A Guide’s Perspective: Growing Through Holiday Adventures

There’s something quietly transformative about a holiday programme.

It doesn’t look like a classroom. There are no desks, no worksheets, and no fixed outcomes waiting at the end of the day. Instead, there are backpacks slung over small shoulders, muddy shoes, curious questions, and a group of children stepping into the outdoors—sometimes for the very first time in this way.

As guides, we step into these programmes with a plan, yes—but more importantly, with an openness to what might unfold.

Each holiday programme brings its own rhythm and energy. Some weeks, we find ourselves immersed in worlds of imagination—children crafting wands, whispering spells, and navigating “enchanted forests” inspired by stories like Harry Potter. Other times, we take on the spirit of young mariners, learning to read the wind, tie knots, and understand the quiet discipline of being out at sea. And then there are programmes shaped by exploration and discovery, where maps are unfolded, trails are followed, and every turn holds a new question.

But beyond the themes, what stays constant is the process.

Children arrive with different comfort levels. Some step forward eagerly, ready to try everything. Others hang back, observing, unsure of what lies ahead. As guides, part of our role is to meet them where they are.

A child struggling with a knot might feel frustration bubbling up. Another, hesitant to speak in a group, may choose silence over participation. These are the moments that matter most—not because of the skill itself, but because of what sits beneath it.

We begin by slowing things down.

Instead of stepping in to “fix” the problem, we ask questions.

“What do you think could work?”

“Would you like to try again together?”

“Who can we learn from in the group?”

In these small interactions, something shifts.

The knot eventually comes together—not perfectly, but enough. The quiet child speaks up, maybe just a sentence, but it’s heard. A group that started out as strangers begins to move more like a team—sharing ideas, encouraging one another, learning to wait, to listen, to try again.

These are the real milestones.

Confidence doesn’t arrive all at once; it builds in layers. Resilience grows in the space between trying and trying again. Teamwork forms when children realise they don’t have to do everything alone. Courage shows up in quiet ways—in taking that first step, in speaking up, in choosing to keep going.

As guides, we don’t “teach” these qualities in the traditional sense. We create the conditions for them to emerge.

We design experiences that are just challenging enough. We hold space for discomfort without rushing to remove it. We celebrate effort over outcome. And perhaps most importantly, we model what it looks like to be curious, patient, and present.

By the end of a holiday programme, the changes are often subtle—but meaningful.

A child who once hesitated now volunteers to lead a group. Another who feared the water now steps onto the boat with steady feet. Friendships form in the most unexpected ways. And somewhere along the journey, the outdoors becomes a place of belonging rather than uncertainty.

For us as guides, these moments are a reminder of why we do what we do.

Because beyond the themes, the activities, and the adventures, holiday programmes are really about growth—both for the children and for ourselves.

And sometimes, the most important learning doesn’t come from what we planned, but from what we chose to notice, nurture, and gently guide along the way.

Celebrating New Beginnings: An Easter Story in the Urban Forest

At our Urban Forest Preschool, Easter is less about tradition in its conventional sense and more about what it represents to us—new beginnings, renewal, and the quiet magic of growth. Surrounded by trees, soil, and the rhythms of nature, this season offers the perfect opportunity for our children to experience these ideas in ways that are tangible, playful, and deeply meaningful.

This year, we embraced Easter as a celebration of transformation. Just as seeds sprout into new life and fallen leaves nourish the forest floor, we invited our children to explore the concept of beginnings through hands-on discovery.

One of the highlights of our celebration was a sensory exploration activity using real eggs. The children were fascinated as they handled frozen eggs with water, carefully placing tiny “jewels” inside. The experience was rich with curiosity—feeling the smooth shells, noticing the temperature of the water, and watching how the objects moved within. It was a simple yet powerful way to engage their senses while sparking wonder about what can be held, hidden, and revealed.

Our exploration didn’t stop there. After working with the eggs, the children carefully peeled away the shells and moved on to another hands-on experience—using a mortar and pestle to gently pound the shells into small pieces. With guidance, they then returned these crushed shells to a potted plant, sprinkling them as natural fertiliser. In this small but meaningful act, the children witnessed a beautiful cycle: what once protected life could now go on to nourish new growth. It was a powerful, age-appropriate introduction to sustainability and the idea that nothing in nature goes to waste.

Movement and play were also at the heart of our celebration. In the open space of our forest environment, laughter echoed as children rolled like eggs across the ground, experimenting with balance, coordination, and the joy of using their bodies in new ways. Another favorite was our egg-and-spoon activity, where children carefully scooped up eggs and carried them to their own buckets. These playful challenges encouraged focus, perseverance, and a sense of accomplishment—small but meaningful steps in their developmental journeys.

Throughout the day, we saw children not only engaging in activities but also embodying the spirit of Easter in their own ways—trying something new, approaching challenges with curiosity, and delighting in discovery. 

In the heart of the urban forest, Easter became more than a celebration. It became an experience of growth, exploration, and possibility. And in the eyes of our children, every moment held the promise of something new beginning.

