Camp Woods Play

Some Woods Play Advice About Development and Education:

Teaching astronomy to children

by Marcie Matthews

In terms of language, vernal equinox means "spring's equal night," when day and night are of equal length all over the earth. This happens exactly twice per year, called autumnal equinox in the fall, when the earth's constant tilt toward Polaris, along with its orbital position, makes for an earth leaning slightly "cockeyed" to the side relative to the sun, not forward or backward as when it is winter or summer. This sideways tilt momentarily places the Northern and Southern Hemispheres equadistant from the sun just for a second: "Ta Da" spring, or in the fall, fall. The square hit of the sun's rays on the equator results in a day and night of an equal 12 hour's length at every latitude with differing angles of sunlight of course.

We often finally understand such things as adults and then, in a gesture of kindness, may try to explain them to children. It is very hard to resist the enormous pressure today on us big people to quickly teach every scholarly concept that might be considered demonstrative of intelligence to little people. However, when children are asked to grapple with complex notions that reach beyond their current imaginative abilities can make children feel anxious rather than confident about learning and unfortunately may result in them feigning knowing things. In families or school situations where children feel pressured to imagine beyond their abilities they can develop an anxiety about understanding things that may last throughout life.

Do not let little children's rapid language acquisition fool you! Language develops much faster than thinking in most children. Little ones often use complex language before they can understand complex idea Do not let little children's rapid language acquisition fool you! Language develops much faster than thinking in most children. Little ones often use complex language before they can understand complex ideas: Four year olds can sound like they are forty and indeed very little children seem to have an inborn wisdom that, as they learn to reason, will unfortunately go underground for much of their childhoods. When children are very young try to learn to recognize when you might be explaining a bit too much, or reasoning with your child on an adult intellectual level, or leaving too many decisions up to them, which can all cause you and your child to become stressed - rather model behavior or do things with them and simply let them shadow you.

Children go through a "why?" stage, but they are actually practicing conversation. Answers to their persistent whys should be imaginative and fun responses that may contain some truth, but actually help them learn to understand cultural contexts, use language, and converse. When the why's become overwhelming it is even ok to pleasantly respond - "just because." Indeed when children of this age, 3 - 5, really want to learn about something they often rather demand; "Show me how!" and are not necessarily looking for any detailed analysis of why. They indeed learn best through modeling by adults and other children rather than having things objectively outlined -try to notice when just gently taking them by the hand and leading them toward good activities and away from poor ones is better than a brief lecture. s: Four year olds can sound like they are forty and indeed very little children seem to have an inborn wisdom that, as they learn to reason, will unfortunately go underground for much of their childhoods. When children are very young try to learn to recognize when you might be explaining a bit too much, or reasoning with your child on an adult intellectual level, or leaving too many decisions up to them, which can all cause you and your child to become stressed - rather model behavior or do things with them and simply let them shadow you.

So, about astronomy....it is fine to tell young children that vernal means spring, autumnal fall, equi equal, and nox night and to say; "Today, is a special day: Day and night are of equal length!" and let them time sunset and sunrise, and/or tell them a story about this - a story they can imagine and relate to emotionally, but to go beyond this is abstracting for them rather than letting them some day have the real joy to construct understanding on their own. One way to tell if children are feeling pushed is if you hear lots of: "Duh, don't you know that ?" Rather, it is nice to hear comments like:" No Dad, I mean why does that really happen?" from children. When one hears this children are setting their own healthy pace for understanding without leaving emotions, sensory-motor skills, and creativity behind. In other words: We should try not to, because of our own anxiety, push children's energies up into their heads, but rather let them learn the fastest way -through all of their senses and at their own speed.

