We are active members of our local community.
We are stewards of our local eco-system, the parks & places where nature lives.
At Sprouting Knowledge we follow Forest Schools Ethos & Principles
We are guided and inspired by the wisdom of listening deeply to our hearts and intuition.
The beauty of working in nature is that it allows us the time and space to hear those messages, reflect and take action.
Sprouting Knowledge is dedicated to providing rich playful opportunities for children and their families to connect to nature. We strive to build relationships that support and nurture our development as human beings through play, observation, reflection and stewardship.
We seek to be an organization that inspires families to connect more deeply to the natural world and thus care for it as they would their children.
We believe in developmentally appropriate practice in education that meets the needs of the children and families we serve. We strive to provide the highest quality programming possible by having staff committed to forming relationships and using reflection as a tool.
We work hard to create a positive, healthy, safe and supportive work environment where people love what they do. Part of that commitment includes paying a wage higher than industry standard as well as mentorship and ongoing professional development.
We are stewards of the land where we work and play. It is our responsibility. as stewards. to leave the eco-system better than when we found it and to engage in sustainable, ethical practices always in all ways. To give back to the land and our community in ways which show our gratitude.
“Unless we are willing to encourage our children to reconnect with and appreciate the natural world,
we can’t expect them to help protect and care for it.”
~ David Suzuki
* This website is full of links and snippets of articles regarding the research, studies and articles that guide and influence our work.
Why Play Outdoors?
Reprinted with permission from Victoria Nature School
Children who regularly play outdoors have decreased chance of diabetes, heart disease and obesity,
and they have better balance, physical stamina and gross motor skills. (O’Brien & Murray, 2007) (Fjørtoft, 2004) (Burdette H.L. 2005)
Many children in N.A. are deficient in Vitamin D which can be rectified by more outdoor time and exposure to sun (Mansbach, 2009)
Nature and outdoor play has been shown to decrease symptoms of ADD, ADHD, anxiety and depression
Children who are involved in outdoor programs, show improved high cognitive skills and score better on standardized test. They have better focus, problem solving and multi-tasking skills; and are better able to think critically and creatively (Atchley, 2012) (Berman, 2008) (Bartosh, 2003) (Ernst, 2004)
Outdoor learning and play helps children develop a positive sense of self, intrinsic motivation and respect for themselves, others and the environment (O’Brien & Murray, 2007) (Louv, 2011) (Russell, 2013)
“Passion is lifted from the earth itself by the muddy hands of the young; it travels along grass-stained sleeves to the heart. If we are going to save environmentalism and the environment, we must also save an endangered indicator species: the child in nature.”
― Richard Louv, Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder
Our Education Director | Krystal Jeffrey
Krystal consistently works toward inspiring and making change in the world around her. Growing up on a large farm in the middle of a city she has a deep love and playful relationship with the natural world. Being a young single mother meant she diverged from childhood dreams of being an environmental scientist for the WWF and allowed her to discover her gift with numbers. She is a current Early Childhood Care & Education student at NLC with a 10 year background in accounting & marketing. She enjoys helping her staff and families find balance and sustainability in creative ways.