We are all treaty people. We must ensure children develop a truthful understanding of the history, culture, language, and traditions of the peoples who have called this land home since time immemorial. We are committed to providing regular opportunities for learners to connect with elders, knowledge keepers, community members, and craftspeople from Indigenous communities in our natural area. Just as with our connection with the natural world, this takes time and must be repeated regularly to create authentic and lasting relationships.

The child is a mighty learner. At Edmonton Forest School we allow the child to take a central role in guiding their learning. We foster learning experiences that are based on their interests and readiness. We value play in and of itself, as a vehicle for learning and skill development, and as a way for children and youth to exercise agency in their lives. We believe children are innately competent, curious, and capable learners, and we aim to promote their holistic development.

There are many individuals and organizations working to improve engagement with and protection of our urban natural spaces. We are committed to collaborating with these community partners so our work can complement many of the incredible initiatives already afoot in our city.

As forest and nature learning practitioners, our capacity is greater when we work together. We are committed to working with others to build strong communities of practice and create opportunities for professional development related to nature-based education for children.

All people deserve the opportunity to develop their emotional, physical, spiritual and intellectual selves in the natural world. We honour all people and are committed to ensuring accessible programming for all.

EFSS educators follow the kinoo’amaa waa agwajiing (Learning Outside) framework articulated by Lise Brown and Adrian Alphonso of Momenta Inc. in Treaty One territory. This framework balances Seven Relationships for Ethical Outdoor Play and Learning, with the learner at the centre.

“The 7 Relationships offers an approach to play and learning for educators to honour both the Forest and Nature School approach developed in European countries and a Canadian worldview that honours the relationship with land that Indigenous Peoples have had since time immemorial. In addition, Adrian and Lise wanted to consider the oppression in school systems and unethical outdoor education practices that they experienced first-hand in their lives. Adrian and Lise believe in the play, learning and healing that happens outside, it feels urgent for children, for humans, for Mother Earth to spend time in the natural world, because growth is everywhere when we spend time outside.”