OFFERING A PLAY-BASED NATURAL LEARNING ENVIRONMENT
Now accepting waitlist applications
At Laura’s Nature School, I believe nature-based education connects awareness of self, family, community, and nature through empathy and understanding.
Laura’s Learn and Play Nature School LLC has been meeting children's nature and play-based educational needs for over 25 years. My goal is to allow children to be who they are, develop a love of nature, and find joy in learning. Once children enjoy the pursuit of knowledge, they become lifelong learners. Early childhood should be joyful, full of wonder, and flow at a slower pace than everything else that follows. I advocate for letting children play outdoors and encourage them as they grow to achieve the fullest development of their creative, intellectual, and social potential.
EMERGENT CURRICULUM
The curriculum naturally evolves by blending children's interests and social awareness with natural learning experiences. Children grow to their fullest potential by enriching the environment to encourage and support them. I implement my favorite theories of Reggio Emilia, Steiner, Montessori, Gardner, and Vygotsky to create a program that emphasizes the joy and magic of early childhood.
A gentle approach to early learning allows children the freedom to express their creativity, to explore their world, and to develop their inner strengths and resources. My role in this environment is to assist and guide, allowing children to utilize their full imaginations and play their way through the learning process.
In-depth brain development research has shown that children benefit from engaging in self-initiated, spontaneous play. This style of playing independently and with others is just as crucial, if not more crucial, as teacher-planned, structured activities.
Activities presented are designed to address the needs of children of all ages. They cover a broad spectrum of educational goals and are intended to inspire a love of learning. Emphasis is placed upon imagination and creation. Structured activities are often put aside to enhance child-initiated opportunities for learning.
Developmentally appropriate environments concentrate on activities that are based on children's strengths rather than their ages. I find this type of environment individualized and more comfortable. Children will delight in their sense of independence, enjoy the learning process, and respect the world around them.
PROGRAM PHILOSOPHY
Play-Based Philosophy
The environment at Laura’s Nature School encourages children to explore, discover, and imagine through play. Its principles are based on Reggio Emilia, Waldorf, and other nature-based, early childhood philosophies.
Creative activities are designed to encourage physical, mental, social, and emotional development. Children grow to understand their needs in relation to a group experience by sharing ideas and helping others. I support each child to understand boundaries by setting gentle, reasonable limits and developing rules they can understand.
Because children learn best through hands-on experiences, opportunities are created to explore the domains of STREAM (Science, Technology, Reading, Engineering, Art, and Math), which is a holistic approach that integrates all domains to foster critical thinking and learning.
We explore other cultures and languages, such as Spanish and sign language. Parent involvement and family interests are valuable and crucial links in the educational process. Positive relationships thrive by encouraging continuity between school and home, as it supports children’s interests, individual culture, and educational success.
The result is an early childhood program where children blossom and families appreciate knowing that their child is cherished, loved, and learning in a delightful, supportive environment.
Reggio Emilia Philosophy
This philosophy considers parents, teachers, and children equal partners in the learning environment. While each school may express its focus differently, generally, these five principles and concepts are what experts consider critical in the approach:
Children are competent, curious, have great potential, and are eager to relate with others and within their environment.
Curriculum is emergent and is developed largely by subjects known to interest children.
Learning is project-based and in-depth. Projects can last from a week to an entire school year. Teachers are partners in the learning process.
The book 100 Languages of Children is the resource used. New ideas and concepts are introduced in multiple formats, such as print, art, drama, and puppetry, so that all children have a chance to connect and learn from the concepts being presented within their individual learning style.
Collaboration and cooperation are seen as necessary for a child’s cognitive development. Groups are encouraged to work together to solve problems. Each child’s voice is heard to create a balance between belonging to a group and a sense of self.
When we explore and discover with confidence, we develop a stronger foundation for future academic success.
ORGANIC MEALS
Nutritious, enjoyable meals are offered to encourage healthy eating habits in line with national food guidelines. Early childhood is an opportunity for establishing lifelong, healthy eating that can be beneficial by maximizing growth, development, activity levels, and good health.
Good nutrition contributes to good health and well-being, which is vital for positive engagement in learning. Resources are shared that support nutrition and food safety and meet national dietary guidelines.
OUTDOOR CLASSROOM
Outdoor classrooms offer children a rich, natural environment that nurtures their development in deeply holistic ways. Surrounded by the textures, sounds, and rhythms of the natural world, children engage all their senses as they explore and discover.
Moving on uneven ground, playing with leaves or pinecones, and feeling the breeze support physical coordination, sensory integration, and motor development. These experiences build foundational brain-body connections that are essential in the earliest years.
The open-ended nature of outdoor play also invites curiosity and problem-solving, laying the groundwork for early cognitive growth. Children naturally observe, wonder, and test ideas, forming early scientific thinking without needing structured instruction.
Beyond developmental growth, outdoor classrooms offer essential support for emotional well-being and relationship-building. The calming qualities of nature—gentle light, fresh air, and organic soundscapes—help children regulate their emotions and reduce stress. These spaces also provide a peaceful backdrop for teacher-child connection, where shared wonder and attunement can deepen trust and secure attachment.
In the company of peers, children explore side by side, learning to relate, communicate, and empathize. Regular time in nature nurtures a sense of belonging—not only to their learning community but to the earth itself, planting the seeds of early environmental awareness and care.
The outdoor classroom at Laura’s Nature School embraces the wonder and joy of learning outdoors. Emphasis is made to create experiences outdoors as much as possible while always considering the comfort and safety of the children.
GUIDANCE STRATEGIES
Expectations are limited to what is realistic for the child's developmental level, and they are clarified for children so they understand what is expected of them.
A “yes” environment is created, which enhances and encourages children’s positive behavior.
All teachers model appropriate behavior.
Teachers encourage children’s efforts to build feelings of self-worth.
Children are given alternatives, which enable them to turn destructive situations into constructive ones.
Natural and logical consequences are used to motivate and empower children to make responsible decisions about their behavior.
Behaviors such as cooperating, helping, negotiating, and problem-solving are encouraged.
Boundaries are used, and children will learn the importance of structure and rules to keep everyone safe.
