March 2020
Dear Reader,
For the past five years and throughout my MATC experience, I have worked for MSU Extension at Tollgate Farm and Education Center in Novi, MI. Within the last year, I’ve also taken on special projects to support Bowers School Farm with Bloomfield Hills Schools, located in Bloomfield, MI. I earned a B.A. in Elementary Education with MSU in 2003 with minors in English and Environmental Science. Since then, I’ve taught a number of subjects and grades while living in Mexico, Michigan, and Germany. Between living in Mexico and Michigan, I completed coursework with both MSU and Universidad de las Américas Puebla in order to add a Spanish minor to my teaching certificate. For the MATC, I decided to pursue concentrations in Nature-Based Early Childhood Education and K-12 Educational Administration, the former earned through a certificate program with Antioch University New England. The majority of the MATC coursework has supported my work and learning as the Early Childhood Coordinator at Tollgate Farm, where I founded and led a program called Farm Sprouts from 2016-2020 alongside some very dedicated, passionate, and supportive people. I largely focus on farm- and nature-based early childhood education throughout my portfolio, as it has been the hallmark of my professional learning journey as a MATC student.
A 2017 National Survey identified more than 250 nature preschools and forest kindergartens in operation in the United States, compared with approximately 20 nature preschools in 2012 (Natural Start Alliance; Bailie, 2012). Nature-based preschools are defined as any program that combines both early childhood education and environmental education practices (Larimore, 2019). Nature is the focus of the curriculum and is integrated into all learning spaces, whether indoors or outside. Thus far, the State of Michigan does not provide licenses to programs held exclusively out-of-doors, yet licensing does account for regulations of natural playgrounds. Washington is currently the first state to be piloting a licensing option for programs held exclusively out-of-doors following the passing of a bill to serve this aim in the spring of 2017 (Washington State Department of Children, Youth, and Families, n.d.). Other states are now also exploring a fully-outdoor preschool licensing option. Programs like Farm Sprouts and Shelburne Farms’ Adventures Preschool Program operate as enrichment programs with children participating one day per week for up to three hours. In addition to incorporating nature as a focus of the curriculum, these farm-based enrichment programs also integrate agriculture into their curriculum in order to better connect children and their families to local food systems.
At the national level, educators and leaders share concerns related to equity and inclusivity, across the field of early childhood education and in especially complex ways for those involved with nature-based preschools. This is largely due to the nature of learning in an outdoor environment, which can pose barriers for participants with diverse needs, and as a result of program structures commonly adopted by nature-based preschools (e.g. half-day program models not conducive to working parents). The need to develop equitable and inclusive programs and learning opportunities is one I have taken to heart and thus, I’ve worked to address through both my work and studies, which will become evident as you navigate through my portfolio.
Farm Sprouts was the only farm- and/or nature-based program of its kind in SE Michigan up until 2019. Within the farm-based settings in which I work, program families are typically middle- to high-socioeconomic status with up to approximately 20% of registrants speaking a language other than English. There are families who need financial support so their children can participate. To reduce the burden and possible barrier to participation, I joined efforts to develop a financial aid program to better serve families through a process that works to provide more equitable educational opportunities for all. The demand for high-quality, outdoor programs is high, as evidenced by Farm Sprouts doubling in size for the first three years until we reached capacity with consideration to site needs and other constraints. Families are recognizing what the research is showing: nature offers tremendous benefits to our youngest learners. These benefits demonstrate the need to provide opportunities such as those provided for Farm Sprouts to all children. Farm Sprouts, for example, has children learning outdoors for approximately 85% or more of the program duration. This means the farm and nature is our classroom, from forest to field, pond to pasture, children learn through experiences in the ever-changing outdoor environment. Some of the ways I've been working to do just that, beyond publishing and presenting on my work, include grant-funded outreach work with Detroit-area preschool children in Head Start programs and advocating for the need to explore ways to sustain Farm Sprouts well into the future, a program currently on hold due to various organizational challenges. Courses like EAD 801: Leadership and Organizational Development have been incredibly helpful in guiding me towards identifying and understanding the causes of these challenges and in developing and implementing solutions to either overcome them or to better be able to advocate for change.
While reading through my portfolio, you will notice attention to my own personal inquiries into equity, leadership, and advocacy as I’ve worked to grow in my skills and abilities to effectively tell the story of the learning taking place both within and around me. My synthesis paper and learning artifacts, including the commentaries, highlight the approaches and strategies I've internalized to become the leader I am today. I find great joy in teaching and leadership roles that support expanded opportunities for all to engage in project- and place-based approaches to learning in outdoor environments. In the future, I plan to utilize the skills, experiences, and disposition I’ve gained and developed through both my education and professional experiences and apply them in an educational leadership position which will allow me to thrive as I have in my past professional roles. I aim to continue to create deep, meaningful learning experiences for all students, while also working to build strong, vibrant communities centered on opportunities to engage with nature and our local food systems.
Please visit the navigation menu to view my key resources, learning artifacts, synthesis paper, and expression of gratitude.
All my best,
Brooke Larm
References:
Bailie, P. E. (2012). Connecting children to nature: A multiple case study of nature center preschools. (Doctoral dissertation, The University of Nebraska–Lincoln). Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1028&context=teachlearnstudent
Larimore, R. (2019). Preschool beyond walls: Blending early childhood education and nature-based learning. Lewisville, NC: Gryphon House.
Natural Start Alliance. (2017). Nature preschools and kindergartens at record high in U.S. Retrieved from https://naturalstart.org/bright-ideas/nature-preschools-and-kindergartens-record-numbers-us
Washington State Department of Children, Youth, and Families (n.d.). Outdoor preschool pilot. Retrieved February 20, 2020 from https://www.dcyf.wa.gov/about/government-community/advisory/opp
Contact: Brooke Larm / larmb@msu.edu / (810) 339-1642