Cardboard Box Vending Machine!

Before I could get rid of this giant cardboard box, my kids hatched a plan to turn it into a vending machine. And over the weekend, with this unexpected device, they proceeded to make many many customers and bystanders exceedingly happy. So happy, in fact, that they had telephone interviews with the local paper, and created video compilations of their work.

The odd thing is that everybody seems to want to know how much money they made... and they don't know! They didn't bother to count. The net cash haul is somewhere around $20 for a couple of days of hard work, but that was never the goal. They just wanted to be creative, have fun, and make people happy. They frequently delivered cash to penniless customers, in fact, because it wouldn't be nice for people to feel left out. Quarters and dollars and fake plastic coins would appear in the mouth of the puppet, along with a surprise in the delivery hopper, or might even shoot right out of the coin-slots!

I would never have thought of creating a vending machine, never mind one operated by a generous seal (and sometimes dog) puppet, and definitely wouldn't have imagined it to be non-financially motivated. I loved their idea, and love to see my kids growing up and out in the world with their own ingenuity and making a difference, there.

Explorative Learning

I sit down with a new group of kids, their wide eyes looking up at me, waiting to see what we'll be doing for the day. It sounds idyllic, but it's not. As a teacher, this is my greatest challenge: to spark genuine curiosity in kids and adults who have lost theirs.

The first thing I'm going to do with these kids will shake them up entirely. I'm going to ask them what they'd like to do. "Well what is there to do?" They'll ask me. And I'll tell them there is everything. I'll tell them about all the fun resources we have, that we can go anywhere we can get to, do anything we would like to do, and that I'll support their adventures with materials, enthusiasm, and information as well as I can, as long as everybody remains safe and happy. They will look at me blankly. They won't even get up and look around. They won't know what to do with this information, and will start exploring the boundaries of the new idea. "But teacher, I thought we're going to learn about the environment." "My Mom said don't get my raincoat dirty." Etcetera. It's going to take a few days of freedom for these kids to simply understand that they have free will. It will take many more days of experimenting, boundary-pushing, accidents and tentative steps outside of their comfort zones for these kids to start doing the most natural thing for children to do: explore.

Exploration is how learning happens. It's how a baby learns to take its first steps, to eat, and to speak. It's how an artist, scientist or inventor develops anything new. Even when we've been taught the facts, we don't truly understand them until we've tested them. Exploration is how we develop as individuals and as a species, and we literally can't live without it. And so much of the way we're teaching, parenting, and entertaining our children is killing their ability to explore. We're crippling our children.

As Neil deGrasse Tyson points out in this fabulous lecture, kids are born scientists, and the first thing we do as they start wreaking havoc with their scientific exploration is to stop them, because the chaos is inconvenient for us. He also says "we don't have enough parents who understand or know how to value the inquisitive nature of their own kids, because they want to keep order in their households."

Well we parents were kids once, too. We were kids whose parents told us not to get our clothes dirty and frowned on us destroying the crayons, whose teachers reprimanded us for drawing in our workbooks, re-configuring the scissors, or for staring out the window at the leaves falling. We were kids whose curiosity was crushed and crushed and crumpled into tiny boxes so that now we find it satisfying to see things work the way they are supposed to work. And we haul our kids off the playgrounds and stuff them into cute little chairs with perfectly ordered science experiments just waiting for them, so we hope they'll excel at physics although we just denied them the greatest physics and social experiment of the day: the playground.

Our kids will grow up to watch flat earth conspiracy videos on YouTube because they learned really early that science is for people who sit in chairs and follow instructions and intrinsically they knew that was wrong, so they lost faith in science. They lost faith in themselves as scientists, because we did. We didn't celebrate their efforts to run so fast they disappeared; we told them it was impossible. We told them scientists could prove them wrong. We held science up as an impenetrable wall to stop their exploration, and we killed science in our children. Then, because their learning wasn't recognized, they lost faith in themselves as learners; as explorers; as intelligent. They lost faith in themselves. This has been going on for generations, and when are we going to wake up?

Our job as parents and teachers isn't to provide facts and order and schooling. Our job is to not have all the answers, but to just be busy exploring, ourselves. Our job is to let our kids find the answers we didn't even know existed. Our job, as Neil deGrasse Tyson also says, is to get out of our kids' way. We can, in fact, follow our children's curiosity and begin to break this terrible downward spiral our society is careening along.

It's going to take some patience, because exploration takes time. It's going to take patience, because exploration is messy. There won't be any time for classes and tutors and homework. Only life. And it's going to be one hell of a disorderly life. But an interesting one. And a rewarding one.

My eight year old daughter eating a bowl of cornflakes, pepperoni, snap peas, milk and lemon juice. It apparently tasted too awful for a second bite. A waste of food, which I would have attempted to avert, had I realized what she was concocting, but a self-directed experiment she learned a lot from, and never forgot. She is a wonderful cook!

Unschoolers, life-learners, de-schoolers and democratic educators are going there. Not fast enough, but it's happening. I can't wait to see where we go from here!

Unschooling Music

unschooling music by playing his own way

I come from music, through my mother. When I was little, music was how we lived. I knew how she was feeling by what song she was singing, or what record was in the player. We had to sing on road trips to keep her awake, and some of my earliest memories are of sitting on the floor surrounded by her and other musicians. She gave me music in everything.

So there was never any question my kids would have music. But how they had music has changed many times over the years and, like so many things, I've failed them many times along the way. Unschooling (like parenting; life) is a journey of failures and discoveries that ultimately lead to the rest of our lives. I thought I would share some of our music journey, in case it is encouraging to someone just hovering on a precipice of this crazy trip.

When my kids were little they were surrounded with music all the time, through recordings, through my constant playtime singing, through the songs I sang while I worked in the house and they were busy in another room, and through the many parties and group music events we attended with other folk musicians. Playing, dancing, or drawing in a room full of music was their happy place. This was our life and, although it isn't anymore, it was a wonderful foundation. No lessons, no expectations, just music, everywhere. We weren't even doing it for the kids - it was just our life, which meant, most importantly, that their everyday lives included watching their own parents engaging with music, and they learned how to do it. For that handful of years, I think we got it right.

There's plenty of evidence for the benefits of singing with babies. We even acknowledge the benefits of song and dance for young children, but sometime after our kids leave preschool, many of us begin to lose sight of the importance of music. As our kids get older and we become more and more concerned with their academic futures, music often becomes a skill to be taught in a regimented way, with little or no value given to the actual playing of music. After all, we say we play music; we don't work it. Music is meant to be played, and play is fun. Worse still, music sometimes becomes a leisure activity, and given little value in our school and life-plans. The older our kids get, the more music becomes either a leisure-only activity, or a structured academic pursuit. I destroyed music by allowing this to happen in my home.

