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A New Chapter in Outdoor Learning: Celebrating Our Rain Garden Ribbon Cutting

A New Chapter in Outdoor Learning: Celebrating Our Rain Garden Ribbon Cutting

On Friday, October 23, the Greenspring Montessori School community gathered to celebrate an exciting milestone: the official opening of our new Wild Play Rain Gardens! Students, families, staff, and community partners came together to mark the culmination of years of planning and the beginning of a new chapter in environmental education and stewardship on our campus.

Made possible through a $63,224 grant from the Chesapeake Bay Trust’s Healthy Environment, Healthy Communities program, this project represents an important step forward in our long-term Outdoor Campus Plan and our commitment to inspiring an allegiance to nature.

Head of School, Tamara Sheesley Balis, welcomed guests and reflected on Greenspring’s commitment to outdoor education and environmental stewardship. The new gardens are an extension of learning spaces, creating opportunities for children to develop a deeper understanding of the natural world through firsthand experiences, observation, and meaningful care of their environment.

Megan Andreasen of the Chesapeake Bay Trust shared an overview of the Healthy Environment, Healthy Communities Grant program, which distributed $865,000 to 13 projects throughout the Jones Falls watershed. Greenspring’s Gardens are part of this larger investment in healthier waterways, stronger communities, and sustainable landscapes across our region.

Alice Volpitta of Blue Water Baltimore spoke about the partnership that helped bring this funding opportunity to Greenspring and the important role of community stewardship in protecting our local waterways. Her remarks highlighted how individuals’ actions can collectively make a meaningful difference in the health of the Chesapeake Bay watershed.

We were also honored to welcome Maryland State Senator Shelly Hettleman, who presented a special citation recognizing Greenspring Montessori School’s commitment to environmental stewardship and the completion of this important project.

Children and families had opportunities to explore natural materials, trace the journey of water from Greenspring to the Chesapeake Bay on a watershed map, and browse nature books from our school library. Families also took home packets of native seeds, extending the celebration’s message of environmental stewardship into their own gardens and communities.

One of the central messages of the celebration was that everyone has a role to play in caring for our environment. Whether planting native species, reducing runoff, protecting wildlife habitats, or simply understanding where our water goes, small actions can have an impact far beyond our own backyards.

This is a lesson we hope our students will carry with them long after they leave Greenspring. By developing meaningful relationships with the natural world from an early age, children begin to understand not only how ecosystems function, but also their own ability to protect and care for them.

We extend our heartfelt thanks to Chesapeake Bay Trust, Blue Water Baltimore, Senator Shelly Hettleman, our project partner, Great Blue Co., and the students, families, and staff who helped make this vision a reality.

The celebration culminated in the official ribbon cutting, welcoming students and families into the new Rain Gardens. We look forward to watching these gardens grow, change, and flourish alongside our students for years to come.

Greenspring Montessori School Awarded $63,224 Grant to Expand Outdoor Learning Environments

Greenspring Montessori School Awarded $63,224 Grant to Expand Outdoor Learning Environments

Over the past eight years, Greenspring Montessori School has been working toward an ambitious goal: creating a campus where nature is not simply a backdrop for learning, but an integral part of every child’s education.

This spring, that vision took a significant step forward. Greenspring Montessori School has been awarded a $63,224 Healthy Environment, Healthy Communities Grant for the Jones Falls Watershed from the Chesapeake Bay Trust. The award will fund the next phase of our Outdoor Campus Plan, expanding our Living Learning Gardens while improving stormwater management and supporting the health of the Jones Falls watershed.

The Chesapeake Bay Trust received more than $745,000 in funding requests for only $248,000 available during this grant cycle. We are honored that our proposal was selected for full funding because of its unique integration of environmental restoration with outdoor education.