When Nature Becomes the Classroom: Lessons from an Urban Forest School

As someone new to the idea of a full outdoor preschool, I had my doubts at first. Yes, instead of seeing butterflies in black and white, the children in Roots and Boots get to see them in real life. But the question now goes to “is that really necessary?” Furthermore, it seemed counterintuitive to surround young,energetic children in such a dynamic outdoor environment where they can be distracted easily. Looking back, that was a naive thought.

In Roots and Boots, we see the outdoor natural environment as a form of support for the children’s learning, acting as their teacher. Being in nature boosts their thirst to learn and quenches it, as there is so much more to see, so much more to feel, and so much more to discover.

In one of our classes, we tried to introduce the honey-making process to the children. We started off by reading a few storybooks about bees. However, judging by their posture, they seemed restless and uninterested. The turning point came when one of the children picked up a stick and started to imitate a bee. We then “flew” around looking for flowers and danced to notify other bees before bringing back the nectar to our “hive” to “make honey”. Not only did the activity complement the steps of honey-making in the storybook, it also gave the children a taste of the exciting honey-making process. These impromptu activities seemed only possible in a nature setting where the children are free to unleash their creativity and make use of the environment.

Through exploration and play, they inevitably develop self-motivation, becoming confident in their ability to learn and grow independently. This boosts their academic competence and therefore achieve similar goals as other traditional classrooms.

“Don’t just tell children the world, show them” – Penny Whitehouse

Here at Roots and Boots, we don’t just describe the world in bits and pieces of information, we journey with the children to show them exactly what we mean. We break down the walls of the classroom and open them up to the world, so that the children can enjoy the freedom of learning.

Nature Explorers: Small Discoveries, Big Meaning

When we watch very young children outdoors, we’re often reminded how little it takes for learning to happen.

A child crouches near the ground for a long time, completely absorbed. Another carries the same leaf around for most of the session. Someone else watches from a distance, taking it all in before reaching out. These moments may look simple, but they tell us a lot about how young children experience the world.

Nature Explorers is for children aged three and below, and the sessions are intentionally slow. There isn’t much rushing from one activity to the next. Instead, we give children time to stay with what catches their attention — whether that’s soil slipping through their fingers, the sound of water moving, or the way light falls across the ground.

Each session has a theme, but it doesn’t dictate how children must participate. The theme simply offers a starting point. During a Lunar New Year session, for example, some children may be drawn to red natural materials or simple festive objects, while others focus on the textures or sounds around them. In an Easter-themed session, one child might enjoy gently opening and closing containers, while another is more interested in what’s hidden under leaves. For a session centred on “I Love You, Mom,” the focus might be on shared moments — sitting close, making something simple together, or just spending unhurried time side by side in nature.

What stays consistent is how young children learn. They learn by touching, holding, carrying, repeating. They learn by watching others and deciding when — or if — to join in. They learn through small movements: bending, placing, balancing, pausing. These are not big actions, but they are important ones.

Language appears in quiet ways too. A point. A sound. A word repeated again and again. Often, adults notice how their children communicate differently here — more focused, more observant, sometimes more expressive — when they are not being rushed or directed.

For parents, these sessions often become less about “doing” and more about noticing. Noticing what your child chooses. How long they stay with something. What they return to. Many caregivers tell us they see a side of their child that doesn’t always show up at home — calmer, more patient, or deeply curious in ways that are easy to overlook in daily routines.

Nature Explorers isn’t meant to impress or entertain. It’s meant to offer space. Space for children to explore in their own way, and space for adults to see their children a little more clearly.

Wait no more – Join us! We’re waiting for you! 

Outback at Pulau Ubin: Growing Skills, Confidence, and Connection

From the moment children step onto the ferry, the learning begins. The journey to Pulau Ubin offers real opportunities to talk about water safety, awareness, and responsible behaviour around open water. It sets the tone for the day — learning that is active, practical, and connected to real situations.

Once on the island, children explore Ubin’s forests and coastal areas, encountering a wide range of plants and wildlife. Along the way, we have ongoing conversations about animal safety — how to observe wildlife respectfully, keep a safe distance, and understand that we are visitors in these habitats. Children learn how their actions affect animals and why calm, mindful behaviour matters in natural spaces.

Throughout the programme, children are introduced to fire-making with care and clear safety boundaries. They learn about preparation, patience, and respect for fire as a useful tool. When the fire is ready, children get to barbecue their own food, an experience that often becomes a highlight of the day. Cooking for themselves builds confidence and a strong sense of independence — the feeling that they are capable and trusted to do something real.

Children also learn shelter-building skills, including tying essential knots and using ropes and tarps to build simple, functional tents. Working together, they plan, test, and adjust their structures, developing teamwork, problem-solving skills, and perseverance along the way.

Beyond the outdoor skills, there is space for personal growth. Children learn to manage discomfort, adapt to changing conditions, and support one another. Those who are hesitant gain confidence through small successes, while others learn to slow down, listen, and lead thoughtfully.

