AIFK Philosophy of Education

Children have an innate capacity and desire to learn.

At Algonquin Island Forest Kindergarten we regard authentic learning as curious, experiential, and full of joy.

Rather than rushing from activity to activity or learning centre to learning centre, we take the time to relish in all that emerges from our imaginations and the natural world.

The AIFK pedagogical approach provides the necessary time for children to observe the world around them before deepening their knowledge and understanding of the world through self-directed inquiry and play.

AIFK’s Four Pillars

    • 50 to 100% of each day is spent outdoors

    • Outdoors through all four seasons

    • Outdoors in all types of weather (rain, wind, snow, etc.)

    • An emphasis on unstructured play while outdoors

    • Children develop first-hand experiential knowledge of the local plants, animals, and landscapes

    • Children learn about personal safety in the outdoors and how to safely engage in “risky play” (for example, climbing on rocks and balancing on fallen logs)

    • Daily opportunities to develop close relationships with the land through regular visits to favourite places of interest (for example Ward’s Island meadow and Sunfish Cut lagoon)

    • One teacher and five children each day (5:1 child to adult ratio)

    • Children develop close friendships with one another

    • Children learn how to build and maintain relationships over time (developing empathy, communication skills, conflict resolution skills etc.)

    • Each child receives individualized attention from the teacher

    • The teacher has a deep knowledge and respect for each child, and each child has trust in the teacher

    • Curriculum and activities are informed by the needs and interests of each child, as well as ongoing input from families

    • Children are not rushed to master particular academic skills, and formal academic instruction (reading, writing, math, etc.) takes place only when initiated by the children themselves

    • Childhood is revered as a sacred time of wonder, imagination, and exploration

    • Children’s innate reverence for the earth’s natural cycles is further cultivated through seasonal celebrations

    • A repeating rhythm of activities and daily flow anchor the children into a predictable routine that they can trust

    • Daily mindfulness activities cultivate a sense of balance and calm as we navigate seasonal changes, developmental changes, major life events etc.

    • Each child is supported in developing compassionate and effective communication skills (for example, practicing using body language cues like eye contact, practicing sincere apologies and offering forgiveness to friends, practicing self-advocacy as well as compromise, practicing experiencing and self-regulating emotions, practicing asking for help, etc.)

    • The teacher will observe and respect each child’s unique timeline when it comes to physical, cognitive, and social-emotional development

    • The living and creative arts are infused in the daily and weekly rhythms

    • The living arts include: cooking, baking, preserving, gardening, sewing, mending, tending, and tidying

    • The creative arts include: drawing, painting, sculpting, collaging, print and stamp making, handcrafts, weaving, storytelling, drama and theatre, singing, dancing, playing instruments, puppetry

    • Exploration of the living and creative arts is multi-cultural in scope. A particular emphasis is placed on learning and celebrating the children’s own cultural traditions, family histories, and personal geographies

    • Large focus on developing language, communication, and critical thinking skills through oral storytelling, puppeteering, finger plays, folk songs and children’s rhymes, folk tales, fairytales, fables, and more

    • Large focus on developing mathematical and scientific competencies through play, practical life activities, and organic observations of the natural world

Safety and Risk Management

Symon not only contributes her first-hand knowledge of growing up on the Toronto Islands to her role at AIFK, but she also brings over a decade’s worth of experience working in forest and nature-based educational programs. Ensuring the safety and wellbeing of the children in her care is always Symon’s number one priority.

Symon has developed an outdoor risk assessment tool and additional strategies to mitigate any safety risks that are associated with young children participating in a forest kindergarten (for example, a common risk in a forest school setting would be tripping over a fallen log during an active nature game and spraining an ankle in the process).

Furthermore, the Toronto Islands have 24/7 access to municipal emergency services including fire and paramedics. This is an advantage of the Island being in a technically urban setting, as opposed to a rural or remote one. The availability of emergency services means that AIFK participants will always be in a position to receive expert attention in the unlikely event of a serious accident or injury.