A Campus Designed for Children—and the Environment

In 2021, Greenspring partnered with the Nature Learning Initiative at North Carolina State University to develop a comprehensive Outdoor Campus Plan for our seven-acre campus. The plan reimagines our grounds as a network of natural learning environments that restore habitat, improve water quality, and provide children with daily opportunities to learn through direct experience.

This grant will support four major projects:

  • Construction of the Wild Play Rain Garden and Susquehanna Courtyard by a professional ecological landscape contractor.
  • Installation of the Southern Courtyard Meadow, a native pollinator habitat designed with pathways and gathering spaces for outdoor learning.
  • Creation of the Peace Garden, a shaded woodland retreat featuring native ferns, shrubs, and quiet reflection spaces.
  • Removal of approximately 1,200 square feet of impermeable pavement, replacing it with rain gardens, filtration gardens, and permeable walking paths that better manage stormwater runoff.

Together, these projects represent four of the eleven spaces identified in our Outdoor Campus Plan.

Why This Work Matters

Research increasingly demonstrates that children need meaningful, sustained experiences in nature to develop cognitive focus, emotional well-being, and a lifelong connection to the natural world.

In the book Last Child in the Woods, Richard Louv introduced the concept of “nature-deficit disorder,” highlighting studies that connect time outdoors with improved concentration, reduced stress, and stronger social relationships. More recent research continues to show that green spaces support executive functioning, reduce symptoms associated with attention challenges, and improve overall mental health.

At Greenspring, these findings affirm what Montessori educators have long observed. Our Toddler and Children’s House classrooms are intentionally screen-free through age 6, and students from 18 months through eighth grade spend two to four hours outdoors every day, exploring, observing, caring for living things, and developing a relationship with the natural world. These nature spaces will become outdoor classrooms where children investigate native ecosystems, monitor pollinators, study the local watershed, and actively participate in restoring the environment around them.

Learning Beyond Our Campus

The impact of this project will extend beyond Greenspring.

As part of the grant, we will host workshops for educators, school leaders, and families interested in creating outdoor learning environments and native landscapes within their own communities. Participants will tour the gardens, learn about rain garden design and watershed stewardship, and leave with practical resources to begin similar projects at their own schools.

By sharing what we have learned throughout our journey—from becoming a Certified Maryland Green School to developing our Outdoor Campus Plan—we hope to inspire more schools to create environments where children and nature thrive together.

Looking Ahead

The Living Learning Gardens represent much more than a landscape improvement. They are an investment in healthier ecosystems, stronger communities, and children who understand that they have an important role to play in caring for the world around them.

We are deeply grateful to the Chesapeake Bay Trust and Blue Water Baltimore for believing in this vision and helping us bring it to life. We also extend our thanks to our Greenspring staff and volunteers whose dedication made this opportunity possible.

This is only the beginning, and we look forward to sharing our progress as these new outdoor learning environments take shape.

Interested in seeing the project unfold or learning how to create outdoor learning environments at your own school? Follow our journey over the coming year as we transform our campus into a living laboratory for environmental stewardship. 

Why to Stop Telling Your Child to “Be Careful” (and What to Say Instead)

Why to Stop Telling Your Child to “Be Careful” (and What to Say Instead)

Saying “Be careful!” is probably one of the most automatic things we do as parents. But does telling children to “be careful” actually make them safer?

The Problem with “Be Careful”

One problem with “be careful” is that it’s not specific. It could mean:

  • “Watch out for the poison ivy!”
  • “Those rocks are loose.”
  • “Slow down near the edge.”

Children are left trying to figure out what, exactly, they’re supposed to be careful about.

Another challenge is that “be careful” often doesn’t lead to the response we hope for. Instead of pausing to assess the situation, children may:

  • look confused (“What am I supposed to be worried about?”)
  • ignore the warning (“This doesn’t feel dangerous to me.”)
  • or become anxious (“Something bad is about to happen.”)

Over time, constant warnings can unintentionally teach children that risk, challenge, and mistakes should be avoided altogether.