For parents, the value is often seen after the programme ends. Children return home more confident, more aware of safety and risk, and more respectful of nature and wildlife. They begin to understand that meaningful learning comes from doing, reflecting, and taking responsibility for themselves and their environment.

We are going on another adventure to Pulau Ubin this March – Do join us, We are waiting for you! 😊

Logwarts School of Bushcraft and Woodery: Young Magicians Learning Care, Courage, and Connection

Abracadabra! With a few clever snips, an old t-shirt transforms into a simple net as the children make their way towards the river. It is the second day at Logwarts School of Bushcraft and Woodery, and the Care of Magical Creatures class invites the young “magicians” to connect with the living world around them.

Under the warm afternoon sun, they learn how to stretch, tie, and secure their nets using just a shirt and two sturdy sticks — an exercise in creativity, resourcefulness, and gentle care for the fish they hope to observe.

Soft sounds of cutting and tearing fill the air as the children discover different ways of shaping their nets. Some experiment with knots, others work together to widen an opening, and many lend a helping hand to a friend who needs just a little extra stretch. Even in this playful, imaginative setting, collaboration forms naturally.

Gingerly, the children make their way around the stream to avoid falling in. “We can cross here!” one of them calls, having found a way across the stream and alerting his friends to follow. Nonetheless, some prefer to find their own way across with a brave leap. Splash! One of them has fallen in! Rushing to help, the others quickly put down their nets and pull their friend out of the shallow water. A chorus of “Are you okays?” follows, and some even check on the fish in the stream to make sure none were squashed. Truly caring magicians indeed!

Once the excitement settles, the children spend time practicing how to scoop fish without startling or harming them. They soon discover that patience works wonders. One child notices that simply leaving the net in the water, still and quiet, invites fish to swim closer — a gentle reminder that nature often rewards those who slow down.

Through this simple activity with minimal materials, we watch the children deepen their awareness of the environment and of each other. Even in their eagerness to explore, they make thoughtful choices, support their peers, and show kindness to the creatures around them. We look forward to seeing what new wonders these young magicians will uncover next, and how they continue to grow in confidence, character, and care.

Young Mariners: Setting Sail on a Sea of Discovery

What does it take to be a mariner? Curiosity, courage, and a sense of adventure — all of which our young explorers brought with them to our Young Mariner’s holiday programme in September.

The day began with a safety briefing, where the children learned how to move together as a group when outdoors — using their “looking eyes” and “listening ears” to stay aware of their surroundings. With that, they were ready to embark on a seaside adventure.

As they wandered along the beach, the children’s eyes lit up at the sight of colourful windsocks fluttering on the breakwater. This simple observation sparked a lively discussion — how do sailors use windsocks to read wind direction and speed? Soon, our little mariners were learning to read the wind like seasoned sailors. The guides even introduced them to the barometer — and together, they made one of their own!

The shoreline became a treasure trove of discoveries: shells of every shape and size, pieces of driftwood, and even bits of marine debris that opened conversations about caring for our oceans. Each find became a spark for imaginative play — suddenly, the beach transformed into the vast open sea, with the children pretending to navigate their boats across the waves.

After a joyful morning by the shore, the children took part in water confidence training. One by one, they stepped bravely into the sea, learning how to put on a life vest while in the water — an essential skill for any young sailor. Their laughter echoed across the waves as they practiced floating, kicking, and moving with confidence.

In the afternoon, excitement filled the air as the Singapore Sailing Federation team took over. Through hands-on activities, the children explored the basics of sailing: learning to tie knots, balancing on paddle boards, and even playing tug-of-war while keeping their balance! The challenge? To do star jumps while balancing — a task that had everyone cheering and giggling.

But the most unforgettable moment came when they boarded the sailboat for a joyride with the skipper. As the wind caught the sails and the boat glided across the water, the children’s faces lit up with awe and exhilaration. It was a moment that captured the very heart of the Young Mariner’s experience — adventure, teamwork, and the joy of discovery.

At Roots & Boots, we believe that nature is the best classroom. Whether it’s learning how the wind moves, understanding the tides, or simply gaining confidence in the water, every experience at sea helps our young learners grow in curiosity, courage, and care for the world around them.

The Young Mariner’s adventure will be back this December holiday — come set sail with us and discover the wonders of the sea!

Every Day Feels Like Children’s Day in the Forest

When I pause and look around our borderless outdoor classrooms, I see small hands reaching for leaves, eyes lighting up at tiny insects, and the quiet wonder that comes when a bird calls overhead. 

To us, every day holds the spirit of Children’s Day - and this year, we’re taking a moment to celebrate it a little more intentionally.

Honouring Childhood in the Wild

Children’s Day is a gentle reminder: that childhood is precious. It’s a time to wonder, to get messy, to ask questions that don’t need answers right away.

At Forest School, we honour that.

We follow their lead - through tall grass, over logs, and into moments of discovery that feel small, but mean everything. Out here, learning doesn’t come from worksheets. It comes from curiosity, play, and presence.

The other day, we invited the children to tune into the sounds around them. Using hollow stems, leaves, and whatever they could find, we experimented together - building simple “sound collectors” to help us hear more closely.

