Camp Creek Press

And I’m not the crocodile.

So, I have a big project that’s just eating me alive. I want to share! But it feels a bit too soon. Soon, however! Soon I will share!

May is a transitional month. We’re done with the “school” year, yet summer’s not here yet ... we seem to wander outside at least every other hour, and yes, we’re working in the garden, but we’re also doing a lot of holding the porch steps down with our back ends. And drinking lemonade. Summer’s not here yet, but we’ve already had gallons of lemonade.

We are working on projects — lots of projects! But, alas, we are not finishing projects — not any projects.

There are road trips being planned — I can tell, because there are maps and atlases and guide books strewn around. But no one’s gone anywhere further than the corner, for an ice cream cone. (Summer’s not here — but ice cream is.)

Too much going on right now, yet can’t find anything completed and ready to share. Sigh. Ah well, soon things will settle down. We’ll get used to the warm afternoons and the bright blue sky, the flowers and the birds, and we’ll get back to work. Soon.

Love That Boy

by Walter Dean Myers

Love that Boy,
Like a rabbit loves to run.

I said I love that boy,
Like a rabbit loves to run.

Love to call him in the morning.
Love to call him,
“Hey there, son!”

He walk like his Grandpa,
Grins like his Uncle Ben.
I said he walk his his Grandpa,
And grins like his Uncle Ben.
Grins when he’s happy,
When he sad, he grins again.

His mama like to hold him,
Like to feed him cherry pie.
I said his mama like to hold him.
Like to feed him that cherry pie.
She can have him now,
I’ll get him by and by

He got long roads to walk down
Before the setting sun.
I said he got a long, long road to walk down
Before the setting sun.
He’ll be a long stride walker,
And a good man before he done.

Love that Boy,
Like a rabbit loves to run.

I said I love that boy,
Like a rabbit loves to run.

Love to call him in the morning.
Love to call him,
“Hey there, son!”

[T]he California-based State Education and Environmental Roundtable, a national effort to study environment-based education, found that schools that use outdoor classrooms, among other techniques, produce student gains in social studies, science, language arts and math; improved standardized test scores and grade-point averages; and enhanced skills in problem-solving, critical thinking and decision-making. In addition, anecdotal evidence suggests that time in natural surroundings also stimulates children's creativity. — Richard Louv

Art class this morning at a beautiful nature preserve/park. Cold, overcast, and 30% chance of rain. Not ideal? But who knows what we might see on this cloudy day. Pictures later today!

May is my month. Mothers Day, my birthday, and then my mom's birthday all in the space of two weeks. Plus, May has May baskets ... and the best weather.

We play it pretty cool on Mothers Day. Handmade cards. A joint present from my three guys — something for the garden.

Since my birthday quickly follows Mothers Day, and I lay claim to the whole month, I usually get a camping trip or a kayaking trip, too. My favorite present is a great memory.

So what are you guys doing this weekend?

Hi Lori,

What a wonderful interview! Thank you for the information. I have been doing some research on Reggio, homeschooling and other philosophies. I currently am a special education teacher in the public school system. For the most part I love my job; however, there are MANY things I don’t agree with. I have a almost 3 year old and 8 month old. I am reseraching my alternatives for them when it comes to education and I have a question for you. Everything I am reading seems to be art based, what if a child isn’t much into art? My daughter for example will paint, color, playdough, etc.f or about 10 minutes tops, but when it comes to running outside, dribbling a ball, or playing on a playground I can’t get her in! I guess I am wondering how she would fit into such models? Thank Eileen

Hi, Eileen - and thank you! While many people focus on the visual arts aspect of the Reggio approach, the Hundred Languages actually embrace kinesthetic learners - children do learn in different ways and can engage with a subject and express their knowledge by building, dancing, performing skits, dramatic play, and in many other active ways.

And while the visual arts (e.g., drawing, painting, collage) are important, an active child might be more engaged with building models, sculpting clay, creating large-scale dramatic play structures (e.g., child-size vehicles, buildings, rooms), etc.

The idea isn't to try to funnel a child toward visual arts, but rather give them a whole smorgasbord of choices - books about buildings and bridges and other structures *with* a fantastic array of blocks and other building materials, a great dress-up trunk *with* a stage to dance and perform on, an art studio with a quiet nook to draw in *and* an array of exciting things to build and scupt with. And when a child shows a particular interest, paying attention and providing them with what they need to take the work further.

If you are interested in the Reggio approach specifically, if you delve a little deeper you will find wonderful garden- and park-centered projects to read about.

Since you already know your child has a strong desire to be outside, you can meet her halfway and provide her with tools for learning outdoors - magnifying glass, binoculars, bug box, field guides, sandbox, outdoor building materials (rocks, shells, pinecones, etc.), a work area outdoors (perhaps a small table), scarves for running and dancing, a garden... We set up easels outdoors with pencils, oil pastels, and paint so that children can paint and play and draw and play - and there are so many exciting things to learn about outside!

You can read the whole interview and all of the comments here.