The relationship with Others and with Nature

The interaction with the Other is a major foundation of human life. Whether it is in our relationship with man or with nature, it is through this link that our human nature can be fully embodied and flourished.

“The Nature Deficit Disorder has been described by Canadian researchers who have thus underlined how the regular contact with Nature is an essential element for the construction of each child on the psychological and physical level.

The general idea carried by the studies associated with the description of this syndrome is that nature is an essential component in everyone's balance. Its absence is a source of instability and disorder ... ensuring regular contact with nature is a vector of stability.

The universe of life that we have built for ourselves has taken us away from this regular contact and has brought to light the negative effects of its deficiencies. Touching the bark, digging the earth, caressing the moss, sinking in the mud, rolling in the grass are positive experiences in the construction of the child, of which he is deprived (...)

Restoring this contact with nature is simply a return to normal. " ( Richard Louv, Last Child in the Woods)

“For children to understand the world and develop their intelligence, have them climb trees and run in the woods.” (Louis Espinassou, Let them climb trees.)

Implementing forest school days, means that whatever the weather, children explore, two days a week, the deep connection to nature, to others and to themselves. Nature, including fauna, flora, rocks, stars, ... is an inexhaustible source of learning, as is simple life together outdoors. Nature is in perpetual motion, rich and diverse. It offers the child the possibility of constantly adapting, and allows him to be in connection with it with his whole being (sensory, emotional, cognitive, bodily and spiritual).

“Now the world can be discovered through the internet, and children are fascinated by electronic games. Most no longer play outside. We are beginning to measure the ravages of this societal trend: the empirical perception of the environment is fading, fantasies and fears with regard to the Other take precedence over knowledge, more and more children are overweight and have difficulty coordinating their movements, etc. However, coming into contact with nature, the city, and their inhabitants in tangible reality, is vital for the development of the child. (...) Knowing through concrete experience, refining one's perceptions, cultivating one's curiosity, developing one's sensitivity and attachment to one's living environment, evaluating the quality of the environment and contributing to its improvement, children learn better in the field than on an interactive board. », (Christine Partoune, 2019).

We promote showing children knowledge and respect for biodiversity, and develop responsible awareness of the environment. Children who spend time with nature build a relationship with living things around them. Every day we hear children talking about an animal they saw and we notice them loving trees. They learn much spontaneously through observation and sharing. Most of the children already know how to behave in nature (waste management, observe without damaging, ...) and affirm wanting to protect it from pollution and destruction.