Some of us shook branches or tapped on logs, creating new sounds in the garden. The children followed, curious. Soon they were inventing their own ways to make and find sound - dragging sticks across drains, crinkling dry leaves, listening to the wind move through different plants.

What began as a simple activity turned into a soundscape of play and discovery. They weren’t just listening - they were learning how to notice.

What We Want for Every Child

On this Children’s Day, we’re thinking about what children really need to grow - not just taller, but deeper.

We want every child to feel:

Seen – For their ideas, their quiet moments, their bursts of joy.

Free – To climb trees, lie in the grass, and explore without hurry.

Connected – To nature, to others, and to themselves.

Trusted – To follow their own pace, and their own path.

Because when children are trusted with space and time, they grow in ways we can’t always measure - but can always feel.

You’re Invited 🌱

This Children’s Day, we’re opening our hearts (and our forest gates) to more families.

If your child needs more time outside, more wonder, more freedom — we’re here. Our mini and full outdoor classroom programmes are still open for enrolment, and we’d love for you to be part of our growing forest community. 

Come walk with us, listen with us, and see how children learn when the earth becomes their classroom.

Happy Children’s Day — today and every day.

Learning Through Play: How Teachers Scaffold a Child’s Growth

“Do you know what that animal on the magazine is?” I asked a 3-year-old as he enjoyed his snack, waiting to be picked up after school.

He shrugged and replied, “No.”

With a smile, I said, “It’s a sloth.” He nodded slightly before heading off to play with his classmates. 

Later, when most children had gone home, he picked up the same magazine. Curious, I asked again if he knew what the animal was. To my surprise, he answered confidently, “A sloth!”

At that moment, I was flabbergasted. The child I thought hadn’t been listening not only remembered what I said but could identify the animal. I was reminded never to underestimate a child’s ability to pick up new knowledge, no matter how young. Children are listening, observing, and absorbing - even when it doesn’t look like it.

As teachers, we play a vital role in scaffolding their learning: breaking down big ideas into simple, meaningful experiences, and modeling what it means to be curious, respectful, and kind. Children at this age imitate what they see and hear around them, so our words and actions matter deeply.

One way I scaffolded learning recently was by introducing the concept of camouflage through play. Knowing my preschoolers are very active, I set up a game of hide-and-seek. Each child decorated a simple paper-plate mask with natural materials they found around them - leaves, flowers, twigs. Then, with great excitement, they ran off to find the best hiding spots where their masks could “blend in.”

Round after round, we observed who was easier to spot and who wasn’t, and then talked about how animals like squirrels and stick insects use camouflage to hide from predators. The children were not only engaged but also contributed their own examples of animals that camouflage. The joy on their faces showed that the concept had truly sunk in.

This is the power of play. When children are interested and having fun, they remember. When they are active participants, they learn deeply.

As Fred Rogers once said:

“Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.”

On this Teacher’s Day, I’m reminded that our role as teachers is not to lecture, but to guide - to set up opportunities for discovery, scaffold ideas in ways children can grasp, and trust in their immense capacity to learn through play.

Fostering Belonging Through Nature

What is childhood to you? Was it a season of scraped knees, belly laughs, and wild imaginations? For some, it's a chapter fondly remembered; for others, one they’re quite happy to leave behind, waving goodbye with adult-sized gratitude. Regardless of where you stand, there's no denying that childhood is a time of discovery, curiosity, and formation - an ever-evolving field shaped by intention and environment.

Among the most essential feelings a child can experience is a sense of belonging. It’s not just about fitting in at home - it’s about feeling safe, valued, and connected in a world much bigger than their backyard. Belonging lays the foundation for emotional well-being, confidence, and empathy. When children feel seen and accepted by those around them, they grow into more grounded, resilient humans.

But what does nature have to do with belonging?

The bond between children and nature is profound and transformative - a relationship that shapes both heart and mind. Nature is not merely a backdrop to childhood but a dynamic teacher and constant companion in the grand adventure of growing up. Like curious explorers, children engage with the natural world, uncovering its wonders and cultivating a deep sense of awe and respect.

This connection is an unspoken dialogue: the rustling of leaves, the play of otters in a stream, monkeys swinging through branches - all offer quiet lessons in curiosity, resilience, and empathy. Nature becomes a canvas for imagination, a sanctuary for reflection, and a playground that nurtures both physical and emotional growth.

Through this intimate relationship, children begin to understand the importance of stewardship. They develop a lasting appreciation for the delicate balance that sustains our planet. Embracing nature enriches childhood in profound ways, leaving an indelible mark on the soul - shaping character, inspiring wonder, and instilling a lifelong love for the environment.

Children, with their innate sense of justice and boundless enthusiasm, often emerge as some of the most powerful advocates for our planet. Their pure, unfiltered concern for the world they will one day inherit fuels a deep commitment to environmental protection.