My son loved violin. I mean he LOVED violin. He seemed to arrive in the world pre-programmed to desire a violin and to make beautiful sounds come out of it. So, his loving grandmother (the one who brought music into our family) bought him a violin, and also tried to teach him - with all the adoring love of a grandmother giving her own greatest love to her first grandchild. Somebody putting tape markers on his violin was the first offense - no matter how well-intentioned and lovingly it was done. The series of amazingly thoughtful and ridiculously talented and inspiring teachers he then had for violin and cello were the last straw. And I have to say - we chose teachers who truly taught to our son's wild and stringent standards of freedom and inspired genius. He adored them. He thought they were the coolest people in the world. However, he lost interest in stringed instruments.

Our daughter decided she wanted to become a singer, and took up the guitar. She took voice and guitar lessons with teachers who similarly listened to her desires and tailored their lessons to her own measured and regimented but highly alternative style. She had excellent teachers, and she learned a lot from them. But she also eventually declared her own independence, and quit her voice lessons. The thing about unschooling is, kids always have the right to quit. And mine take this very seriously.

Amazingly, although we apparently failed at providing music instruction, both of our kids still make music. My son plays accordion (the one instrument nobody tried to teach him), and has on occasion gone busking in the city. My daughter is still working on her dream of becoming a singer, performing in musicals regularly, and developing a fledgling YouTube presence. But it's not these public pursuits that give me hope. It's the quiet moments while they're working on puzzles and humming to themselves, or cleaning the kitchen while singing an extremely loud improv session, together. It's the way that when they play, music seems to work its way in. It's the way that their very best friends are happy to sit down and make music with them; that when we drive in the car, they sing. We sometimes speak in lyrics. It's not because I know these experiences are beneficial that I encourage them, it's because they make me happy. I was raised in a home where music was the expression of our lives. I hope my grandchildren will say the same thing.

How the Things we Consume Change Us and our Children

When I was a new mother, my father told me that I took too many photos. He said my children knew the round circle of my camera lens better than they knew my face. While I accused him of hyperbole and suggested he look at the photos he took of me as a child, I began to notice my children's faces as I photographed them. Yes - that's my daughter, there. That is her questionning gaze, learning from my every move; learning that we engage through this black circle, that Mama smiles from underneath it, more to get her attention than to connect. She probably dreamed about that black circle.

When I played Minecraft, I dreamed in cubes. This was merely a comic moment in my life, until I recently began assimilating this memory with other things like the camera's place in my relationship with my children, their and my own relationships with media, now that they're teens, and my parenting in general. I've been thinking about how we process and synthesize learning, where the learning comes from (what choices we make about what goes into our mind), and, of course, how we're raising our children. Dreaming is one of the most important ways we synthesize the thoughts, emotions, and experiences from our waking life. Dreams often bridge the gap between our experiences and the creative solutions we come up with. In his 2017 article in UC Berkeley's Greater Good Magazine, Matthew Walker says that "During the dreaming state, your brain will cogitate vast swaths of acquired knowledge and then extract overarching rules and commonalities, creating a mindset that can help us divine solutions to previously impenetrable problems." So what goes in during the day gets synthesized at night, and then becomes a part of the thought-matrix we use for solving problems in the future. So maybe the fact that I now seem to paint on small square canvases, assembling them in rearrangeable grids, has come from Minecraft's influence on my subconscious mind. Minecraft may be the reason my art looks this way. Not a big deal, but weird. And worrisome, when I extrapolate this thought to the other things I put in my mind... and in my children's minds.

Everything we consume becomes a part of our subconscious landscape, and influences our decisions in the real world. Our brains are masters of adaptation, and our thought processes determine how the brain will change itself. In their 2016 article on FastCompany, Judah Pollack and Olivia Fox Cabane explain that "If you’re in a fight with someone at work and devote your time to thinking about how to get even with them, and not about that big project, you’re going to wind up a synaptic superstar at revenge plots but a poor innovator."

While all these articles I'm linking to are fascinating from a scientific perspective, what I think we need to be talking about is the decisions we're making about learning choices. We are always learning. Every single experience you have in your day, from the way you look at yourself in the mirror in the morning to the conversations you have with your fellow commuters, to the media you consume while on a work-break to the book you read before falling asleep becomes a part of the clutter that your brain will sort through and synthesize while you sleep. It becomes one of the things you subconsciously take into consideration when making every decision from what to eat for dinner to whether to run, walk, or dance down the street. We need to be mindful of those things we put into our brains, and equally, we need to be mindful of how we're raising our children.

What are we teaching our children? From the first seconds of their development inside our wombs, we've been influencing them.We tell ourselves that the curriculum they follow at school, or the homeschooling curriculum and schedule we so lovingly craft, or even the summer camps we send them to will be a part of their wonderful rich learning experience. And they will! But so will the way they witness our own behaviour at home. They too are always learning; always observing and internalizing and dreaming what they see into the physical structure of their brains. They know whether we work to solve hard situations, whether we listen to our partners or cut them down; whether we sweep our problems under the carpet or confront them head on; even the words we choose and the respect we have or don't have for each other will become the way our children solve their problems. Also, they will learn from the schoolyard as much or more than they will learn from the classroom. They will learn from the television, music, games, and social media that they consume. They will learn from the advertisements they walk by on the street, and the displays in store-windows. They will learn from the way the wind blows through the trees the way the deer hides but the crow doesn't, and the way the school-bus chugs as the driver turns the key, and the way the driver chugs his coffee. They will learn from the ways we make our decisions, which are influenced by the things we consume while they're not looking.

And I'm not advocating a lockdown of our children, here. Quite the opposite, actually. Protecting our children from life would only mean they develop few skills to consciously choose what they put into their own brains. Is it possible that as my kids play video games and watch online videos unsupervised they are changing their brains for the worse? Of course it is. It's probable that as my son builds his Minecraft fortresses to keep out monsters he increases the likelihood that he will choose to build fortresses (physically, psychologically, or emotionally) in his real life. It's likely that the more my daughter watches reality TV the more she looks at life as a competition, and success as defined by coming out on top of others. These are the realities of the world we live in.

