There's a whole lot of intention underneath those muddy boots.

When people first hear about Forest Saplings, they usually notice the adventures.

The hikes.

The museums.

Creek days.

Fairy houses.

Car naps.

Muddy boots.

And pockets mysteriously filled with rocks, feathers, pine cones, flowers, and whatever treasure simply had to come home.

Those things are certainly part of who we are.

But they aren't what Forest Saplings is built on.

They're simply what you see.

The real heart of Forest Saplings is the philosophy behind every decision we make.

The Forest Saplings Method didn't come from one book, one classroom, or one educational philosophy.

It grew from nearly thirty years of working with children, education in psychology and early childhood development, experience in Montessori classrooms, studying Waldorf education, specialized training, and thousands of hours spent doing the most important thing of all:

Actually being with children.

Montessori taught me to trust children.

To slow down.

To step back and give them the opportunity to discover what they're capable of.

Waldorf reminded me that imagination isn't extra.

Stories matter.

Nature matters.

Wonder matters.

Psychology helped me better understand how children develop emotionally, socially, physically, and cognitively.

And then thousands of children became some of my greatest teachers.

Because no college class can teach you everything a three-year-old can.

Especially one who wants to know why ducks don't wear pants.

Children still stop to watch ants.

They still splash in puddles.

They still ask questions adults have forgotten to ask.

They still learn by moving.

By touching.

By wondering.

By making mistakes.

By trying again.

The world around them has changed.

It's louder.

Busier.

More scheduled.

More rushed.

Somewhere along the way, childhood started feeling like a race toward the next milestone.

We don't believe childhood is a race.

We think it's an adventure.

Absolutely.

Every month has a thoughtfully chosen theme that helps guide our books, activities, songs, art, sensory experiences, conversations, field trips, and adventures.

There is intention behind what we do.

But here's the important part:

The curriculum works for the children.

The children don't work for the curriculum.

If we're learning about habitats and a deer wanders across the trail?

We're stopping.

If we're exploring weather and Colorado gives us sunshine, rain, hail, and a rainbow before lunch?

Mother Nature just hijacked the lesson plan.

We're okay with that.

If we're exploring fairy tales and someone discovers the perfect tree stump for a woodland fairy village?

Well...

Apparently we're building fairy houses today.

Our curriculum gives us direction.

The children help shape the journey.

And some of the best lessons are the ones we never planned.

Sometimes adults look at young children playing and think they're “just playing.”

We see something very different.

Give a group of children a tiny stream, some rocks, sticks, and time, and watch what happens.

They're engineering.

Problem-solving.

Counting.

Comparing.

Negotiating.

Communicating.

Creating.

Experimenting.

Taking turns.

Using their imaginations.

Learning what happens when an idea doesn't work and deciding what to try next.

And to them?

They're just building something really cool in the creek.

That's exactly what we want.

Children remember what they live.

Math doesn't have to begin at a table.

We count pinecones.

Compare leaves.

Sort rocks.

Measure sticks.

Notice patterns.

Estimate distances.

And count every duck we see because apparently ducks demand to be counted.

Science might mean following animal tracks, watching clouds, discovering insects, growing plants, examining rocks, observing weather, or wondering why something works the way it does.

Language grows through books, songs, conversations, storytelling, rhyming, baby sign language, puppets, questions, and children having exciting things they genuinely want to tell us about.

Art might involve paint, clay, leaves, flowers, watercolors, music, movement, building, nature weaving, or something the children invent themselves.

Sometimes the masterpiece comes home.

Sometimes the rain washes it away.

Both count.

Before children can learn, they need to feel safe.

They need to know someone sees them.

They need to know someone believes in them.

They need to know they're loved exactly as they are.

Everything else grows from there.

Every child comes with different strengths.

Different personalities.

Different interests.

Different timelines.

Some jump straight into every adventure.

Some need to watch first.

Some could happily investigate bugs for an hour.

Some believe bugs should remain respectfully over there.

They're all right.

We don't believe children should have to fit themselves into our program.

Our program should make room for the children.

Fast Isn't the Goal. Capable Is.

It would be faster if we zipped every jacket.

Opened every snack.

Solved every disagreement.

Carried every backpack.

Helped every child across every log.

But fast isn't the goal.

Capable is.

Sometimes that means waiting while someone works really hard to put on their own boots.

Sometimes instead of immediately fixing something, we ask:

“What do you think you could try?”

And sometimes our job is simply to stay close enough for a child to feel safe while giving them enough space to discover:

“I can do this.”

Confidence doesn't appear all at once.

It grows one little success at a time.

It would be faster if we zipped every jacket.

Opened every snack.

Solved every disagreement.

Carried every backpack.

Helped every child across every log.

But fast isn't the goal.

Capable is.