Little Ones and Balanced Sensory-Motor Development
by Marcie Matthews

Sensory-motor development is the main way the brain directs growing itself up (this process starts with the first kick in the womb) and it is now understood that the whole body and nervous system is involved in developing thinking and intelligence throughout life. Today, in general, families the media, literature, and educational programs expose children and adults to many more experiences and stimuli than in the past and in a more random fashion. There are also new environmental factors that upset balanced development such as very high levels of unnatural EMF radiation (electromagnetic fields), less time near the earth's electrical grounding effects, less time moving freely and playing (especially outdoors), less time dancing and listening to beautiful music or nature sounds or quiet, and more medicines, artificial smells, and junk foods. Additionally, the new fad to be very clever and techno-savy, and for children the push to begin abstract or overly complex or fantastical thinking at younger ages, taxes energy reserves needed for balanced sensory-motor maintenance and development.

Overstimulation by virtue of our addiction to novelty is very extreme right now in North America. For instance our education curricula have been criticized for trying to cover too many topics - a major reason Canadians and Americans, as well as citizens from some other countries, are thought of as being creative, but lacking general knowledge. For babies and young children this problem became more extreme over a decade ago when American society was encouraged to expose even babies and young children to as many experiences as possible in order to make them smarter: The criteria for determining this to be effective was development of earlier speech. Why this was chosen to be the single determining factor is not upheld in the scientific literature - plenty of smart people were quiet tots. There is one toddler I know of whose parents followed the "Take your little one everywhere!" advice, whose first spoken sentence was: "When go home?" Early speech may be a response born of anxiety about the world. Far better your child learn through teaching themselves calmly with adult support in a home-like setting with regular access to nature, plants and animals, soothing colors and textures, loving people including a regular playmate or two, instead of being entertained or overstimulated.

For all these reasons, children today, especially babies and young children, need experience and education to be as therapuetic as possible. It is helpful for children to have the opportunity to make sense of the world firstly through doing within the framework of a certain comforable limitation, with a daily and weekly rhythm of activities that hopefully both you and they can grow to count on. If your world gets turned upside down frequently find things that can be done together to mark times of the day and each day of the week that are simple and practical and as earth-connected as possible, such as a special poem, song, blessing, and talking to a special puppet at bed time, or Monday night laundry and soup making. You will both benefit.

Handling Boredom - Treating Real Needs, Not Passifying
by Marcie Matthews

The next time your child seems bored remember that overcoming boredom represents a unique developmental challenge: Periods of boredom often preceed moments of great genius. The more bored a child is the greater the opportunity for sudden imaginative brilliance. When a child experiences being momentarily frustrated, or low on energy or motivation and struggles with themselves emotionally, try to give them comfort or space, depending, and let them work it out. Do realize that feeling unhappy or frustrated can be a sign of allergies to foods or chemicals, or dehydration or needing minerals, especially trace minerals, or other nutrients. In this case I have found a small dose of Clark's colloidal minerals, organic unsulfured molasses, and/or lemon or vegetable juice or very finely chopped salad. Juice or chop fine some beet, cellery, carrot, mint, with parsely, wheat grass, or dark green lettuce and to sweeten slightly enough apple or pineapple, blueberry, rasbery or tart cherry, stevia, xylitol, ribose or mannitol, -Not raw broccoli or cauliflower) or Cell Food can help tremendously. These should ideally be given with some healthy fats or oils to help absorption. Children need fats such as coconut, avacado, organic animal fat, fish oil (krill or from small fish are best: look at Mercola.com, etc.) in order to create hormones and other chemicals.

In some cases children's moods are simply reflecting the mood of their surroundings. Children are greatly comforted and excited when meaningful, happy work is being done by the adults around them. Try picking up a new task for 10 or 20 minutes that they can at least observe. For instance, cleaning something you haven't cleaned in a while, or even better fixing or caring for something, will bring them great satisfaction. Distracting them from their foul mood with fancy electronic toys, video media, baking cookies, or making them feel bad for feeling bad are not as helpful for their development.

You can also plop some new materials or objects near them and watch what they do. They may just need to have a little (or big) pissy fit for a while and then they will become engaged with creativity. Whatever the reason for their foul mood try to give them and their bodies the chance to work it out in a way that helps them reconnect with the world in an active and not passive way, to best build character. Children need to experience boredom each day, so long as they have raw materials to create with, the right nutritional support, stimulation from nature, music, language, stories, and an adult's loving companionship nearby, all should be well.