We can't keep our children caged from the world, but we can improve the world, and because we and our children are part of a greater community, the more of us make commitments in this regard, the easier it will be for all of us to make the changes. The two most potent changes we can make, I think, are to make responsible decisions ourselves, and to give our children more agency. And neither of these is easy.

By making responsible decisions ourselves, I mean that we live mindfully. We need to think of what we are doing and why; to make conscious decisions. We need to ask ourselves 'why am I watching this violent TV show to relax'; 'why am I wearing makeup to feel confident'; 'why do I drink wine when I'm stressed or to feel happy'? And then we need to ask ourselves if these actions serve our purposes. We need to ask ourselves how we'd feel if our children made the same decisions (because research shows they are likely to). But more importantly, our children will see us making considered choices, and they are then more likely to do the same.

Which leads me to part two: Our children don't need to be sheltered, they need to be given their own agency. They need to be given the responsibility of exploring the world and making their own choices - even when it terrifies us (and I know it does!) If we let our children play the games they will play; read the books they will read, and befriend the people they will befriend, then they will see not only that the world is a vast and complex place, but that we trust them to manage themselves in that world. And if they've learned from our own modeling how to carefully consider their decisions and the things they put into their minds, then they are more likely to manage themselves well in that world.

I've been talking to my children all their lives about how what they consume will effect the way they see the world. And they still do things that don't seem healthy to me. Still, it's important that I give them the space to go out and experiment, trusting that they as well as I will make the best decisions for our own well-being.

Take Your Kids to See Your Childhood Memories

"So how many rivers in Tiel?" Grootmoeder asked me, from the driver's seat of her little car as we drove along the cobbled road of her town in the Netherlands.

"Three: the Waal, the Lek, the Linge." Despite having only spent a handful of weeks of my life in Tiel, where my father grew up and where she still lived, I had memorized these answers, because she grilled me often. I listed them because I knew that question was coming next anyway.

"Right," she snapped. "Which one did I swim in as a child?"

"The Linge, because the others are dirty."

"Yes. Which one is on the other side of that dike?" She pointed past me out the window at the grassy hill which I had not even realized was a dike, never mind that there was a river on the other side of it.

"I don't know? The Linge?"

"No of course not," she snapped. "It's just the canal."

Yesterday I heard on CBC radio that research shows the grandchildren of Italian immigrants seek more connection to their Italian heritage than their parents did: "The third generation, the grandkids, were way more interested in where their grandparents had come from and in learning to speak Italian and learning to cook Italian than their parents were," Sajoo explained.

The whole interview brought back many memories for me of the times my parents and grandmother took me to visit pieces of our family heritage. I remember my mother driving me past the house she lived in as a teenager, in West Vancouver, right off of Suicide Bend. Obviously, the name stuck with me, but each of the hundreds of times I've driven or bused past that driveway since then, I am connected to that bit of family heritage. I remember my father taking me past the house his family had lived in, in East Vancouver, and telling me about the zinnias his own grandmother grew in that small yard. I was surprised at how dumpy it looked, compared to the lush green beauty of his parents' current home. The way he told me about the zinnias made me think it had been trained into him like the names of the rivers in Tiel were trained into my mind by my other father's mother. 

my Grootmoeder's grave - image from http://www.onlinebegraafplaatsen.nl

We're finally planning to take our children to Europe, this year, and one of the places I want to go is to visit my Grootmoeder's grave. I haven't been able to return to the Netherlands since before she died in 2003, and I need this closure. Luckily, I know right where she is buried, because she has already taken me to her grave. In one of her famous educational tours, she took me to see the graves of her parents, and informed me that one day she would be buried there, too. I was a teenager, then, and thought the whole thing was creepy; the graves were ugly; and many parts of the cemetery were actually hideous. And I didn't want to think about her dying. I was happy to spend time with her wandering around the tiny graveyard looking morbidly for short lifespans and weird grave markers, but I didn't appreciate the lesson she was giving me. 

I suddenly realized last night that I could find that graveyard on Google Earth. I couldn't remember what it was called, so just looked for likely candidates in the town she lived in as a child, until I saw something I recognized... then "drove" past it on Streetview. Through more Googling I found a photo of her actual grave, where her own name has been added by my aunts and uncles under her father's name. None of this would have happened without my memory of that day she took me to see those graves.

It's important to take our children to see the pieces of our family history. It's important to share our stories. Even the upsetting ones. Kids can take it, and more importantly, they need to know, because it's their history too. I recently took my children past the apartment I lived in with my mother after she left my father. "Do you know where the apartment I lived in was?" I asked. And then we were driving past it, and my daughter said, "the one with the pool. Where's the pool?" She asked, craning her neck as we passed. She knows there's a pool but can't remember why she can't see it.

"Yes," I answered. "The pool is behind that hedge." My kids have never seen the pool but they know it's there, because I told them I fell into it as a baby, and floated back up again. They don't have the memories I do of the long walk to the laundromat, the smell of the soap and some nice man wearing white (these are vague memories; I was one or two years old). But they are coming to know their heritage. "And here we come to..."

"The Pink Palace!" They said. Yup. These may seem like mundane and odd things to pass on, but they're my stories, and they keep us together.

Can Unschooling Create Geniuses?

My kid is not a genius. Nope. Neither of my kids is a genius, in fact. I wish people would stop using that word.

This seems like a ridiculous thing to talk about, but it's about time. I have been told by so many people that unschooling is good for kids like my son, because he's a genius, or that they could never unschool because their kids aren't smart enough, or they themselves are not smart enough to unschool their kids. People tell me that unschooling is for geniuses. And I find this very discouraging because, first of all, neither I nor my husband nor my children are geniuses, and secondly, because it's shortchanging the rest of the world's children, who are also capable of great things.

Unschooling doesn't serve geniuses, nor does it create geniuses. Unschooling, practiced with care and compassion, gives room for the innate genius of every human to shine. That's all. And that's really everything.

In our society we teach children that conformity means success... but what our society considers 'real' success comes from being wildly different. Our dentist had something to say about this. He looked at our son's out-turned lateral incisors, and mused, "if you wanted him to become a movie star, you could get orthodontics to turn those back in. It wouldn't be necessary, other than to give him a perfect smile." He then paused a moment, and smiled, himself. "Of course, if you want him to be really famous, he'll need something to make him stand out, so you might want to keep them that way." We decided to let his teeth be the way they are, not because we want him to be a superstar, but because conformity is not a goal we have for our children.

Unschooling does for our minds and our personal development what my dentist's suggestions did for my son's teeth. It allows us to become our best selves. And by 'best' I don't mean 'able to conform and be better than others', I mean 'to nurture and follow our own interests; to fully become who we ourselves want to be, as individuals'.

