Children learn first by experience, and that’s the basis of the learning they will do throughout their lives.
“The natural world is the infant’s and young child’s first curriculum, and it can only be learned by direct interaction with things. There is no way a young child can learn the difference between sweet and sour, rough and smooth, hot and cold without tasting, touching or feeling. Learning about the world of things and their various properties is a time-consuming and intense process that cannot be hurried.” – David Elkind
Experiential learning is central to Waldorf education, developed by scientist, philosopher and educator Rudolf Steiner. He also developed biodynamic farming, part of the “green” education at the Great Barrington Rudolf Steiner School, in outdoor classrooms that include greenhouse, gardens, fields and woods.
Outdoor education is a rich sensory experience full of discovery, so GBRSS is “an all-weather school,” where the children venture outside multiple times a day, in every season. Farming and gardening are integrated into the curriculum at all grade levels, starting with preschool.
“When children experience planting seeds, nurturing young plants, harvesting and then creating something from the bounty, be it a dye to color yarn for knitting, a soothing salve or a meal, “ says biodynamic farming and gardening teacher Hadley Milliken, “Their understanding, learning and appreciation deepen. This full-circle experience of working with the land instills wonder for the natural world, gratitude and humble strength.”
The greenhouse, a gift of the Class of 2014, provides shelter for three-season outdoor learning. And over the past year, zones have been created beyond the large kitchen garden to provide space for growing herbs for tea and snacks, berries and garlic; planted around one heavily laden pear tree is a dedicated pollinator garden. Children in the school’s summer program, Summer@Steiner, recently shared an exciting secret when they found a nest of wren chicks in a knothole in one of the garden fence posts.
“Gardening connects children to the present moment, the rhythm of nature and the seasons, things that are real and natural,” says Milliken. “To hear a child say, ‘Wow, look how there’s purple in the leaf—the same color as the blossom!’ creates an authentic connection with the earth’s gifts. In this day and age, that connection has to be tended.”
Seed to Fork
Students were able to experience the complete seed-to-fork cycle by the end of the school year when they harvested vegetables planted in early spring to create a shared snack. During their morning walk, kindergartners visited the garden to pick Swiss chard, kale, rainbow lettuce and herbs, then stopped by the school’s chicken coop to collect eggs. Together, they scrubbed and chopped their garden harvest along with veggies brought from home to make soup, swept up the food scraps for the chickens, then headed off to play while the wonderful smell of soup filled their classroom. Some children left play to help make deviled eggs and a big salad with nasturtiums, lemon juice and chive blossoms.
“When we sit down for snack, it is a beautiful affair of happy eaters, colorful, nutritious food and satisfaction,” says kindergarten teacher Somer Serpe. If children protest over a certain vegetable, Farmer Hadley encourages them to give it a “farmer’s try,” because sometimes vegetables taste different and delicious when you grow and harvest them yourself.
“Learning to care for the earth is critical for this generation,” concludes Farmer Hadley Milliken. “Through gardening and farm-based education, children connect to nature so they become lifelong stewards of the earth.“