Supporting Creative Play at Home
by Marcie Matthews

Children tend to enjoy ownership of toys very much and are always eager to aquire more. They even claim to like to play with toys, but this is obviously because they are not up on their research. Repeated studies have shown time and again that the best toys are objects, not toys. Toys tend to control and ultimately limit imagination during play. We all know this from observing children at play as well. We even know what the best play objects are. The very best objects, as the world knows, but does not fully understand, are discarded cardboard boxes. Boxes are followed closely by craft materials, especially those made from natural materials.

Now this takes bravery and seems mean, but its the most unmean thing you can do for your child: Try, just for a week, clearing away the toys (place them in a big box and say that they are for Saturday's or for outside play only or something) and replace them with beautiful, natural building and craft materials, natural objects such as acorns, seashells, pieces of wood, and stones, tools, cloths big and small, and containers, and watch your child's mind and body rejoice at the new found liberation. If you like you can try including some simple musical instruments, simple tools for woodworking and some old lumber, a sand tray or water table, beautiful music in the background (take up the lyre if you really want to go with this) and watch the magic. Also look to the next section below to find a few poems for listening, reciting, and moving to. Additional advice from Woods Play: take them outside -no matter the weather!

As children get a bit older, instead of overly detailed, mechanical, and electronic toys, people, and media that only entertain - children need the time and space just to grow naturally through observation and engagement with the natural world and real activities around the home, garden, farm, and work places of adults in rhythm with the day, week, and year. It is good for children to be challenged by work and play -even get a bit tired, cold, and hungry, or even (gently) hurt themselves a bit in their endeavors to use tools or climb a tree or just experience life. A daily dose of reality is healthy, especially when a warm hug is nearby. Also, if you can, try to become savy of the difference between the realms of fantasy and the fantastic: Much of what is presented to children today in literature and video media falls into the realm of the fantastic, which can harden rather than open their hearts.

Here I will mention that studies show learning through video media and even computer is inferior by many standards. Occasionally using video media as a babysitter is understandable, because we can't just let them wander about the neighborhood anymore, but looking at a lit screen puts the left side of the brain somewhat to sleep and sitting still while being stimulated intensely through two dimensional visual and auditory experience causes other sensory and hormonal disturbances. Oddly, in general the brain becomes immediately very inactive. Even a seemingly sweet productions, such as the Disney types, are actually designed to lock children in to watching in order to keep the cortisone flowing. This can cause post traumatic stress disorder, escapism as a life habit, premature physical development, harden the emotions, and interfere with perceptive abilities. In general, beware of things which can pull a child away from themselves and interfere with them confronting themselves and the world through their own activity and at their own pace.

Stages of Typical Human Development and Learning
by Marcie Matthews

Birth to age 6 -focused on human activity and a natural connectedness...:
The age from birth to age 6 is a special time for all children when children's minds grow the most in order to adapt to their environments. Although the mind is now understood to be more flexible throughout life than previously thought, so that we can expect to go on learning until we are old, it is also still true that by age three the mind has already made zillions of connections. During ages birth to around age 6, the brain is set up to learn very quickly through mimicry. Children have the ability to copy any behavior with extreme accuracy. Some researchers even describe that children are especially sensitive at this time and can clairvoyantly aquire understanding directly from the people around them or the world at large. Learning at this stage is mostly self-directed and self-regulating and more than a little exhausting for them and us, so babies and tots and parents need to take it easy.

During these early childhood years (birth - 6-years-old), so much is going on under the surface that trying to use this time to educate children about the world in a formal way might be a mistake, unless it is to replace language experiences and life experiences that otherwise might be lacking for a particular child. During this time children are quite busy learning more basic things than reading, writing, and arithmetic in a classical educational sense - they are learning how the physical world sounds, feels, and tastes, and what it looks like, and what everybody and everything is doing every day. Moreover, they are learning how to be human. So at this time it is best to just get out of the way and rejoice in daily miracles big and small.