So I have two kids. They're very different. One is frequently called a genius, because he is interested in physics and enjoys attending university lectures. And also, he's a boy. The other is a writer, actor and singer, and is currently in the process of writing and directing her first public musical, with support from professionals in the industry. She is never called a genius; just a "really great kid", and an "amazingly independent girl". Both of my kids have, in various ways, followed their passions more than most kids have opportunity to do. But the reason one is considered a genius has more to do with how he conforms to the mold of 'genius' (boy + physics) than with his actual personal journey. The word actually restricts him more than it celebrates him. He is also an artist, but somehow that fact seems to slip away under the banner of 'genius'.

Every kid has passions. We might not know what they are, especially if, through school or parenting or the media, they've been funneled into narrow beliefs of what opportunities exist for them. But they do have them. When my daughter was younger we knew she loved stories and friends. She eventually loved theatre, and we figured it was just another way for her to explore her vast social interests. Slowly those interests have solidified into reading, writing, theatre, music, and (still) friends. She's actually doing some pretty impressive things in the world, if I do say so myself. Does that mean she's a genius? No - she just has an opportunity for self-discovery and innate motivation that most kids in school don't have. Unschooling has allowed that to happen, simply because school and other expectations haven't gotten in the way.

The freedom that unschooling allows (especially in terms of scheduling) means that our kids have time to really explore their interests in the ways that suit them best. My son has tried out various robotics groups and programs, but generally isn't happy with kids his own age, so has now settled into a great robotics club with a bunch of middle-aged men. He goes once a month and hangs out with these guys, sharing robotic developments and materials and advice, and he's happy in a way that he never was in the more directed, kid-centred groups. He found his people! Similarly, he's happier sitting around at the University than in a classroom full of grade ten science students. So that's his place. Unschooling is allowing him to develop his interests in the way that suits him best.

Unschooling means having no expectations. For some kids, that is just the ticket they need on the speed train to success; for others that means quite a struggle to develop expectations for themselves, hopping on many trains and checking out many platforms before plunging into many different experimental journeys. But all of us need to, at some point, discover our own innate drive and passion, and I would rather my kids made this journey earlier rather than than later in life. Will my daughter become a professional singer or writer? Who knows? Will my son follow his immense passion for making art, or his immense interest in sciences? I surely can't predict this. I am endeavouring to give my kids the freedom to conduct their own journeys and to support them wherever they find themselves. That freedom, and the gift of self-knowledge that it provides, is the gift of unschooling.

So no - I don't think my kids were born geniuses, nor do I think that unschooling has made them geniuses. But the freedom of unschooling has definitely provided the space in their lives for them to become the best individuals that they want to become - in their own, unique ways. That, I believe, is a gift that every person deserves.

Taller Cake!

When I was a teen, my cousin told me that his father had promised to bake him a cake if ever he or his brother surpassed him in height. It was such a lovely idea that I told myself then that if ever I had children, I would make the same offer. Little did I know that my one-day children and I would all have auto-immune problems and that growing at all would be such a challenge. I am here to report to you that I have just baked the first Taller Cake. It means so much more than my teenage self dreamed it would.

Guided Explorative Projects

Explorative, creative learning is important. But it can be very hard to make happen, especially for those (most) of us parents who were raised in a conventional coercive school system. Two of the biggest issues we have run up against are my own fears of kids not doing enough, and my kids' difficulty in finding inspiration. So over the years I've come up with a few strategies for nudging them along without coercion, and I thought I'd share them with you.

*A note on curriculum: While I'm aware that many of my readers follow a purchased or school-provided curriculum, I think it's important to remember how very little these guidelines actually matter. If somebody says your child should learn the names of all our local planets in grade two, so you ensure memorization of these names and planet features, what is the likelihood that your child will remember them ten years later? Not much, unless the child was and continued to be interested in those facts. However, if the child never knew the names until he was in his twenties, and then took it upon himself to explore and discover them, he'd probably remember them simply because he cared more. It's like that with everything from reading to math skills to social skills. When we perceive a personal need or desire to learn, we do. There is indeed a progression of suggested skills in most curriculum packages, but I have learned from my children that skill #7 doesn't need to be preceded by a teaching of skills #'s 1-6. When the need for them arises, they'll fall into place. And depending on the kids' learning styles, the way things fall into place will differ.

I suppose this article will be useful for different people in different ways. If you're a teacher or a homeschool parent you'll want to adapt to your curriculum; if you're an unschooler or a teacher of self-directed learners, you might want to read this article with the kids and see how or if they'd like to engage with these ideas. Whatever you do - enjoy! And I'd be happy to hear about other ideas in the comments.

The essential thing to keep kids interested is to keep the subject matter relevant. Unless a child has some personal context for ancient Rome or cell biology, it will be of little interest. So start with things that matter. And that's home. Family. Direct experiences the child is having. And you can't provide the experiences to augment the ideas you're trying to teach; you have to provide the experiences first - or better yet, work with experiences the child already has and allow those to lead to new and different places.

Now for the project suggestions:

Books!

I have to start here because honestly there are so many amazing books out there that bring our own local spaces to life with wonderful stories and images. From local mythology to children's picture books to adult fiction and non-fiction, there is very little as wonderful as exploring your own world through a passionate author's eyes.

Activities to do with the books include:

• create maps of the places listed in the books
• write fan-fiction based on the books
• create dramatic productions based on the characters or even directly adapted from the books
• create a tour-guide to the area shown in the book
• take the book to the specific location where the story takes place and read it there
• replicate the foods, crafts, or other things mentioned in the book
• ...etc. Let the book and your kids' creativity lead the way!

This was my kids' giant hand-drawn map of Haida Gwaai, inspired from print-outs, photos, and the amazing book, the Golden Spruce, by John Vaillant. We also wrote to John, since he's a local author, and thanked him for his wonderful book.

Local Map Exploration

Get a very good local map (printed version is better than digital) and hang it on an often-seen wall. Good sources for such maps are often geological survey departments, hiking or orienteering groups,  a map store, or Backroad Mapbooks, here in Canada. Find a map that has topography, creeks, trails, historical and geological features... whatever interesting things you can find. If the best maps you can access are online, find one and have it printed large-scale to hang on your wall, or laminated for table- or floor-use.

The key here is local. You want to find a map local enough and large enough that you can see the location of your house or building as distinct from your neighbour's. This is what makes things matter. You can draw yourselves onto the spot where you live.

