We are deeply committed to Land-based Learning and use collaborative, constructive, and inquiry-based pedagogical approaches.

Our days are guided by the Land and shaped by children’s curiosities. We aim to extend these living inquiries through provocations, group reflections, questions, providing materials and tools— and by fostering a safe, loving environment.

We believe in:

• Relationship First: Our relations, both human and more-than-human, are the foundation of everything we do. We are guided by our community.

• Land-Based Learning: The Land is a sacred and loving entity, who can only belong to themself. We are guided by the Land as our co-teacher.

• Slow Learning: We refuse to rush childhood. Our daily rhythm is flexible; we take time to slow down and enjoy our time together.

• Inquiry-Based: We believe that following the children’s interest is the most important curriculum decision we make. Watching them experiment through play and connect ideas, solidifies our belief that a child’s curiosity can lead to the most meaningful discoveries and collaborations.

• Indigenous Ways of Knowing: Indigenous Pedagogy highlights the importance of relationality, intergenerational learning, experiential exploration, with a decolonial lens.

We give children the space to be themselves, to explore the world, to strengthen their bond to each other and the Earth, and to engage in truly reciprocal relationships. We give children the space to bloom and belong.