And yes—sometimes children will get scraped knees, bruises, or bumped heads. That’s part of childhood. But children also need opportunities for risky and challenging play because it supports healthy development. Risky play helps build confidence, coordination, judgment, resilience, and problem-solving skills they’ll use throughout their lives.

An Important Note

Of course, there are times when a firm “Be careful!” or “Stop!” is absolutely necessary—especially when there is a genuine risk of serious harm, such as near busy roads, deep water, open fire, or dangerous heights.

The key is to reserve those words for moments that truly matter. It may help to create a phrase with your for moments like these, such as “Eyes up!” and practice the phrase in calm, neutral moments.

When “Be careful” is used constantly, children often tune it out or become overly risk-averse. When it’s used sparingly and intentionally, it carries weight.

Try the 10-Second Rule

One simple tool is the 10-second rule.

When you feel the urge to jump in, silently count to 10. Give yourself a few moments to observe what your child is doing before deciding whether intervention is truly needed—or whether they’re already managing the situation successfully on their own.

Observe & Reflect

Ask yourself:

  • What is the real potential for serious harm?
  • Why does this situation make me uncomfortable?
  • What skills is my child learning right now?

Most of the time, nothing terrible happens in those 10 seconds—except that your child gains a little more confidence.

Respond Thoughtfully

There isn’t one “right” response for every situation.

  • If your child is in immediate danger, act quickly.
  • If the risk is manageable, you may simply stay close and observe.
  • Often, it’s an opportunity to foster awareness or encourage problem-solving instead of shutting things down.

The goal isn’t to eliminate all risk. It’s learning to distinguish between real danger and the everyday challenges that help children grow.

What Can We Say Instead?

Every time you feel like saying “Be careful,” try using it as an opportunity to help your child tune in—to their body, their surroundings, and their choices.

Phrases That Foster Awareness

“Do you see…” the poison ivy over there?

“Notice how…” the log feels rotten.

“Try using your…” arms for balance.

“Can you hear…” the rushing water?

“Do you feel…” the heat from the fire?

These kinds of questions help children develop body awareness, situational awareness, and emotional awareness—all while still allowing them to play and explore.

Phrases that Encourage Problem-Solving

“What’s your plan…” to get across that stream?

“What can you use…” to help you keep your balance?

“Where will you…” put that rock?

“How will you…” support your weight?

    These questions shift the focus from fear to thinking—and from control to connection. We don’t need to solve everything for them; we can guide them with thoughtful questions instead.

    Risky play researcher Mariana Brussoni often talks about keeping children “as safe as necessary, not as safe as possible.”

    Our job isn’t to remove every risk from childhood. Our job is to step in when there is a genuine risk of serious harm—and otherwise allow children the space to explore, problem solve, and discover what they are capable of.

    Saving Time for Unstructured Outdoor Play

    Saving Time for Unstructured Outdoor Play

    Unstructured outdoor play — child-led, imaginative activity without rigid rules or predetermined outcomes — is essential to healthy development. By immersing themselves in natural environments, children can reap a multitude of benefits that are crucial for their growth and well-being.

    Cognitive & Academic Development

    Unstructured play strengthens attention span, focus, and executive functioning skills. As children invent games, solve problems, and navigate the unpredictability of the natural world, they practice critical thinking and flexible reasoning. Outdoor exploration naturally fosters creativity and scientific thinking as children observe patterns, test ideas, and learn through trial and error.

    Emotional Well-being

    Nature has a calming effect, reducing stress and anxiety in children. It provides a safe space for children to express emotions, build confidence, and learn to manage fears.

    Social Skills & Cooperation

    Children learn to negotative, cooperate, and resolve conflicts independently when playing with peers.

    Independence & Risk Assessment

    Outdoor play encourages children to assess risks, make decisions, and evaluate consequences in real time. This calibrated risk-taking builds confidence and critical thinking skills.