The obvious is to start exploring things you find on the map, and letting those explorations lead to new discoveries, but we've also had many fun map-games, in addition to the exploring. Sometimes we got out little toy cars and drove them around on the map, telling stories as we went; sometimes we made map-board-games, where we set out missions to accomplish on the map, and used dice-throws to determine inches traveled between places. For example: Leave home, go to the store to buy popcorn, check the mail, pick up a parcel from the post office, go to friend's house to pick them up, and take them to the beach for dinner. First person to arrive at the beach is the winner! Although in our non-competitive household, we ended up picking each other up from the road as we went by.

Another idea is long-distance treasure-hunting, using the map as a first clue and travel-aid. We once set up a fabulous mile-and-a-half treasure hunt for our daughter's birthday cake. The hunt began in the daylight, and by the time they found the cake it was dark, necessitating a hike up a candle-lit trail to the cake in the dark woods. Of course my job was to hike the cake in before they arrived, turn on the electric-tea-light-lit trail markers, and then light the cake just as they arrived. And yes - forest fires are a concern here. But it was well into the rainy season by the time we did this.

Local Resource History and Manufacturing:

Things don't just come from a store! Hopefully you already shop locally as much as possible, so follow some of those leads. If you see locally-produced goods for sale, see if you can arrange for guided tours of the places they're produced. Sometimes you can even get involved in the production or tending at the facility. Some ideas of this sort are:

• farms (we once watched a lamb being born at the farm where we buy our lamb-meat!)
• dairies, including the grazing areas for the cattle or goats, if possible
• broom-makers, milliners, glass-blowers, shoemakers and other specialty shops
• breweries, candymakers, and other food production
• cement factories
• the local dump or recycling facility - we did a tour of ours once and it was fascinating!
• mines (including abandoned mine-adits like the one near our house!)
• fisheries and fish-processing plants

The list goes on and on of course... look at where the objects you buy come from, and see if you can visit! We once discovered that the wheelbarrow we own (the most popular affordable wheelbarrow at our local shop) actually is made in the small Dutch town where my grandmother and father lived! Since it's half-way around the world, we haven't been there, but we sure looked them up on Google Maps! You just never know what discoveries this exploration may bring to you.

Google Maps or Google Earth:

Well where to begin?! Obviously just exploring Google Maps (or Google Earth if you want to get fancy) is a fabulous activity on its own - no guidelines, nobody hanging over your shoulder, handing over expectations or asking you what you learned... just discover. We've found some of the most amazing things, from unknown (to us) remote modern day civilizations, to craters, migrating animals in the Savanna, and even shipwrecks. We also toured our own community in Streetview and found people we know!

But I promised you some guided activity ideas. Here are a few.

How about guided Streetview tours? Yep! Google offers those: Google Maps Treks
You can also use Google Maps to create your own customized maps on My Maps. Consider using this tool for special projects that you set up for your children or better yet that they make for themselves. Some ideas to consider: a treasure-hunt, a map of local pets or babysitting clients, a road-conditions map, or a forest or wilderness observation/conservation map (make field trips into specific areas and detail the condition of the area, animals observed, or places of interest on an interactive map to share with others). You can also use My Maps to track where you've been on your local (or global) adventures! These maps can have multiple contributors, which opens the opportunity for groups of kids to work together on creating useful and interesting maps that are meaningful to them in a local and social context.

One activity I set up for my kids was a Google-based story writing project. I set up a few tables like the one below, providing just enough information for some Google-maps searches that led them to a few vaguely or directly-related places around the world. Each of the sets of places followed some kind of theme or story-line I had in mind, but I didn't provide this to my kids. Their mission was to fill in the table as much as possible or desired, and then to write a story using all or most of the places, things, and details from the table. Don't get too attached to your own ideas that went into compiling the table - if you leave enough information out and encourage your kids to really let loose creatively on a regular basis, the story your kids produce will likely be nothing like the one you had envisioned. Your kids might even discover a different place, business, or item at the coordinates you've given. That doesn't matter - this activity has no wrong answers. There's sure to be something interesting to come out of any solution to the puzzle.

Obviously, this does take a bit of prep-work, but I have to admit it was fun for me. :-) The table below is an example, but if you use this idea, I encourage you to tailor the table to suit your own needs and interests. I usually had the Place Name column and the Address/Coordinates column, but often had other things like "altitude", "local recipe", or "person who lives there", which sometimes included real people in our community, famous people, or scientists or employees whose names I found on websites of the places I listed!

Name of Place	GPS coordinates or Street Address	Person, plant or animal	Weather forecast (or other detail)	Other notes
	201 Kicking Horse Ave P.O. Box 148 Field, British Columbia Canada		-1C (31F) snowing
	51.430112, -116.462598	phyllopod		Use satellite view
	Highway 838 Midland Provincial Park Drumheller, Alberta Canada
Maotianshan Shales		marrella
	Youpaotai Rd, Nanshan Qu, Shenzhen Shi, Guangdong Sheng, China	A small weed growing from a crack in the pavement		Use satellite view!

Spoiler Alert! If you are wondering what this table is about and don't want to go research those locations, here they are, in order that they appear on the table. This will give you an idea of the theme I was following, on this table:

• Burgess Shale Geoscience Foundation
• Mt. Field (location of Walcott Quarry; Cambrian fossils)
• Midland Provincial Park (contains Royal Tyrell Museum and is near to Fossil World)
• Maotianshan Shales (Cambrian shales in Chengjiang, Yuxi, China)
• Chiwan container terminal in China

And maybe story-writing isn't your or your kids' thing? Maybe this info will feed into a fabulous painting or sculpture; maybe it will become a theatrical production or a YouTube comedy show. The idea is to give some inspiration and then step back to allow kids to run wild and see what comes out. So work with it until it works for you.

Exploring Google Maps is a bit like air-travel, so here's one last idea, while it's on my mind: get the free flight simulator, GeoFS, and fly from airport to airport, discovering new places as you go! My son has spent countless hours discovering new places both local and abroad. It can be fun to start at your local airport, fly over your own home, and then abroad to locations you've visited before or perhaps completely new places. And of course... there are many types of planes to fly, and some are better at aerobatics than others. It's basically a violence-free reality-based video game. There's a little concern with the ability to talk to other users online, but I'll leave you to your own family's internet safety protocol for that one. Enjoy!