When children feel a deep sense of belonging - to their community, environment, and themselves - they flourish. This belonging is nurtured through shared experiences, meaningful relationships, and a connection to the natural world that welcomes them just as they are. In nature, children find a space where they can be curious, messy, joyful, and free—a space that embraces their whole selves. When they feel seen, heard, and valued in these spaces, they begin to understand their unique place in the world. This sense of rootedness fosters confidence, compassion, and a desire to contribute. In belonging, children discover not just who they are, but how they fit into the larger story of life.

How can we create more opportunities, like nature - where every child feels they belong, just as they are?

An Encounter with Monkeys at the Botanical Gardens 🐒

At Roots & Boots, our preschool lives and breathes in the heart of the Singapore Botanic Gardens. Here, our children enjoy a unique classroom that unfolds across lush greenery—where every encounter with nature can spark curiosity, build character, and cultivate respect. One such moment came when a lone macaque unexpectedly joined our snack time, walking alongside us for nearly 800 metres.

Monkeys are frequent visitors to Singapore’s parks, and it’s essential our children learn to share these spaces respectfully. We begin by nurturing a harmonious mindset: this garden is both their home and ours, and we coexist with mindful awareness.

Part of our daily rhythm includes simple but meaningful routines. The children are reminded to keep their snack boxes closed after eating, avoid leaving food unattended, and to pack up neatly. These small habits may seem simple, but they build important life skills—responsibility, awareness, and discipline. Even when we don’t see monkeys, we practise these behaviours to stay prepared and respectful.

When the monkey appeared during snack time, some children were startled. A few froze, others instinctively ran, and some toddlers cried out of fear. This moment quickly became a powerful opportunity for situational learning. We guided the children gently: no screaming, no running, and no eye contact. We encouraged them to stay calm and close together. By standing united, the group appeared larger and less vulnerable. The children also learnt how to use a stick—not to harm, but to extend their presence and feel more confident if needed.

This moment also invited the older preschoolers to step up. Some helped the younger ones pack their belongings, others offered reassurance with their words or held a friend’s hand. These acts of empathy and leadership were heartwarming to witness.

After the encounter, we gathered the children to reflect. We talked about how they felt when the monkey appeared, and whether they had been mindful about their belongings. We discussed what they did well and what they could do differently next time. These reflections deepen their self-awareness, emotional regulation, and sense of responsibility. It becomes more than just a moment—it becomes a meaningful memory that shapes their growth.

Monkeys are a vital part of our ecosystem. While they can be amusing—especially the babies!—we remind the children that they are still wild animals. Just like how our mummies look out for us, monkey mothers protect their young, and we must always observe from a respectful distance.

The learning from this moment was clear and profound. The children weren’t just practising animal safety—they were growing in self-awareness, discipline, and empathy. In moments like these, nature truly becomes our third teacher.

Empathy and Leadership

At Roots and Boots, empathy is not just a value we teach—it is something we live, observe, and nurture daily. It begins in our environment, where nature is our third teacher, and continues in the way children relate to one another and to the world around them.

Children experience the world through their senses, and in our outdoor setting, they are constantly surrounded by opportunities to connect with their environment. The feel of tree bark, the sound of birdsong, the sight of insects going about their day—these natural encounters invite curiosity and build awareness. A stick, a fallen leaf, or a jungle fowl’s feather becomes more than an object; it becomes a story, a moment of connection.

An encounter with our garden friend - the millipede.

We guide children to see themselves as part of this ecosystem. Their first instinct may be to pick a fruit or chase a bird, but through gentle conversations and reflective questions, we help them consider the effects of their actions. How does it feel to be taken away from your parents? What happens if the birds have no food to eat? Would you like it if someone scared you for fun? These questions help children move from impulsive actions to thoughtful choices, grounded in empathy and respect. We’ve seen the joy on their faces as they gently hug trees, touch leaves with care, choose to observe animals from a distance, or return sticks to the earth after play.

Empathy also comes alive in our relationships with one another. Understanding feelings begins with naming them. During our regular check-ins, children are invited to choose or draw a face that reflects how they feel that day. This helps them begin to recognise and express their emotions, and also to notice how others are feeling.

Every day presents opportunities for children to show care for their friends. When a child struggled to climb out of the dry drain, the others instinctively came together to help. When one of them felt scared about the possibility of encountering monkeys, their peers offered words of comfort. When a friend was unwell, the children asked to create a get-well-soon card—eager to show they were thinking of them. These may seem like small moments, but they are powerful in shaping children’s understanding of what it means to be part of a community.

Empathy builds the foundation for leadership. We don’t see leadership as standing in front, but rather, standing together—with compassion, thoughtfulness, and confidence. It’s in the way our children care for the spaces they share, the friends they play with, and the world they are growing into. These are the seeds we plant, and we trust they will continue to grow long after the children leave our forest trails.

Celebrating Mother's Day in Roots and Boots style

It was a much-needed pause for quiet reflection in the midst of the daily busyness for the mums at Roots and Boots. 