    Physical Heath & Motor Skills

    Regular outdoor activity reduces obesity risks, builds strength, balance and coordination, and boosts the immune system.

    Sensory & Environmental Connections

    Time spent outdoors engages the senses and provides a “grounding” experience, making individuals feel more connected, refreshed, and present. Over time, this connection nurtures environmental awareness and stewardship.

    Types of Play

    • Active Play (running, swinging, balancing, tumbling)
    • Risky Play (climbing trees, jumping from safe heights)
    • Exploratory Play (digging in dirt, flipping over rocks, splashing in puddles)
    • Creative Play (building a fort, acting out a play, painting rocks)

    Unstructured outdoor play is not a luxury or an extra — it is a developmental necessity. In a world increasingly shaped by screens, schedules, and adult direction, children need time and space to lead their own experiences. When we protect and prioritize outdoor play, we are not simply giving children a break from learning — we are giving them one of the most powerful forms of learning available. By trusting children with time, space, and nature, we nurture capable, resilient, creative individuals prepared to engage fully with the world around them.

    Native Tree Planting on Campus with the Alliance for the Chesapeake Bay

    Native Tree Planting on Campus with the Alliance for the Chesapeake Bay

    This week the Alliance for the Chesapeake Bay planted 69 native trees and shrubs across campus. This opportunity is funded by a grant from the Chesapeake Bay Trust to support the Maryland Five Million Trees initiative.

    We have a variety of native species, including several fruiting trees and shrubs. Varieties planted include:

    • Sugar maple
    • Witch Hazel
    • White Fringe Trees
    • Black WIllow
    • Pawpaw
    • Persimmon
    • Sycamore
    • Serviceberry
    • Southern Red Oak
    • Northern Red Oak
    • Swamp White Oak
    • Scarlet Oak
    • Overcup Oak
    • Shingle Oak
    • Bur Oak
    • Pin Oak
    • Chinkapin Oak
    • Willow Oak
    • River Birch
    • Spicebush
    • Highbush Blueberry
    • Sweebay Magnolia
    • Bald Cypress

    One of our favorite areas of the planting is our Heart of Campus – a grove of ten different types of native oak trees at the edge of our soccer field. We are looking forward to gathering in this space throughout the seasons for many years to come.  

    The children have been eagerly watching the new trees being planted and Mr. Dave led a few groups around campus to learn how to identify each type of tree.

    We are eager to watch the trees grow up with our children. This project helps support our many outdoor initiatives!

    The Gifts of Summer

    The Gifts of Summer

    The Gifts of Summer

    The summer break provides unique challenges but also unique opportunities for unstructured time, including the freedom to explore outdoors, as well as building independence, and meaningful contributions.

    Unstructured Time

    While it’s tempting to schedule the summer with back-to-back camps, lessons, and playdates, children benefit from free time as well. When we over-schedule activities, we actually rob the brain of essential downtime and opportunities for creative thinking associated with the wandering mind. Try allowing for some blocks of unscheduled time this summer.

    Here are just a few of the brain benefits of boredom:

    • Recharge. Downtime allows our children to recover from “cognitive overload” and to recharge executive functioning skills. 
    • Imagination and creativity. The latest research shows that our brain doesn’t go into a lower gear when we aren’t focused on something. Instead, the activity shifts to the imagination and creativity parts of the brain. 
    • Problem solving skills. When children engage in open ended projects, they encounter unforeseen challenges and must develop their problem solving skills.
    • Confidence and grit. Confidence and grit aren’t developed by things coming easily. They come from children overcoming worthy challenges. 

    “Children need to sit in their own boredom for the world to become quiet enough that they can hear themselves.” – Dr. Vanessa Lapointe

    When your child proclaims, “I’m bored!” try to avoid rushing in with an organized activity. Instead, create space and time for children to come up with their own ideas for what to do next. This may mean having some materials around to prime the creative pump. For young children these materials can be as simple as sticks, paint, and cardboard! What they do next is up to them. Consider setting aside some time with your child to create a list of activities they enjoy and some fun-sounding challenges or longer-term projects. Then when they need something to do, you can suggest they choose something from the list you brainstormed together. Remember, building any new skills takes practice. Allowing time for free play throughout the year will help your child learn how to make their own fun. Think of it as creating “boredomtunity” for your child.

