City Life in a Temperate Rainforest

This blog post is intended for families in the school community to help get students prepared for the rainy season.

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I understand that in the far north, the Inuit people have many words for snow and ice.  Each word indicates an overt or sometimes subtle difference in the snow and ice.  It could reflect the conditions or qualities within the ice and snow.  As a Vancouverite, we see snow as fluffy which translates into not good for snowballs but very pretty.  There is “perfect snowball” weather which translates into good for building snow people, forts and snowballs.  Then there is wet snow which is horrific for driving in and is generally a wet, soggy mess.  There is slippy ice we can see and black ice that forms a slick surface and is hazardous on foot and in the car.  Our vocabulary around ice and snow is pretty basic.

Vancouver is an amazing place to live and is a popular tourist destination because of the oceans, the rivers, the lakes, the mountains and the green.   Basically it is amazing because of the water.  It provides an astounding range of things to do and a diversity of plants and animals in our own backyards.  It is a place that beckons us to “Get Outside”.  The reality is this amazing city exists because we live in a temperate rainforest.  The temperature remains mild throughout most of the year.  We don’t have snow and ice very often so we don’t really see the nuanced differences.  What we know is rain.  Throughout the year, it sprinkles, floats down water, drizzles, mists, showers, rains, rains cats and dogs, pours, and sleets.  I challenge you to add to the list of words and expressions to describe our plentiful precipitation.

The question that always comes up is what to do when it rains.  One option is to just stay inside.  I must admit, I love a rainy day when I can curl up with a good book and a pot of tea.  However this is just not a feasible everyday option.  Life goes on, even on a rainy day.  We have places to go and a body that requires activity to be healthy.  I believe there are three understandings to be ready for the rain.

Number 1:  Wardrobe Matters  If you are warm and dry, you are ready for anything.

The standards include:

A waterproof coat, preferably with a hood.  This allows maximum flexibility to do stuff.

Boots.  There will be puddles.

An umbrella.  I have purchased many and have left them all over the city.   I worked at Lost Property for Metro Transit when I was in university and there were hundreds of umbrellas of every size and colour left on busses.  Guess what the most common colour was abandoned in the Lost Property Department?

 Number 2:  Attitude Matters  Regardless of how miserably you complain, it will rain.

 If you choose to be miserable because it is raining, you are committing yourself to a lot of bad days.  When you frown at the world, it frowns back.  Smile and make a rainy day plan.

 Number 3:  Observe Rainy Day Life  Life in the rain is different.  Not better or worse, just different.

 Just after my daughter’s 6th birthday, we went traveling in Italy.  A torrential downpour hit one evening in Venice.  People ran for cover.  Our family was the only one strolling down the street and delighted with the break from the perpetual heat.  My daughter looked up at me and said “Oh, Mommy.  It smells like home.”

It did.  And it was glorious!

Perspective is everything.  Expect rain.  When it comes, dress appropriately and venture outdoors.  Adapt your activities to accommodate the changes.  Running on wet concrete can be a problem.  Find another option.  Going for a walk under a big umbrella is a good option.  Open your eyes and look for changes.  One of the first songs I learned in kindergarten at Queen Mary Elementary School from Mrs. Hicks was “Robin in the Rain.”  There is a reason there is a song about it.  Look how the plants and animals respond with joy to the rain.  Close your eyes and take a big breath and try to describe it.  Look up and notice how the clouds change.

Expect that almost every day will be an outdoor day.  And smile about it 🙂

Another School Playground – DONE!

 

I arrived at one Vancouver school as administrator and was surprised that there was only one large climbing web for all of the students.  The old wooden playground had already deteriorated and been removed long ago.   The provincial government allowed applications from casino funds to be directed towards building school playgrounds.  The Parent Advisory Committee was on the hook to do fundraising to raise most of the funds.  It was a difficult neighbourhood to fundraise.  Caring was plentiful.  Cash was not.  The PAC president, Sirtaj Ali, led the charge.  Wednesday pizza day, casino funds and donations over the course of 7 years went towards two phases of the playground installation.  Save-On Foods took on the community build of the second phase as a team building activity for staff.  They arrived with huge numbers, a wealth of enthusiasm, bagged lunches for all of us and for the most part were finished in one day.