Ages 7 - 12 - focused on facts and feelings:
Mimicry is actually a very high-order brain function that in order to conserve energy slows down around age 6. Around ages 7 - 8, mimicry, in humans especially, is replaced by the ability to think logically. This seems to come in combination with a new ability to doubt oneself as well. At this time, for good or for bad, the miraculous early-childhood learning stage passes over into the ability, and desire, and lack of self-trust, that cause children to turn to adults and peers and want to be taught things formally. Suddenly they are at a loss to be able to immediately know and understand and they need to ask for help to to learn. This is also a time for children and adults to learn to work together to resolve issues, rub the sharp edges off one another, and both grow through trying to understand one another's worlds.

Try to protect 7 to 12 year-olds from themselves at this time - this is not the time to relive being a teenager with them as they prematurely become interested in what you were interested in as a teen. Instead try to feed them well on classical education, cultural experiences, uplifting and beautiful music and movement, lots and lots of time in nature, play, play, play, and art, art, art and let them learn through meaningful projects and service to others. Some children will retain some of their early learning abilities and remain very intuitive, sensitive, and creative...some children less so. It is usually trouble either way, but nobody should be rushed into "getting" the world to soon. If your child's learning at school is not as project-based as you'd like, consider volunteering and supporting teachers in doing a project in the classroom because they are often too overwhelmed with simply teaching to have the time to organize more extensive learning activities.

Although around age 7 children ask to learn things, they are not necessarily wanting the world to be scientifically or conceptually fully explained for them. Although they need to be given conceptual challenges, memorizing lots of facts, sometimes referred to as rote learning, within a simple intellectual construct is the educational mainstay for children from around ages 7 - 12 and on into young adulthood, depending on their career goals. The word "rote" should not conjure up images of stern school masters holding rulers and switches at the ready, or red-faced coaches with piercing whistles protruding from their lips. Rote can look more like a continuation of the baby's nursery rhymes, songs, and movement games only now with the goal of learning lists of facts or skills or beautiful language that will be of practical use for intellectual and practical life later.

Learning all that an educated person needs to know today is a daunting task and should not be left completely up to teachers. Go ahead and get involved with and support your child's learning of facts and skills. It is now strongly suggested that you learn right beside your child: Rent two cellos if lessons are on the agenda. When a child begins a new subject or skill your modeling and companionship will carry over into their independent learning for the rest of their lives. Equally important as being accurate and efficient, is for rote learning to be embedded within an aesthetic and healthy emotional and social context that is supported by a balanced rhythm of work, play, and creativity. Respecting this connection between learning and emotions is vital in order to be able to one day expect children to thrive and not just survive as adults.

Ages 12 - 17 focused on understanding and applying:
Just as you were feeling a bit lonely with your 9- or 10-year-old, who with his friends has developed a secret language you can not understand despite several private lessons, at around ages 10, 11, or 12 the clouds part a bit more and another change may occur: Children at this age might actually look you in the eye and try to have intelligent conversations with you - even though you still don't understand Morupsian. Many children at this time begin to desire to embed smaller concepts into larger theories. Again don't rush things. Luckily their minds are still mostly set for rote, so they will still gain very much from a continuation of memorizing. Some children do however develop the abilty to think conceptually at a very young age and philosophize early as well. Such children need to be given the chance to learn and express themselves at their levels, but their learning activities should still include memorizing, as well as, stories, art, movement, and meaningful projects. No matter a child's abilities and gifts, all need support in striving to connect through service to the world around them.

Ages 17 - 21 focused on philosophy and other things...:
Eventually, around ages 15, 16, 17, or 18, or maybe never - but you'll still love them, children are ready to think theoretically, even philosophically, about things that there may even be, as yet, no clear answers about. The downside of this period is they also go through one of worst stages where natural enzymes produced by their bodies, in order to allow them develop new neural connections, eat their brains. This results in their interest in how the economic theories of John Locke changed Western thinking and their simultanious inabilty to keep 20 dollars in their pockets for more than a day. At the end of this stage, at around age 21, children's individual egos are born, according to certain schools of thought, and they can actually make decisions on their own without asking what three of their best friends are going to do first - and maybe sadly without asking you. Watch out world, here they come!