Sometimes that means waiting while someone works really hard to put on their own boots.

Sometimes instead of immediately fixing something, we ask:

“What do you think you could try?”

And sometimes our job is simply to stay close enough for a child to feel safe while giving them enough space to discover:

“I can do this.”

Confidence doesn't appear all at once.

It grows one little success at a time.

Children don't learn friendship from being told to “be nice.”

They learn it by having relationships.

They learn what to do when two people want the same thing.

How to tell someone they don't like something.

How to listen when a friend says no.

How to recognize feelings.

How to apologize sincerely.

How to comfort someone who's sad.

How to ask for help.

How to help someone else.

How to celebrate another person's success without taking anything away from their own.

Every disagreement isn't something we need to erase immediately.

Sometimes it's an opportunity to learn how to be a human with other humans.

And that's a pretty important skill.

We believe there's an important difference between risk and danger.

Danger is something a child cannot reasonably understand or recognize.

Healthy risk is a challenge they can learn to navigate with guidance.

Stepping across a creek.

Balancing on a log.

Climbing a rock.

Walking farther than they did last time.

Trying something that makes them a little nervous.

We're nearby.

We're watching.

We're supporting.

We're ready to step in when we're needed.

But we're also willing to step back when they're capable.

Because every time a child discovers,

“I did something hard.”

they carry a little more confidence into the next challenge.

Some of the most important things children learn aren't things you can measure neatly.

How to comfort a friend.

How to wait.

How to keep trying when something feels difficult.

How to laugh when you slip in the mud and get back up.

How to notice beauty in ordinary places.

How to trust yourself.

How to feel at home outside.

How to be kind when nobody is rewarding you for it.

Those lessons happen quietly.

One adventure at a time.

Forest Saplings isn't Montessori.

It isn't Waldorf.

It isn't a traditional preschool.

And it isn't simply an outdoor program.

It's the Forest Saplings Method.

A philosophy built from education, experience, relationships, nature, curiosity, and years of learning alongside children.

Our goal isn't to create children who know the most facts.

We want to help grow children who are:

Curious.

Kind.

Confident.

Capable.

Resilient.

Compassionate.

And deeply connected to the incredible world around them.

Because facts can always be looked up.

A love of learning lasts a lifetime.

The curriculum gives us direction.

Nature gives us opportunities.

The children give us the magic. 🌲

We follow curiosity, but we don't wander without direction.

Every month at Forest Saplings has a thoughtfully chosen theme that helps guide our books, stories, art, music, activities, conversations, sensory experiences, field trips, and outdoor adventures.

Think of our curriculum as a trail map.

It gives us somewhere to begin.

It gives us ideas to explore.

It gives us questions to ask.

But it doesn't mean we can't take the scenic route when something interesting appears along the way.

Because around here?

The scenic route is usually where the good stuff happens.

JANUARY

Animals & Habitats

Who lives where, how animals survive, animal tracks, homes, adaptations, and the incredible creatures that share our world.

FEBRUARY

Emotions, Friendship & Kindness

Big feelings, friendships, empathy, boundaries, communication, helping others, and learning how to be a tiny human living among other tiny humans.

MARCH

Me & My Amazing Body

Our bodies, movement, senses, health, similarities, differences, and all the amazing things our bodies help us do.

APRIL

Our Community & Community Helpers

The people and places around us, how communities work, different jobs, transportation, neighborhoods, and the people who help keep our communities running.

MAY

The Earth & Growing Things

Plants, seeds, gardens, soil, life cycles, conservation, and learning how we can care for this pretty incredible planet we call home.

JUNE

The Wonder of Color & Art

Color, creativity, nature art, music, movement, textures, artistic expression, and discovering that there is more than one way to create something beautiful.

JULY

Water & Weather

Creeks, rain, clouds, storms, the water cycle, temperature, weather patterns, and whatever Colorado decides to demonstrate for us personally.

AUGUST

Fairy Tales, Folklore & Imagination

Stories, magical creatures, dramatic play, storytelling, fairy houses, imagination, and plenty of opportunities for the forest to become something entirely different.

SEPTEMBER

Forest Friends & Fall Changes

Colorado wildlife, changing leaves, migration, habitats, autumn weather, animal preparation, and watching the forest transform right in front of us.

OCTOBER

Books, Storytelling & Literacy

Books, language, rhyming, storytelling, characters, puppets, imagination, and helping children discover the absolute magic of a really good story.

NOVEMBER

Family, Gratitude & Giving

Families in all their wonderful forms, kindness, gratitude, generosity, traditions, community, and the many different ways we take care of one another.

DECEMBER

The Night Sky, Light & Winter Wonders

Stars, the moon, darkness and light, winter, seasonal changes, celebrations and traditions, and all the wonder that comes with the darkest part of the year.