The kids, staff, VSB Grounds department and particularly the PAC were heavily involved in this project.  We met.  We strategized.  We involved the staff and students in making recommendations, voting on the mock up from the Playground company they preferred and even the colours.  And we celebrated when it was finally done.  The fitness circuit built into it was a favourite with students, teachers and community members.

I was transferred to a new school site.  As the daughter of a neurosurgeon, I grew up to be wary of safety infractions.  As a very conscientious principal at a new school, I was on high alert for things that needed to be taken care of.  My background knowledge with playgrounds helped me quickly identify, the playground needed some care.  Some pieces just didn’t work.  Regularly there was something else that was broken or falling apart.  The process in the Vancouver School Board is to submit a SCHOOL DUDE for required work.  This would send create the work order that would be submitted to the appropriate department without remaining on hold on the telephone.  Great system.  The people in the VSB Grounds Department are great.  My Operating Engineer, Lin Low, and I would discuss the problems, tape off the NO PLAY zone and I would the submit the School Dude.  Geoff Pearmain and the VSB Grounds crew did everything they could to try to repair the existing structure.

The playground was only ten years old but the PAC of the day had decided to go with a friend that built playgrounds.  Shortly after the company was out of business, parts were unavailable and issues began to emerge.  For this reason, the VSB now requires that four suppliers are approved with strong track records for quality and enduring reputation.  The final straw  for the playground came in May of my first year at the school when a chunk of rotting wood fell out of swing bridge, compromising the integrity of the entire bridge and access to the other structures.  It also triggered a full safety inspection that concluded that the entire structure would need to be condemned.

This was not a surprise to me but an anticipated eventuality.  My sister lives in Texas.  One of their good friends sued her and her husband when their son hurt his leg on the slide in their backyard at a birthday party.  I well understand the safety risk for students and the litigiousness of our North American context.  If it wasn’t safe, I wanted it down.  Students were quite pragmatic about the need to get a new playground and readily shifted their attention to what they would like to see in a new playground.  One of the PAC parents went into high gear looking for funding options.

The provincial landscape had also shifted around funding school playgrounds.   The Provincial Government allocated three years of funding to alleviate Parent Advisory Committees from the responsibility of replacing playgrounds and making them more accessible.  This year, the BC government provided funding for 50 new or accessibility upgrades to playgrounds in 34 BC school districts.  The Vancouver School Board was allowed to submit three applications to build playgrounds or make school playgrounds more accessible.  Our school was a natural choice being the only school without a playground.  We were allocated $105,000 and two other sites received funding to make them more accessible.

One of our PAC members, Leah Chapman, worked with me to provide the information required to complete, submit and successfully access a Federal accessibility grant of $14,383.00.  Mona Hassaneen and Ossama Abdel-Hamid were able to access a Benevity Community Impact grant of $1,307.33.   Their employer, Apple Inc., was willing to match their employee donations to an approved recipients as part of this program.  I learned that the VSB has been approved as an acceptable charity and several employers have participated in these grants.  The Hamber Foundation provided a donation for $1000.00 towards the cost of the accessible swing.  Several of the members in our school community also made donations to ensure the playground build included all of the desired elements.  Jen McCutcheon (PAC) and Andrea McEwen (teacher) worked with SwingTime and engaged with the school community to design a playground that would be fun, accessible and designed with our location in the Pacific Spirit Park in mind.