Please do add your own fabulous ideas in the comments. I'm always happy to hear about them, and so are other readers!

what.home

Exciting news, here... remember when I reluctantly gave up most of my teaching in order to concentrate on my art career? I still love teaching, and have managed to get a little in, but I really have been working my butt off in the art department, too. And finally I have a big announcement:

It's official! Over the coming eight months I will be collecting stories in south-western BC, Germany and the Netherlands for a new installation called what.home. I've got some big grant applications sent off, a growing list of people to interview, a Kickstarter campaign, and most excitingly this beautiful invitation from Goleb in Amsterdam (photo). Would you like to tell me your stories about home? Find out how at the end of this post. First let me tell you what it's all about!

Globalism, human transience and the prevalence of social media mean that our homes, lives, and thought processes have been fractured into a multitude of soundbites and images gone before we even process them. Our mindscapes consist of a jumble of these pieces, and out of this we are forming our current definition of 'home'.

what.home is a series of interviews about the concept of 'home', how our lives and cultures are affected by displacement, settlement, migration, identity, colonization, and landscape. The interviews will be presented in fragments through social media (@what.home) and as an immersive fractured film installation in Europe and Canada. In fracturing and disseminating the stories of home I am creating a space for viewers to reassemble them into our global conscience, pulling ourselves together across cultural and experiential divides.

My own and my husband's families immigrated to Canada from the Netherlands, Germany, and the United States (but from England, the Ukraine and Ireland, generations earlier), and made the BC wilderness their business and their hearts' home. We are people of European ancestry living on unceded First Nations territory. Stories of our European heritage and emigration are part of our psyches, but so are Salish stories, British Columbia settler history, and the BC rainforest that we know as home.

Everywhere people are affected by the busy moving around of our global population. “Home” has come to mean many things to many people. Currently, as racial and territorial violence increase around the world, and we live here as settlers on a land that isn't even our own, questions of belonging and identity seem to matter very much.

I have been invited to research, develop, and install this work at Goleb in Amsterdam in May, 2018. Goleb is an artist-run project space that works with issues of identity and belonging through its immigrant artist population. Goleb artists have been very active in the areas of home, belonging and identity that I am dealing with in my own work. From Igor Sevcuk to Toby Paul; Go-Eun Im to Bardhi Haliti to Hee-Seung Choi, the artists at Goleb represent a diaspora of experiences of home and identity; all working in related directions and from diverse backgrounds. Together we plan to work with globalism and the rising spectre of territorial tension/injustice.

In the end all these stories will come together as a fractured projection installation at Goleb in Amsterdam and in British Columbia. Yes, it's a huge project, so I am taking it one chunk at a time. Right now I'm booking interviews and making travel plans!

Would you like to get involved? This year I am looking for people of all backgrounds and histories to interview on Bowen Island, Vancouver's lower mainland, southern Vancouver Island, the Netherlands, Bavaria, and between Frankfurt and Wiesbaden in Germany! Please contact me in person through my website and we will arrange to do an interview on a dry day in an outdoor location that relates to the word 'home' for you. Indoor interviews are possible when outdoors is not an option.

kitten mania

Between the teens and the new feline baby I am getting absolutely nothing done this afternoon, so why not share a bunch of kitten photos? I seem to get more traffic to kitten photos than anything else, so... indulge, readers! Our kitten is undeniably adorable.

Both cats seem to get along better when they're treated equally. So we've moved Blackberry's belongings out of the bathroom and are just giving her freedom. She follows Lughnasa around and attempts to copy her. This results in some incredibly sweet things like the fact that they now both eat dinner with us, and that Lughnasa has taken on the role of mentor. She still lets Blackberry know with a swipe, hiss, or growl, when her behaviour is over-the-top, but she also spends a huge amount of time hanging out near Blackberry and demonstrating things, then waiting and watching in case Blackberry will follow suit.

What can I say. Kittens are hilarious.

Here you see Lughnasa very pointedly demonstrating how to climb around in the tree. Blackberry only followed as far as the main trunk, but Lughnasa waited quite a while to see if she might come further out. Then when Blackberry started goofing around, Lughnasa gave her a little hiss and swipe, and left.

After Lughnasa left, Blackberry didn't know what to do, so just hung around in the tree for a while, waiting. We waited with her.

When the cats' food was separated, each cat was desperately trying to eat the other's food, instead of her own. As soon as we put them in the same place, each began eating mostly her own food, with a bite or two of the other's, for good measure. They also wait patiently while the other eats. No competition, now that we're giving them their freedom to sort out their own issues! Apparently unschooling/free-range parenting is important for cats, too. :-)

We're having to take Blackberry out for more supervised outdoor visits, these days. She's beginning to show signs of boredom and confusion inside (shredding things, chewing cables, peeing on the couch), so her outdoor habituation training has begun! Lughnasa seems happy about this, and is eager to be a patient mentor. Generally after playing outside Blackberry becomes so exhausted that she goes crazy, and needs to be brought in for a big nap. The expression you see here is as she was crossing the border to overtired-mania.

Non-Consumerist Gifts

When I was a teen, I learned about the troubles that human greed would eventually bring us; chiefly through global warming, by the year 2100 or so. I was worried for my grandchildren but relieved that I and possibly my children would be dead by the time anything too scary happened. And I thought it would be a good idea to stop consuming so much. I tried to cut back, and I took pride in buying second-hand, mending and repairing.

When I was in my early twenties, my partner and I understood that climate change was happening much faster than we'd previously understood, and that our future children would most definitely be impacted by it. We expected to feel the effects of our over-consumption by about 2050, when we'd be settling into retirement, and hopefully better prepared for whatever wars, famine, climate change or societal collapse might happen. And we had kids anyway, and we bought them lots of stuff, but I tried to limit my purchases to things that were educational or at least natural and beautiful and not made in countries that underpaid their workers or polluted with their factories. We only bought junky toys sometimes. And miraculously, my partner and I raised two kids who were happy to be given "experiences" or "wishes" as gifts from us and their friends... and they were still inundated with toys, clothing, books and other things, because frankly it's hard to walk down the street without returning home with something, whether it's brand new, from the thrift shop, from the free bin at school, or just found on the sidewalk. Stuff is everywhere, so it was hardly our fault.

In my thirties it became apparent that climate change was happening now, and that any associated plagues, wars, and apocalypse would destroy whatever parts of the world they might by the time our children were adults. And we knew that our own greed and consumption was complicit in this, so we challenged our family to stop giving gifts. We got some hearty approval, some reluctant cooperation, some quiet and not-so-quiet gift-giving-anyway, and some outrightly offended very dear friends and family, who justifiably said that our decision to opt out of consumerist holidays (while maintaining the treasured family gathering traditions we love) was selfish and arrogant, and a slap in the face to people who just wanted to give us gifts because they love us. Thank goodness we're still close to most of these people. If you're reading this, we hope you forgive us. We know the mistake was ours.