For many, it was their first time trying forest bathing, and it was beautiful to witness the mothers embracing the experience while creating a safe and nurturing space for everyone to reconnect with their emotions and truly be present. The mothers were gently encouraged to share their thoughts and feelings, heartfelt words and tender tears flowed. With each story shared, tension melted away, healing began, and a sense of connection blossomed among the group.

While the mums enjoyed some well-deserved "me time" in the forest, their little ones were just as busy—putting the final touches on a special Mother’s Day surprise!

The mums were warmly reunited with their children, who were ready to pamper them with thoughtful treats: a fresh nature fruit salad and a relaxing outdoor massage. 

Each child was given a variety of fruits to chop and mix into a personalized fruit salad bowl—choosing both their own and their mother’s favourite fruits. To make it extra special, they could add a touch of honey or a sprinkle of sour plum powder for a fun and flavorful twist!

Each pair of mother and child was also given a plain white T-shirt for a body massage session. They decorated it by drawing lines. The idea was for mums to guide their child in drawing the lines across areas where they felt they could use a bit more massage and care.

Mothers and children were bursting with laughter as the children eagerly drove their toy cars along the lines they’d drawn—across their mums’ backs, shoulders, and arms—after the T-shirts were put on. 

After this nourishing time of food and massages, the children presented their heartfelt gifts and said, “I love you, Mummy ♡.” The atmosphere was filled with warmth as mums hugged their little ones tightly and warm conversations blossomed among the adults, wrapped in care and genuine kindness.

Beautiful moments of connection were made—not just between mothers and children, but between fellow mums as well, as new friendships began to bloom. How are you celebrating Mother’s Day?

Exploring Urban Nature: A Journey Through Singapore’s Flora and Fauna

At Roots and Boots, we guide children through hands-on learning experiences in nature. Our Forest School programs provide an enriching environment where children explore, observe, and connect with the world around them. The children’s curiosity and creativity are continually sparked as they engage with the diverse plants, animals, and natural wonders they encounter during their explorations.

Throughout their time in our programs, children have the opportunity to make exciting discoveries in nature. They may encounter plants like the frangipani with its white petals and yellow center, which they’ve learned to call the “egg flower,” or the kapok tree, whose pods burst open to release cotton-like material. They may also be drawn to the saraca tree, with its striking yellow flowers, or the bottle-like tree, with its spiky, thorn-covered trunk. These experiences encourage children to observe and engage with their surroundings, helping them develop a deeper understanding of the natural world.

At Roots and Boots, we provide a learning environment that encourages children to express themselves in meaningful ways. Whether through storytelling, reenacting their favorite experiences, or sharing their discoveries with their peers, each child is given the opportunity to take charge of their learning. This approach helps build confidence, strengthens communication skills, and fosters a deeper connection to nature. Our goal is to ensure that every child leaves with not just new knowledge, but also a sense of pride and excitement in their own abilities.

In addition to plants, the children also encounter a variety of local animals. They spot changeable lizards hiding in crevices, monitor lizards, and waterhens in the ponds. Using bird booklets, they identify different bird species by shape, color, and call, and even learn to tell male birds from female birds based on their sounds. The children further enhance their learning by creating maps, labeling the creatures they discover, and strengthening their connection to the environment.

Celebrating Hari Raya - Roots and Boots style

It was such a memorable day spent exploring Kampung Glam, where we learned about Hari Raya and the history of the area. The trip began with a story about Hari Raya Puasa, explaining how it marks the end of Ramadan, a month of fasting and prayer. Muslims also reflect on their blessings and help those in need during this time.

We set off on a shape-hunting adventure along Bussorah Street, heading toward the stunning Sultan Mosque. With a list of shapes—circle, square, triangle, and even the distinctive onion dome—the children used their keen eyes to spot shapes in unexpected places. The highlight was the onion dome at the mosque, which is supported by layers of bottles contributed by the community during its construction!

As we wandered further, we stopped by a small open field, and the children got to feel the bark of the Gelam tree and smell its crushed leaves. It was a perfect moment to connect with nature, especially since the Gelam tree used to fill this whole area and is what gave Kampong Glam its name. The children each collected leaves with their parents to make their own natural mosquito repellent at home. Nature really has so much to offer when we take a moment to observe!

Along the way, the children played with interactive puzzles, learning about traditional Malay costumes and the sights of Hari Raya. We visited the Malay Heritage Centre, once the Sultan’s palace, and the children were amazed at how vast the compound was, even though it didn’t look like a typical palace.

We also had some fun with interactive puzzles, where the children got to piece together costumes or sights they might see during Hari Raya. They loved it! Then, we visited the Malay Heritage Centre, which used to be the Sultan’s palace. The children were amazed at how big the compound was, even though it didn’t look like a typical castle or palace they were used to seeing.

On our way back, we stumbled upon a brood of silkie chickens! It felt like we were back in the kampong days, with the rare sight of these chickens making the day feel even more authentic.

To wrap it all up, the children had some kaya (made from pandan leaves) on crackers, and we all learned about other leaves used in Malay cooking. It was such a lovely, sensory-filled day, and everyone went home with a little more appreciation for the rich history and culture of Kampong Glam. What a day to remember!

