Recently, I had the extraordinary opportunity to visit Harrisville Children’s Centre in Harrisville, New Hampshire. The centre is founded by David Sobel, an advocate for place-based education and someone I deeply admire. It provides an exemplary model of what early childhood education can be when children are encouraged to learn through real-world experiences in the natural environment. I was visiting Harrisville to meet David and his wife, Jen, but I couldn’t resist spending a morning at the centre.
The Harrisville Children’s Centre, established in 1989, is deeply rooted in the philosophy that children are concrete learners, gaining knowledge and skills through hands-on, sensory-rich experiences. This approach aligns with my own practice of nature pedagogy, where play is not just encouraged, but is seen as the foundation of all learning. Their curriculum focuses on offering children a secure, nurturing space, filled with rhythm, pattern, and predictability—where the essence of being a child can truly unfold.
Exploring the Outdoors with Infants
My day started with the infants’ program; a group that proved just how profound even the simplest of moments can be in nature. Together with their educators, I set off on a short adventure to the local pond. As we strolled through the forest, the ground was scattered with acorns, the trees were ablaze with autumn colours, and the crisp New Hampshire air filled our lungs. There was a sense of calm as the children explored their surroundings, tiny hands reaching out to feel leaves, pinecones, and pebbles.
One child, in particular, fell asleep as we walked, which was a reminder of how deeply connected young children are to the natural rhythms of the world around them. It was a scene of absolute peace and serenity, where the child’s connection to nature became palpable, underscoring the centre’s belief that children thrive when immersed in their natural surroundings. Watching the educators gently guide the children through this environment, offering support yet allowing the infants to set the pace, was truly inspiring.
A Day in the Life of Toddlers and Preschoolers
Later, I joined the toddler and preschool program, a bustling, energetic group of children who were in the midst of harvesting carrots from their vegetable garden. This activity, simple as it may sound, was filled with purpose and learning. The children were pulling out carrots to snack on, but they were also gathering some for the community’s weekly soup—an act that was as much about responsibility and community as it was about nourishment. It was fascinating to see how even something as everyday as pulling carrots from the soil became an opportunity for the children to engage in real-life experiences, one of the core principles of the centre’s pedagogy.
This gardening experience wasn’t a set activity, it wasn’t a specific ‘all gather round, this is what we are all doing right now’ rather an invitation to be involved in the process of garden tending and harvesting. This invitation was one of many that was set by the educators accompanied by the affordances set by the environment. During the remainder of the morning session, I had the chance to sit and observe the natural flow of their day. One of the most remarkable moments was when I engaged in a ten-minute conversation with a child who had limited verbal language but was bursting with expressive energy. Through gestures, expressions, and a few carefully chosen words, this child shared stories that held my attention completely. It was a moment of connection that reminded me of the power of non-verbal communication in early childhood and how much can be conveyed when we slow down and truly listen.
Nearby, another child was focused intently on the ground, digging up small sticks and assembling them into what first appeared to be a fence. Their dedication to this task was intense, and when a peer asked about the project, the child proudly responded, “It’s a family,” before proceeding to count each stick carefully. This was one of those beautiful moments where the child’s play was not only deeply imaginative but also rich with cognitive development—exploring numbers, language, and social concepts through self-directed activity.
These experiences highlighted for me the play cycle and play frames discussed in Playwork theories—the uninterrupted phases of play where children fully engage with their world, each with their own distinct focus, but always aware of the broader play frame unfolding around them.
Rhythm, Song, and Storytelling
After harvesting and free play, the group gathered for the centre’s Singing Circle, a beautiful tradition where the children come together with their teachers to share songs, stories, and nursery rhymes. There was no sense of rushing or imposing structure; instead, the circle was a space where the children could explore language through the oral traditions of poetry and song. Watching them join in—some more vocal, others quietly absorbing the rhythm—was a reminder of how important it is to give children the time and space to connect with language at their own pace.
The songs, rhymes, and storytelling also serve as an integral foundation for early literacy skills at the centre. Rather than structured lessons on numbers and letters, the educators here understand that children learn best when these concepts are embedded naturally in play and daily rituals. They introduce numerical skills through games, counting, and rhythm, while storytelling nurtures early memory and cognitive skills, ensuring that the path to reading and writing is built on joyful, playful experiences.
A Unique Approach to Documentation
One of the aspects of Harrisville Children’s Centre that particularly stood out to me was their thoughtful approach to documenting each child’s journey. Unlike more formal educational settings, where documentation can sometimes feel rigid or intrusive, the centre’s method is simple and respectful. Each child has a personal folder (or multiple as the child gets older), which remains at the school until they leave. This folder is updated daily with a new page that contains key moments and milestones, creating a beautiful record of their time at the centre. It’s simple, a few photos on a single page with a date and a sentence or two (sometimes typed, sometimes hand written) describing the moment captured that day. It’s a system that captures the essence of each child’s experiences without overwhelming them or the educators. This thoughtful balance between observation and documentation is something I found truly inspiring. The children can access the folders daily and often get them out to flick through and see their own personal journey.
Reflections and Gratitude
As my visit drew to a close, I reflected on how fortunate I was to spend time with such a dedicated and responsive team of educators. Linda and her staff are deeply committed to creating an environment where children can thrive, where they are given the freedom to explore, to be themselves, and to connect with the world around them in their own unique ways. It was their attentiveness to the needs of each child that impressed me most—whether it was providing provocations for play, offering invitations to explore, or simply holding space for the children to ‘be,’ their approach was a masterclass in child-led learning.
But the biggest thanks go to the children themselves, who welcomed me into their world with open arms. As I walked down the street to leave, I was met with a chorus of “Bye, Daniel!”—shouted at the top of their lungs. It was the perfect end to an unforgettable day, one that reinforced everything I believe about the importance of play, connection to nature, and the sheer joy of being present with children in their moments of discovery.
This visit was a reminder of the profound impact that environments like Harrisville Children’s Centre can have on a child’s development. It was an honour to spend time there. You can hear more about my meeting with David Sobel in this blog.
This blog was written as a reflection of my time visiting the USA and Canada as a part of the 2024 Educated by Nature Speaking Tour. A 6 week journey sharing stories and inspiration about the work of Educated by Nature with colleagues and friends across the globe. Keep an eye out for further blogs from this and other international tours here.