We failed. We are now in our forties, and the stirrings of war and societal collapse have been pulling at the hairs on our backs for a few years already. We managed to turn a few people away from gift-giving, got politically involved in efforts to stop consumerism, gave and received a few feel-good 'sponsorship' gifts, and tried very very hard to save the world, while still managing to fill our home with stuff. We also built more storage.

The problem is not gifting. The problem is wanting. This week I was out walking in the crisp autumn air with my friend, shuffling intentionally through the fluffy leaves, and trying to come to terms with the fact that I can't afford a new camera body for my current art project. My friend mentioned a psychological experiment she knows about, where in one asks oneself "what do I truly need?"... and of course ... I already have everything I truly need. I have a home to live in, as much food as my family can possibly eat, clean water, happy healthy children, and good friends with whom to enjoy the gorgeous piece of earth we live upon. Do I need a camera body for this project? No. I knew that already. I just wanted one, and used logic to convince myself I needed one. I also model that unfortunate skill to my children, all the time.

Yup. I'm still consuming, and the fault is mine.

Back to gifts. At dinner today I asked my kids what non-consumerist gifts would make them happy. They said they'd like to do things with us. Dedicated parent-kid time. They'd like to go hiking. They both thought that yesterday's hot chocolate picnic was an awesome gift. "But it wasn't a gift." We said. "Well, you know..." my son ventured. And my daughter explained that a gift has to be something unusual. For example reading a book together isn't much of a gift for a family that does it every night. But for our two teens who have been neglected in this way in recent years, it's a special thing right now. Dessert can be a gift if you don't do it often.

So, following this logic, which seems incredibly solid to me, it seems that gifts are gifts because we rarely do them. Holiday gift-giving has to be ever more extravagant because we buy so much during the year. If we want to survive, we have to stop buying stuff all the time. Then it would still be wonderful to give each other a hike or a good pair of mittens or a cup of hot chocolate for Christmas.

No more bricks in the wall!

Last night I watched Roger Waters perform Another Brick in the Wall (We Don't Need No Education) with a group of local kids. I realized while watching these kids with their heads bowed, then tearing off their jail uniforms to dance in black RESIST t-shirts that since the first time I heard this song, as a child, it was deeply meaningful to me. I remember that I swore to myself I would change the system I grew up in, and at the very least not send my own children into it. Then I forgot about that.

I realized last night that in unschooling my children through thick and thin and a heap of fears and doubts and roadblocks, I've succeeded. I have two emancipated children. I've fulfilled my own dream.

Wow. What an amazing feeling! We are no more bricks in the wall!! Change is possible.

What to Do in the Wild: Ideas for Creative Wilderness Play with Children

One of the biggest obstacles to getting engaged with the wilderness is a lack of inspiration. Kids - especially urban kids - simply don't have the experience to generate fun ideas when they arrive in the wild to play. Teachers and parents, having perhaps not much experience themselves, or otherwise having left wilderness play behind in their childhood, may not know how to help this situation. I'd like to offer some ideas about both preparing to take kids into the wild, and then inspiring them to engage there.

There are some general preparations we can make, as adults, to ensure that our wilderness adventures will be safe and fun. If we are confident ourselves, the kids we bring with us into the wild will be much more confident also, and then we're all likely to get more out of the experience. Most importantly, although I'm going to give some cautionary notes, don't let these things scare you; just get used to looking for them. There are far more hazards in the city, but because most of us are accustomed to these hazards, and automatically keep an eye out for them, they don't pose much of a threat. I promise you that with enough time spent in the wilderness, a similar sense of confidence and ease will develop.

Preparation: 
Get to know the plants: Take a camera or a notebook or whatever you need to help yourself engage with what you encounter, and get to know the opportunities and hazards in your area. I recommend a high-quality, photo-rich plant identification book, so that you can familiarize yourself with what you'll find, locally. Spend some time every day identifying plants, until you feel confident. If you discover dangerous plants in your area, don't avoid them; learn about them so you can pass this knowledge onto the kids. It's always better to be informed than sheltered. You never know where or when these plants will be found again.

Get to know the terrain: Try clambering through some rough areas so you get a feel for what you are personally able to tackle, and what the terrain is like, in general. Try out some of the wilderness activities listed below! Keep hazards in mind, so that you become more attuned to them in general. This skill will keep you safer, but more importantly keep your mind at ease, when you're out with your children or class. Some general hazards to watch for:

• Look up for things that can fall (rotten or dead trees, branches broken off but hung up overhead, large dangerous cones, wasp nests, overhanging loose rocks, etc.)
• Look down for ankle-breakers and sink-holes (quick-sand, deep holes that may be hidden by ferns, wasp nests and biting ant hills, deep mud, sharp garbage or barnacles, etc.)

Getting to know the terrain doesn't just mean identifying hazards. It also means falling in love with it - inspire yourself! Look to see what you can discover that's amazing about someplace seemingly mundane. Even a relatively featureless muddy bank holds not only a plethora of life-forms, but also opportunities for play. Get down on the ground and explore with your eyes and nose and fingers. See what wonders you can find and let yourself fall in love. The children you eventually bring back to this place will catch your enthusiasm like a steady wind and carry it on.

Get to know the weather: Certain weather patterns can present certain challenges, so checking the forecast and being prepared is always important. Obviously, storms can present hazards (falling trees, flooding, extreme cold, lightning, etc.) that you may want to avoid entirely. But in addition to those extreme situations, unprepared people often run into trouble. Here are some useful preparations:

• If it's hot, bring sunscreen, water, and plan to be in the shade. Sunhats are essential for programs I run in hot weather.
• If it's cold, keep active, and keep dry. Even with mittens, hands tend to get cold, especially when building things, so some sort of hand-warmers are a great idea. (Learn how to make reusable hand-warmers here.)
• If it's cold and wet, don't plan to be out all day, and dress appropriately. If there is any water available (rain, creek, puddles, mud, ocean, etc.) kids will get wet. So waterproof rain gear and good tall boots are important to have over top of warm garments, mittens and hats. Fleece or sheep's wool is best because it dries faster than cotton.
• If it's wet but temperatures are mild, kids can still get quite cold, as the damp saps the heat out of their bodies. Bring rain gear and a change of clothes.
• Let kids regulate their own temperature. Make sure they have warm/dry clothes with them, but allow them to wear what they feel is best. They will usually reach for warmth when they need it, and learn from mistakes when they get cold. Keeping kids bundled when they resist can also be a hazard, since overheating is also a problem (and for some kids happens quickly when they're active), sweat eventually also becomes cold, and mostly they just feel disrespected and miserable.