Rain Day, Fun Day: Learning Through Rainy Weather at Preschool

The morning began with dark clouds gathering over the Melati carpark shelter. What might have seemed like a gloomy Monday to some quickly transformed into an exciting opportunity for learning and play for our preschoolers.

As the teachers greeted children arriving with their parents, each class eagerly embraced the day with curiosity and enthusiasm. Rainy days, after all, are full of possibilities!

For the N2 class, the rain inspired a water collection activity. Armed with bottles and cups of various sizes, the children carefully positioned their containers under the roof's edge, where droplets fell in steady streams. This activity challenged their hand-eye coordination and problem-solving skills as they figured out how to capture the water effectively.

Once their containers were partially filled, the children pooled their efforts, transferring their collected water into a central bottle. Watching them work together, we saw how quickly they developed their own systems—passing water down the line or contributing individually. These 30 minutes of innovative play were filled with teamwork, patience, and collaboration, demonstrating how even simple activities can inspire profound learning.

But the day didn’t stop there! The question arose: How can we extend their water play into a meaningful learning experience?

We turned to nature for answers, believing in its role as a powerful teacher. Using the water they had collected, the children explored nature painting. They mixed the water with watercolor ink, then used straws to draw out the liquid through capillary action. By blowing gently onto the droplets, they created patterns resembling branches and flowers. Adding dots and strokes, they brought their nature-inspired imaginations to life—painting everything from flowers to spiders and insects.

Through this process, they not only honed their artistic skills but also explored basic scientific concepts, like how liquids move and interact with surfaces. It was a perfect blend of creativity, nature appreciation, and discovery.

The day concluded with a Chinese language component, where the children learned the word for “flower” (花). Donning their raincoats, they ventured out on a mission to find and observe different types of flowers in the environment. This immersive experience connected language learning with hands-on exploration, making it both memorable and meaningful.

By the end of the day, the children's laughter and smiles had chased away any trace of the earlier gloom. Rainy days at Roots and Boots are never just about the weather—they’re about seizing the moment and turning every drop into a learning opportunity.

Roots and Boots’s Chinese Immersion Enrichment Programme

What was it like for you when you first started learning Chinese? Did you find it laborious to remember each stroke, or perhaps difficult to find time and space to practice due to a lack of opportunities to speak the language? For many children, language learning can feel like a challenge, especially without an engaging environment to practice in. Our Chinese Immersion Enrichment Programme aims to offer an outdoor, interactive setting where children of mixed age groups can immerse themselves in Chinese through activities driven by their own interests. Through storytelling, games, and hands-on exploration, we create a space where learning Chinese goes beyond memorizing characters—it's about connecting with the language through play, movement, and creativity.

In our mixed-age setting, children learn from each other, share ideas, and collaborate on projects, all while discovering the Chinese language in a fun, supportive environment. The activities are guided by the children’s natural curiosities, fostering a sense of ownership over their learning. Ensuring each child’s individual pace and path are respected, this makes their language journey both engaging and meaningful.

For example, when the children became curious about insects and animals like spiders, butterflies, terrapins, and fish, we turned those interests into rich learning experiences. We explored the life cycle of butterflies, went on a mission to find caterpillars, and observed their movements while learning butterfly-related vocabulary in Chinese. We also closely examined a spider, drew its features, and then released it back into nature. These hands-on activities sparked the children's interest and gave them the chance to learn Chinese in an authentic way through exploration.

During another class, the children showed interest in marine animals. We explored water flow by using leaves to test which part of a stream flows faster or slower, created nature boats and fishing rods, and learned Chinese terms related to the sea and animals. We also practiced being gentle with terrapins and identified safe stones to step on in the stream. These activities reinforced their Chinese vocabulary while teaching valuable life skills. As the term came to a close, we focused on environmental protection, reading a Chinese story about the harm of rubbish to animals and nature. The children eagerly participated in a cleanup, learning to identify rubbish while practicing the language.

As forest school guides, we believe the natural environment is a wonderful and effective teacher. This programme encourages communication, cultural exploration and language fluency, allowing children to practice communicating in Chinese in meaningful, real-world contexts. Our goal is to create an enriching experience that sparks curiosity, builds confidence, and makes learning Chinese something children truly look forward to. We can’t wait to have even more Chinese conversations with them in the future!

A day as a Roots and Boots Assistant Teacher in Preschool

Taking on the role of an assistant guide at Roots and Boots Preschool allowed me to pick up and identify various learning opportunities. Immersed in our outdoor classroom, I was able to actively engage with children, facilitating their learning through nature-based experiences. Each day presents new teachable moments, allowing both the children and me to embark on a wonderful learning journey together. 

We always begin the day with a morning assembly. The heart of this routine is to create opportunities for children to discuss and share their feelings and emotions. By doing so, the children learn to articulate their emotions and recognise them in others, laying the foundation for their emotional literacy skill—an essential skill for their development.