The year without a playground was not as painful as some people feared.  This was partially due to the responsiveness of my Director of Instruction, Aaron Davis, to my request for funding for Community School Team staff at the school twice a week during lunch time.  The CST staff came into the school and worked with my student leaders.  They provided support to these students to develop their capacity to direct younger students to play possibilities and problem solve when conflicts arose.  The CST staff also taught large group games and provided scaffolding for student leaders twice a week on the playground.  They supported children in using the Buddy Bench and provided materials to engage students, including bubbles, chalk and skipping ropes.

The first year I arrived, I had prohibited parking on the Primary soccer field, and had the field reseeded during the summer.  When this field was finally re-opened in fall 2018, the Kindergarten to Grade 3 students were delighted.  Initially they would roll in the grass as well as play soccer on it.  They loved having their own luscious, green, designated space.  I worked out a deal with University Endowment Lands manager, Jonn Braman, to deal with our parking issues during school events and parents eventually got used to the parking prohibition on the field.  Intermediate students had the two upper fields to spread out on.  Soccer was a regular activity.  Baseball, kickball, and other large group games were also very popular.

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It was necessary to create a variety of spaces and activities for students to engage in over the course of the year.  Three things were particularly successful.  One area outside of the lunchroom and library was named The Reading-Writing Garden.  A group of kids met with me to make mobiles to hang from the tree, hang bird feeders, reorganize flower pots, do some replanting and bring books to sit on the rocks or benches and read or write in journals.  This same area was the meeting space for The Bird Buddies.  I posted a poster in the library facing outside, with local birds that we could identify.  When my Nanny Keenan’s opera glasses and my binoculars were in sufficiently high demand, I purchased a set of good quality binoculars.  I taught binocular use and care.  Once trained the students were allowed to take the binoculars beyond The Reading-Writing Garden and see if they could sight birds flying around us in the Pacific Spirit Park.  Eventually I also got rain-proof books from Mountain Equipment Co-op so they could tally the birds they saw.

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Special thanks to my Wild About Vancouver buddy, Megan Zeni @Roomtoplay, I set up a Mud Kitchen.  I am a big fan of twitter for ideas @CarrieFroese.  I had lots of ideas from both Megan, and twitterchats starting in England and Germany.  I happened to share my wild and wonderful plans with Megan at one of our Wild About Vancouver @WildAboutVan planning meetings. Megan’s response:

“Or you could clean out your cupboards and throw the stuff in an old laundry basket and put it out for kids to play with.”

When the portable had been removed from our site during my first year at the school, the staff had made the decision to install an outdoor learning area.  We had more garden boxes built installed and a big circle of twelve stones.  It provided seating for a class of 30 during outdoor learning, lent itself to circle games, teaching Indigenous ways of knowing, and the teaching of directions and time.  Incidently it was also a perfect place for The University Hill Elementary School Mud Kitchen.  The rocks are perfect counter tops and appliances for concoctions of all sorts.  The very favorite items in the Mud Kitchen were the measuring cups, sifters for the sand, spoons and to go coffee cups that have long ago lost their lids.  I could be guaranteed a non-fat low foam latte if I ventured to the Mud Kitchen at recess.  As items went walking, new donations came in.  Wendy Yip, UBC president, Santa Ono’s wife, came for a visit in Spring.  Afterwards we received not only a thank-you card, but also some donations for the Mud Kitchen.  Thanks, Wendy!

In the Vancouver School Board, teachers do not do supervision duty at recess and lunch.  I was fortunate to work with three very experienced playground supervisors.  We met regularly to come up with pre-emptive solutions to emerging issues.  When I was re-assigned to another school this Spring, the prevalent feeling was that we had developed a definite sense of team.  I will certainly miss these ladies and the Education Assistants who were also regularly out on the playground supporting students at recess and lunch.  I’m glad we were part of this journey together.  Although we are delighted to have a playground, I’m sure that many of the other elements introduced will endure and add depth to the outdoor learning of the students.  Hopefully this post will help for those of you asking for some direction when a new playground needs to be built.