So you're comfortable in the wilderness. You'd probably be just fine sitting there with a book or your phone, or simply taking some much-needed rest from the busy world. But I think we all hope the kids will get more engaged than that. Let me offer a few creative and explorative activities for you to try. I don't recommend taking kids out with the intention of doing any of these specifically, but keeping your mind open to the nature of exploration, and having these up your sleeve for those 'what to do next' moments.

Things to Do:
Water Play: If you can get to water (or if you can't escape it), use it! It's not only a fabulous resource for learning about physics (I'm not suggesting formal lessons; just freely playing with flow and permeability is highly educational), but is also a wonderful way to bring people together. Maybe you all get together with a common goal of diverting a creek, or of creating a little pond. Maybe one person is delivering water for another's sand or mud-construction. Maybe the rain just soaked everyone and now you're huddled in a grotto eating lunch. Or maybe you're all just jumping and rolling in a flooded meadow. Whatever it is, take precautions (watch for strong current in creeks or signs of kids becoming too cold), and have fun!! Once you get used to the idea of being wet, you can play and explore with abandon.

Climbing Trees: A tree can be a wonderful vantage point, as well as a unique ecosystem to explore. It also provides a great opportunity for muscle and skill development. So educate yourself about safe climbing practice. Good climbing trees are reasonably open near the trunk (not too bushy), while having enough branches to easily climb. They are flexible, strong, healthy trees, with branches generally at least as big around as your upper arm. Always test branches before putting weight on them; always make sure you're hanging on in multiple places, so that if you begin to fall, you'll still be holding onto something. Always keep your weight near the tree's trunk. And don't panic. In our area (the Pacific Northwest), some excellent climbing trees are young healthy cedar, Douglas fir, and alder. Some brittle trees to avoid climbing are maple, hemlock, and anything dead or dying.

Generally, I think it's important for kids to get themselves into trees. If I have to help them up, they haven't gained the confidence to climb safely, or to come back down safely. So I may give advice about technique or suggest good-looking foot-holds or climbing-routes, but I don't lift. And yes, I do also climb trees myself, while making sure that when I'm with young kids, I can still easily and quickly get to them if needed.

Digging: Using hands, sticks, flat rocks, or even shovels, digging can be a fabulous activity. There are wonderful creative and explorative opportunities in the holes excavated, the pile of dirt created, and whatever may be found in the dirt, while digging. Digging might be towards a specific goal, like harvesting clay, creating a sand-castle, or play-mining, but it might just be for the joy of discovery. Some dangers around digging are harming the roots of trees, or creating instability in a slope. Keep these things in mind, but otherwise have fun!

Building: Build whatever your imagination can dream up, using whatever materials are available (without killing plants or disturbing too much habitat). Sticks and branches are familiar materials for forts, walls, and bridges, but try some other things too: Mobiles (using rope, string, or vines), sculptures (sticks lend themselves very well to making forest fairies or tall human-like sculptures, and improvised handmade tools and musical instruments. Rocks can be wonderful for building dams, rock-houses, rock-stacks, and inuksiuk. They can be used to line fire pits for real fires or play, to support structures, and to divert water-flow. Both sticks and rocks can be used in conjunction with all manner of mud, dirt, moss, and clay to create sturdy structures. One word of advice for the well-being of the environment you're using: It's important not to take more than can quickly regenerate. Pulling out lots of ferns, branches, or moss can be tempting, especially when they seem abundant, but too much taken causes serious harm to the environment. For example, too much moss removed from the trunk of a tree or the forest floor will prevent water retention in that area and may cause the tree to weaken or die. Pay attention to the ecosystem you're working in, and respect it.

Pretend Play: Any imaginative game you can play in the house can be easily moved to the wild. You don't need to bring any supplies; costumes can be made of wilderness materials (leaves, grass, bark from dead trees, and face-paint of crushed grass, mud or clay), and props and tools will similarly be improvised. Take any inspiration and see how you can make it work in the wild. Alternatively, let the wilderness itself inspire you! Look around and imagine something fantastic. A couple of weeks ago one of the boys in the group I was leading found a big crumbling rotten stump, spilling its orange and brown powdery remains onto the forest floor. Instantly it seemed to him like the mother-load of cheese, and he began "mining" for cheese. Soon he was delivering all sorts of different types of "cheese" to his friend, who opened a "restaurant", serving amazing-sounding meals (mostly of cheeses) upon fancy bark-plates. This particular pretend play lasted for two afternoons, and we are all now a little more knowledgeable about cheeses, restaurant entrepreneurship, and decomposing forest materials.

Music and Drama: Whether you start a random beat-box on an echo-ey mountainside, a drum-circle around a hollow-log, a puppet-show with leaf-and-twig people, or theatre sports in a sunny glade, the wilderness is your stage. Take advantage of the wide open spaces you find to get loud and exuberant. Sometimes I also use performance as a way to bring divergent groups together, to bridge social difficulties, or to refocus when kids are getting tired. Have a few great stories in mind for moments like these, or allow the wilderness to inspire a new story. Some of the older groups I've worked with took a whole week or season to create a play and movie entirely in the wild, even sometimes bringing a projector, multiple extension cords, and a large flat sheet (screen) into the woods for a film-showing. Anything you can do inside can be approximated in the wild, usually with great discoveries made in the process.

~~*~~

Thanks for reading through this article! You now have some ideas for kids to do in the wilderness. But remember these are ideas for YOU. No child is going to be naturally engaged with something new that their parent or teacher is clearly not engaged with. I can't tell you how many times I've taken groups of people out in the wilderness and seen the kids look up at their parents or teachers, often woefully under-dressed, standing around on their phones or assuming an aloof stance at the edge of the play area. Don't be that grown-up. Tell yourself to let go of your adult inhibitions.

You're going to get dirty. You're going to get wet and tired, with splinters in your hands and tears in your eyes. You are going to haul your grown-up body to places it hasn't been in years, and lie it down on the ground. You'll go home with twigs in your hair and mud or moss or sand in places you never imagined. Take pride, because then you will be an accomplished, trustworthy mentor and explorer.