Mid-Twenties and beyond - a gradual shift from a reliance on logic to developing intuition:
Finally around age 25, psychlogists have determined, that we mature emotionally and pass out of the awkward stages of youth. For some in their mid-twenties there may even be glimmers of that early childhood wisdom that returns - occasionally. For most others, we experience passing on to the awkward stages of adulthood. Oh well, we try.

The Riddle of the Individual:
The real lesson here for us adults is that no matter what you hope you are doing for your child's education, look to their actual reactions and let them inform you: How are they moving, walking and talking -Is there a relaxed, confident joy or calm satisfaction as well as the opposite, nervousness, anxiety, grumpiness, or boredom, to be felt from them? This is all very valuable information! - what are they really needing? Perhaps more age-appropriate movement and physical contact, poetic language, art, music, a healthier diet, more time in nature, more time in a home-like environment with the same playmates and less external stimulation? Each child is a unique enigma. Embrace this riddle and remember, even if you don't find perfect answers your child will follow your example in life - the more brave and creative you try to be, so your child will learn to be.

Schedule:	Monday - Friday 8:00am - 3:00pm, Before & after care is 50% more per hour
Cost:	Whichever is less: $5/hour or .00008 x total family annual income/hour - figured at week's end
Siblings:	50% reduction for siblings - siblings' relationships often improve noticeably at camp
Flexibility:	Schedule can be flexed to meet your child's needs, typically we are not too far from base
Payment:	Daily sign-in/out sheet is for security & billing, weekly bill comes with a return envelope
Prepayment:	$30 deposit per week paid prior to camp or at least week -$30 reduction to weekly bill
Provided:	Organic produce and snacks (low carbohydrate), filtered water, and low-sugar juice/teas
Bathrooms:	Park one is near, we have a hidden portable one, and nature center has a flush one
Comfort:	Not just pretty... forests are quite a bit cooler and most days fairly pestering-insect-free
Rain:	Daytime rain is rare, watching rain from the pavillian is fun! Strong storms cancel camp
Health:	Information on strengthening immunity via diet, supplements, and good habits is provided
Injuries:	The forest is safer than the built environment, but we carry first aid kits and cell phones
Security:	Directors/Teachers are screened; cell phones are with teachers; often mounted patrol is nearby
Insurance:	Camp is insured
PDF Forms:	For downloadable and printable registration and health forms please use links below
Emailed/mailed:	Email below for info and to receive brief registration/health forms via email or post
Contact:	Marcie Matthews, at info@woodsplay.com , phone # and address will be in email

May	Tuesday evening nature walk: 7:00 - 8:30
June	Summer Camp June 16 thru August 22 Tuesday evening nature walk 7:00 - 8:30
July	Summer Camp June 16 thru August 22 Tuesday evening nature walk: 7:00 - 8:30
August	Summer Camp June 16 thru August 22 Tuesday evening nature walk: 7:00 - 8:30

Summer Camp Information Other Woods Play Programs Links of Necessity and Interest
A place where a child's development can find its balance point and an adult can rekindle a bond with nature
Camp Woods Play's 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 fourth season! On some days organized activities are planned via group or individual choice and include longer hikes, puppetry and nature skits, camping and survival skills, visiting nearby Wild Wings or the Mounted Police horsebarns, and of course water play on warmer 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 human development: its architecture and interior design lift the spirit and provide a fortress of cooling shade, gentle breezes, and filtered light. Nature provides the perfect playground, and a comparatively safe one as well. 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. Codirecting is Christy Grieco, MsEd in TESOL, an ESOL middle-school teacher in Spencerport whose 4½-year-old son will be there as well. She will also be bringing her expertise in creative summer programs. Additionally other talented teachers, CITs, and parents wishing to share their creativity, training, and experience will be helping with music, athletic skills, as well as arts and crafts, or...whatever! Camp central is located in a white pine forest, which remains cooling even on the hottest days, handy to a park shelter and bathrooms (a portable potty is also hidden near camp). Filtered water and organic non- or low-sweet snacks are provided with attention to health, and individual dietary restrictions. Camp is insured. See details below.