For the rest of the day, the children participate in the preschool’s curriculum- integrated with skills and concepts from learning areas such as language and literacy, numeracy, discovery of the world, arts and motor skills. An example of today’s curriculum includes Sports and Movement, where children practised their locomotor skills through running, jumping and sliding. Books are also integrated with our outdoor explorations, serving as both a source of knowledge and inspiration. The children make connections with nature through the lens of literary stories and see the stories come to life with their surroundings—whether it is identifying plants from a story or mimicking common animal behaviours they learnt from books. 

As we go about our day in the garden, we always remind ourselves to be nature’s protectors. Caring and respecting the people and environment while engaging in activities in shared spaces or exploring with borrowed natural materials. These experiences encourage the children to build on positive social skills, develop teamwork and problem-solving skills while learning to appreciate the beauty of nature. Each outdoor adventure provides an opportunity to foster a sense of wonder and encourages children to express themselves, whether through imaginative play, collaboration on projects, or simply sharing their discoveries with one another.

Watching children interact with their environment highlights their uniqueness and active participation in learning. Each child approaches experiences with curiosity and care, engaging thoughtfully with the world around them. They also collaborate to tackle challenges, nurturing a sense of community and belonging. 

What about you? What would your role be when teaching and learning with children? 

A child's first teacher

As early childhood educators, we always talk about the environment being the child’s teacher, but do you know who the first and second teachers are? Children’s first teacher is their parents/caregivers, while the second teachers are their preschool/school teachers. The environment as the third teacher is one of the key principles of the Reggio Emilia approach, and is widely established in early childhood settings across the world. As for the being described as the first teacher, us parents need to realise the weight and responsibility of this “title”.

In one of Out Outdoor Classroom classes this week, we were hanging out by the pond, making scoops and fishing lines with natural materials found in the environment. One child was busy creating his own fishing rod by securing a long string to a sturdy stick and putting a weight at the end. When he was done, he stood up and cast his fishing line into the pond. He said, “I want to grow up to be like my dad. Now I can be like him and fish like him. Except I don’t need to go to Daiso to buy a $2 fishing rod, I can make my own! So I can be just like my dad with my own fishing rod.” He was so so very proud of what he had made. He had obviously seen his father fish before, knew that he liked to fish, and wanted to be just like him.

These words really resonated with us and reminded us of the importance of parents as role models and how much of our behaviour, actions, and values our children pick up unknowingly. We don’t realise the enormous impact of the things we say and do, or do not say and do not do, can have on our children’s development, sense of identity and self-esteem, and motivations. Do we tell them “less screen time” and are constantly on our phones? Do we say “we should go outdoors and play more” and then sit in an air-conditioned cafe the whole time?

Children are great imitators, so give them something great to imitate.

We have been given the privilege to teach, guide, and parent our beautiful children. Whatever we do, say, believe and dream, leave lasting footprints in our children’s hearts. Let’s make them count.

OUR tree top net

At Botanic Gardens, we visit this tree top net quite regularly. The children always requests to begin their day with us climbing “just for FUN!” Familiar with the location, they are able to find their way there and enjoy simply climbing up and down the net. It’s so interesting to see how they navigate their way around this area, comparing how they were when we first explored the tree top net, with how they are now, after playing on it for several weeks.

Helping a friend whose shoes were stuck in the net.

Recalling our first exploration there, the children were fascinated with the spiral stairs and wanted to go up and down, gathering dried leaves from the bottom and bringing it up, only to let them fall back down to the ground. They were exploring concepts of height, gravity and perspective. Not too sure what to do when they saw the nets, they referred to the signage that had rules/regulations regarding playing at this space. No bags allowed, no eating etc. They were assessing the place - is it safe to play? how can we play safely? Finally they started climbing, cautiously balancing and making their way to the tree trunks. Some didn’t dare to go and stayed by the sides, hanging their feet down. Others didn’t even want to go near the nets and busied themselves collecting fallen leaves and flowers on the deck instead. They learned that the tree was a Tembusu tree, providing shade and beautiful small peach-coloured flowers. As the weeks went by, we continued to visit our tree top net, providing time for children to explore.

Fast forward to today, our children have become so familiar with this place that once they get there, they immediately put their bags down and begin to play. Be it climbing all the way up, or staying low along the net, or laying down on the net looking up at the vast sky, or even playing around net on the deck, they know that they are in a safe place. A place where they can try new things, where they can choose what they want to do, where they can grow. Those who were initially afraid to step onto the net now sit comfortable on the net, talking to friends. Those who could touch the tree trunk in the middle can now climb up and hug the trunk. They pick leaves caught in the net and create pictures with them. They engage one another in conversation of their surroundings and play. They willingly help and encourage others.

This is part of our urban forest school’s approach, exploring and familiarising ourselves with areas within our parks, to provide children with a conducive environment to nurture their curiosity, creativity, and holistic development. Just like our experience with the tree top net, a lot can happen in just a matter of weeks when you revisit a place and become comfortable with it. You connect with it, you take risks, you let go. And when you do, you learn so much about yourself, your friends and the environment. This tree top net is now fondly called “OUR tree top net” :)