the next day or days? It is superior to use the years before they are 15 or 16 to strengthen their connection to what is wholesome, old-fashioned, and nature-based. Try not to worry about them not being tough and media-hip when they are teens - eventual exposure to all things modern is inevitable and awareness of such things ultimately necessary. In their later teens or early twenties, if you have aimed for fantasy not the fantastic, your children will strike other children or young adults as truly hip - able to make fun and not just consume it, and able to stand up to political, peer, and marketplace pressures. How to help them be tough in a healthy way? Children can get plenty toughened from working steadily with hands, head, and heart together to serve others and also engaging in age-appropriate outdoor sports and camping. Also, working around the house, yard, and if it can be arranged farm, builds true toughness as well!

Thank you for your kind attention so far. So, finally, back to astronomy....

It is fine to explain to children younger than age 9 that vernal is derived from the Latin ver meaning spring, while autumnal relates to fall, equi equal, and nox night, and to say; "Today, is a special day: Day and night are of equal length!" telling them a story about this - a story or myth they can imagine and relate to emotionally - or by letting them count down to sunset, or noting setting times of consecutive sunsets to see if their is a trend, but to go beyond this is abstracting for them, rather than letting them some day have the real joy to construct understanding themselves, or with minimal assistance, when they are ready!

In summary, we adults should always strive to avoid pushing young children's energies up into their heads, but rather let these developmental forces work in a more dynamic way throughout their organism -allowing for a harmonious integration of the senses, emotions, thinking, and physical, as well as, spiritual abilities / morality. All of these parts of the developing child should evolve in concert with one another, with the child as the head conductor. We adults are here to listen, and bring refreshments, decide when its playtime, break time, and work time, as well as, guide, challenge, cheer, and occasionally correct. But mostly, we are to patiently and lovingly await for the unique rhythm, dynamic, and beauty of a child's individual song to join the world's chorus.

Summer Camp Information Individual Programs Links of Necessity and Interest Writings
A place where a child's development can find its balance point and an adult can rekindle a bond with nature
Camp Woods Play Day Camp Each day at Camp Woods Play, forest, meadow, and pond's edge conspire to surprise and challenge us. One day's experience builds on the next and imaginative play, games, art, and music grow out of a shared exploration of nature. This will be the camp's sixth season! Camp activities are planned via group or individual choice and include going on shorter or sometimes longer adventures, watercoloring and drawing, co-creating puppet shows and nature skits, learning camping and survival skills, or visiting a nearby bird Wild Wings or the Monroe County Mounted Police horsebarns. Of course water play is included on hot days. Most importantly, each day will include a chance to freely play in nature, à la Scandinavian Forest Kindergartens. The forest has been described as an ideal environment for fostering the growth of a healthy imagination and for balancing physical development: Its architecture lifts the spirit and provides a fortress of cooling shade, gentle breezes, and filtered light; Plus, countless natural play objects are scattered all about! Nature provides the perfect playground, and studies show, a comparatively safe one. Camp Woods Play is the inspiration of Marcie Matthews, MsEd, who is trained in outdoor, elementary, and Waldorf education, and has been bringing people and nature together for many years. Her specialty is in helping children's play return to more cooperative and old-fashioned themes using materials found in nature rather than toys. Additionally, other talented teachers, CITs, and parents wishing to share their creativity, training, and experience will be helping with music, athletic skills, and arts and crafts. Camp central is located in a white pine forest, which remains cooling even on the hottest days and is handy to a nearby park shelter and bathroom. For the younger campers a portable potty is available. Filtered drinking water and organic non- or low-sweet snacks are provided with attention to individual dietary restrictions.
To learn about Camp Woods Play contact: marcie(at)woodsplay(dot)com, or call 585-359-3725 Learn more about camp: If you would like to converse about camp by phone or receive a registration form as a pdf attachment just send an email about this. If you'd like to talk include a telephone number or call me, I will also email back mine. An adult or older child must attend for the first two visits at least: The first two times your child comes to camp an adult or teenage caretaker must also attend who knows the child well. This helps ensure a successful adjustment into the program for everyone. We are still growing and camp is not full and there are enough teachers to expand to other times and even places. Continue to check back if you'd like to try or regularly partcipate at any point in the summer or if you can get together a group near you. Although bugs are not a big problem in a healthy ecosystem, there are ocassional mosquito population booms and the sun does shine brightly most days If you want my unsolicited advice, the sunscreen and insect repellent available from Dr. Mercola seems quite good. Go to mercola.com to order. This is also a good site (not a perfect site) to help begin "taking charge of your family's health," as he puts it. There is a newsletter and product listing. Dr. Mercola used to provide advice only, but many clients complained that they couldn't find products to follow his advice that he now offers many products. Presently, we are looking forward to the start of camp next summer in 2010! For information about Camp Woods Play 2010 please contact Marcie Matthews at: marcie(at)woodsplay(dot)com.

Schedule:	Time and dates to be determined by needs of families, see information listed above, which is subject to change
Cost:	Whichever is less: $5/hour or .00015 x total family annual income/hour, deductions for more frequent attendors
Siblings:	50% reduction for siblings
Payment:	Daily sign-in/out sheet is for security & billing, weekly bill comes with a return envelope
Provided:	filtered water, and low-sugar juice/teas
Bathrooms:	Park facility is near, also we have a hidden portable one, and the nature center has a flush one
Comfort:	The forest is quite a bit cooler and most days fairly pestering-insect-free
Rain:	Day rain is rare and actually fun in the pavillion, with heavy thunder it becomes car storytime
Health:	Information on nutrition, sun exposure, and outdoor safety provided at camp
Injuries:	The forest is usually safer than the built environment, but we carry first aid kits and cell phones
Security:	cell phones are with teachers; often mounted patrol is nearby
PDF Forms:	For downloadable and printable registration and health forms please use links below
Emailed/mailed:	Email is below for info and to receive brief registration/health forms via email or post
Contact:	Marcie Matthews, at marcie(at)woodsplay.com, phone # and address will be in reply email