    Freedom to Explore Outdoors

    Encourage your child to spend unstructured time outside. Not only does “green time” promote better physical health (immune function, heart health, Vitamin D production, better sleep), it promotes better mental health (reduced stress levels and lower levels of stress hormones). There are also cognitive benefits, including improvements to short-term memory, attention, and learning. Finally, “green time”  invites exploration and curiosity about the natural world and gives children the opportunity to take healthy risks that build problem solving skills and perseverance. 

    Sarah Milligan-Toffler and Richard Louv of the Children & Nature Network write, “In a brief integrative review of the research [researchers] found that time in nature produces positive shifts occur in perseverance, problem-solving, critical thinking, leadership, teamwork, and resilience—skills that are essential in overcoming the unprecedented challenges we face today.”

    time to wander

    time to explore

    time to think

    Whether it’s digging in the dirt, taking a walk in the park, or having a picnic in the backyard, time outside is a gift to your child.

    Building Independence

    For some of us, our instinct is to try to make life “easier” for our child. But by removing obstacles, we are actually taking away opportunities for children to learning new skills and overcome worthy challenges. For example, it may take much longer for a young child to zip up her own coat, but when time allows, give her the opportunity to try. If she begins to get frustrated, provide the minimal amount of help needed (such as holding the bottom of the coat to create tension, while the child pulls up the zipper). Children build self-confidence by accomplishing difficult tasks. Your child’s mantra can become, “I can do hard things!”

    Allowing a child to do things for herself may require some support. Consider providing a stool at the bathroom sink so the child can reach the faucet to wash her hands. Consider putting out a small pitcher of water and a small glass so she can help herself when she is thirsty. If dishes, napkins, and silverware are placed in a lower cabinet, the child can help set the table for a meal. You can revisit our blog post titled The Montessori Home for more ideas on how to set up each area of your home (kitchen, playroom, bathroom, and bedroom) to support your child’s independence.

    As you observe your child, you may notice that he or she needs a new skill. This is an opportunity for you to give your child a lesson! Here’s how you can do it:

    • Invite your child to see something new & name the lesson: “I am going to show you how to wash your hands. I’ll have a turn and then you’ll have a turn.”)
    • Demonstrate slowly and precisely
    • Follow a clear sequence
    • Do not talk while you are demonstrating
    • Use eye contact and a smile between steps 
    • “Now it’s your turn! And anytime you want to have clean hands, you can practice!”

    “The only way to build self-esteem is through overcoming worthy challenges.” – Joanne Deak, PhD

    Making Meaningful Contributions

    Not every free day needs to involve a trip to the zoo. Many times, children want to do what you are doing! You can invite your child to work with you in the garden, prepare a meal, or wash the car. You may need to provide child-size tools for some of these activities, such as a small watering can or acrylic knife, so that your child can participate fully.    

    Research indicates that those children who do have a set of chores have higher self-esteem, are more responsible, and are better able to deal with frustration and delay gratification, all of which contribute to greater success in school. (Center for Parenting Education) Check out our blog post titled Children as Contributing Members of the Home for a list of age-appropriate chores your child can do. And please don’t swoop in as soon as the work is hard. Let your child experience challenges and overcome them!

    watering plants

    cooking

    walking the dog

    When we allow children opportunities to make meaningful contributions to the family and the greater community, we help build their resilience, perseverance, grit, and self-esteem. What greater gifts are there?

    All of these pieces – unstructured time, enjoying the outdoors, building independence, and making meaningful contributions – are the ingredients for an exciting and fulfilling summer!