 

Wild About Vancouver

Wild About Vancouver is a celebration of the outdoors being held from April 18-25, 2018.  Activities are planned by individuals, schools, sports organizations and community groups and centres.  All activities planned during the week are free to participants.   The goal for the week is to generate lots of energy, ideas and momentum for participation in outdoor learning, activities and fun that continues well beyond the week long celebration.  There are lots of opportunities to participate.

  1. Get ideas and register on the Wild About Vancouver  website. Tweet out lesson ideas, activities, events and blog links.  Be sure to include @WildAboutVan so we can retweet and generate some excitement!

Hashtags #getoutside #getoutdoors #outdoorlearning #outdoorclassroom #natureschool 

3.  Email blog posts to banack@ubc.ca

4.  Encourage a friend to participate in an outdoor activity.

  • Ideas from University Hill Elementary School for the 2018 Wild About Vancouver
    • scheduled weekly nature school / outdoor learning experiences
    • Hatch butterflies in the classroom
    • Create a butterfly garden for them to live in when they are released
    • Create an Outdoor Classroom
    • Start a leadership group to teach playground games
    • Plant Potatoes.
    • Start Worm Composting
    • Raise salmon fry  and release them into the wild
    • Read Gillian Judson’s new book, A Walking Curriculum with your staff or community group and try out a few of the walks or ALL 60!
    • Host an Earth Day Barbeque

#GetOutside  #HaveFun

For those interested outdoor enthusiasts outside the Lower Mainland of Vancouver, British Columbia, consider of the continuing the movement in your community!

Peaceful Playgrounds

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I recently read a publication in the NY Times Sunday Review called My Kid’s First Lesson in Realpolitik.   Annie Pfeifer is a parent bemoaning the need for our children to stand up to bullies.  There is recognition of the fact that “helicopter parents” swoop in with speed and  vehemence to deal with any conflict, big or small, that his / her child may encounter.   The alternative presented is to let kids fight it out, like on the playgrounds in Switzerland, so they learn how to deal with conflict.  It is my position that both of these options fail to provide our children with the confidence or skills to deal with conflict.  Our kids need educators and families to work together to provide the guidance and mentoring to teach kids how to resolve conflict.

Playgrounds serve to be a microcosm of the world where our kids learn important lessons.  They are filled with students who are human.  Perfection may not be possible but the aspiration to create a peaceful playground is paramount.  We want our future generation to accept that everyone is invited to the party and we all need to learn to co-exist peacefully to create a better reality.  A playground is a relatively small fishbowl and a good place to learn about kindness, acceptance, tolerance and to develop problem solving skills.

Peaceful playground require:

  • kindness
  • communication skills
  • compassion
  • empathy
  • inclusivity
  • compromise
  • sharing space, equipment and friends
  • an ability to express feelings, while considering other people’s feelings
  • an ability to understand when you need to self calm and practice those skills
  • problem solving skills
  • ability to follow safety rules and game rules

Of course the list could go on.  We have a number of programs and theories to help us navigate this course.  School Codes of Conduct are mandatory in schools in British Columbia and are widely published on school websites.  Articles and tweets about the topic of self regulation has become common.  @Stuart Shanker has committed to tweeting a daily quote #SelfReg to encourage us to pursue and gain a greater understanding of root causes of our feelings and how to deal with them.  .

I particularly like The Zones of Regulation program developed by Leah Kuypers, to teach kids that feeling emotions is never a bad thing but we require strategies to deal with them in ways that keep others and ourselves safe.  If you are very angry and in the “Red Zone”, your job is to self calm before you try to problem solve.  Kids are fascinated to learn that “yoga” or slow breathing actually causes your brain to calm your body.  Science at work!

The Peaceful Playgrounds Program is another program that I really like.  Basic messages are framed in a way for kids to easily remember and apply on the playground.  It also includes a plethora of ideas of things to keep kids active and problem solving on the playground.  Problem solving strategies that you probably remember from your own childhood.

