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About
Welcome. I’m glad you are here. I offer these resources as a gift to my children and all the dear young friends (most now grown!) that have accompanied me. For educators and parents, I offer this as an invitation to listen deeply -and to challenge assumptions.
I once watched a child make a small clay friend for a fading mushroom—because "it looked lonely." Such moments remind me that education is not a system to be delivered but a living relationship, formed and reformed moment by moment between the child, the adult, and the environment they inhabit together.
Here, learning does not arrive from outside. It emerges from within, sparked by curiosity, deepened by observation, and integrated through reflection. Real engagement with the world, with others, and with oneself transforms mere knowledge into meaningful understanding.
Children come already full of questions, already connected to life. Our task is not to fill them, but to listen. To notice what draws their attention. To offer space, time, and the trust that allows them to unfold at their own pace.
This is an education rooted in experience, not abstraction. It values presence over performance, and wonder over outcomes. It respects the rhythms of human development and believes children are not just preparing for life—they are already living it.
In this space, children are not passive recipients but active protagonists. Education becomes a shared journey of becoming, where awareness grows, care deepens, and agency takes root.
What might happen if we trusted children’s natural wisdom more fully? I invite you to join me in slowing down, noticing deeply, and reflecting together on these quiet, profound moments.
-Rebecca
Sections in this Website
Playful, open-ended invitations for deep nature connection—games, prompts, and routines that foster presence, curiosity, and relationship, rooted in Coyote Mentoring and child-led exploration.
Forest School isn’t a method—it’s a living relationship with land, children, and community. Rooted in wonder, it adapts, responds, and grows through presence and place.
Emergent, living experiences sparked by children, teachers, and the environment. These moments become shared explorations—part invitation, part discovery—woven through community, play, and presence.
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Essays
Journals
Guides
Books
List
A simple forest school lesson on bird alarms became a doorway into presence, perception, and pressure—spanning science, parenting, deep nature connection, and contemplative awareness.
When attention softens, the forest responds. Birds, breath, and baseline become a mirror—not of self, but of tone, pressure, and the wake of thought.
A tribute to Bev Bos and the living legacy of Roseville Preschool—celebrating trust, play, presence, and the radical act of letting children tumble freely into becoming.
Exploring presence as relational, embodied, ethical, and cross-cultural—moving from technique to undoing, attunement, and mutual vulnerability with children and nature.
Presence shaped by outcome isn’t presence. Krishnamurti invites attention without identity, method, or purpose—challenging us to meet the child without bringing ourselves.
Though outwardly invisible to most people, for me these events can impact language, memory, and cognitive clarity.
A relational, child-centered philosophy of early education from Italy, the Reggio Emilia Approach honors curiosity, creativity, and community through project work, documentation, and a deeply respectful image of the child.
Explores the principles of the Continuum Concept, contrasting traditional Western parenting with evolutionary expectations of closeness, responsiveness, and community-integrated childhood.
Explores how loose parts—natural or found materials—invite open-ended play, creativity, and exploration. Celebrates children's innate capacity to invent, construct, and express meaning through self-directed interaction.
Discover how a Danish mother’s forest walks sparked a global educational movement, reimagining childhood learning through nature, storytelling, risk, and child-led exploration across cultures and climates.
Reflection on Peter Gray’s definition of play, exploring how real play fosters autonomy, creativity, and deep learning through self-direction, imagination, and internal logic.
A comparative overview of three influential early childhood models. Highlights their philosophies, practices, and cultural origins, inviting reflection on what each offers to educators and families today.
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Would Love to Hear From You!
Education Pages