  • Talk
  • Walk
  • Rock, Papers, Scissors ( Yes, you commit on 3 – agreed upon rule! )  In several of my other schools, this was know as Ching, Chang, Push, apparently a well established strategy in China too!

War Toys To Peace Art is a group established to fund art projects by peace loving groups of children.  The Friendship Bench is one way for kids to find their way into playground activity if they need some additional support.  A bench is designated as a space for kids to demonstrate kindness by inviting kids looking for a friend looking for someone to play with.  Programs like Jump Rope for Heart give kids a focus and the equipment to get involved in healthy playground activity.

Kids are human and sometimes they will need help resolving conflicts face to face AFTER they have calmed down.  When kids don’t make good choices, they need the opportunity to own them.  Kids need to be able to express how they are feeling and what they didn’t like in face to face conversations.  They also need to learn to listen to other opinions, how the choices he / she made impacted the other person and to develop strategies for how to repair relationships.  They also need to learn to move forward after they have dealt with the problem.   Adults are there to support kids in dealing with the problems.  The goal is for kids to develop the skills to problem solve and the confidence that they can.  Adults are involved in the process to ensure that name calling and bullying (physical and emotional )  do not become an accepted norm.

 

 

 

 

 

 

 

UBC Students Support Outdoor Learning in Schools

imageI met Hartley Banack’s Faculty of Education (EDCP323) class outside the Botanical Gardens at UBC.   The class is a diversified group with some students completing Bachelor of Education requirements and some practicing educators working towards a diploma in Outdoor Education.  Several Vancouver schools are actively engaged in working with teachers and their Community Schools Teams to provide outdoor learning opportunities for their students so I was thrilled to be a part of this class.  We chatted about outdoor learning opportunities, challenges and goals at my school under the pagoda. We continued the discussion of possibilities and considerations en route to the amphitheater. Student presentations and discussion of articles focusing on experiential learning continued in a shaded area  of the amphitheater.  Discussing outdoor learning WHILE we were outdoors was a perfect.

imageIt was inspiring to be part of this class because it provides a model for outdoor learning that is currently being explored in many schools with a clear understanding of the merits of outdoor learning. In some cases, outdoor opportunities to learn are specifically focused on the sphere of P.E.  When I first started teaching in the Abbotsford school district, there was a P.E. specialist in every school.  The calibre of the instruction was high and I learned a lot from teachers with extensive background knowledge.  In my current context, I am still learning a lot from teachers with well developed background knowledge in Physical Education who are classroom teachers.  Mr. Wan has a passion for physical education and organizes equipment for classroom experiences, extra-curricular sports and outdoor opportunities at lunch.  His class each year  is trained  to set up badminton nets, the ping pong table and equipment for outdoor play at lunch time.  Ms. Harris has worked with Action Schools to train student leaders to facilitate games for the younger children and provide classroom equipment for outdoor play.  Teachers have participated in professional development and arranged for special outdoor events such as The Terry Fox Run, Sports Day, Jones Park play, Grade 6 Camp, kayaking in Deep Cove, Beach Day, and Queens Park day,  .  Parents actively fundraised for four years and worked with volunteers from the Knight and King Edward PriceSmart Foods to ensure out students had a playground for free play.

Ms. Collins, PAC and our ever supportive husbands worked with us to secure the Small neighbourhood grant and build four garden beds on the school grounds.  Several of our teachers have worked with their classes in the garden and been involved in programs such as Growing Chefs to teach students about science and food sources.  For many years Ms. Evans has worked with student leaders to facilitate participation in the Fruit and Veggie Program and the Dairy Foundation Program for early primary.  And yes, she even arranged for the cows to come to Tecumseh!  A sight to behold, kids sitting down on the cement fully engaged in just watching the cows.  School wide sorting of waste into composting, recycling and landfill garbage has also helped to extend learning about our environment and ecosystems.

Integrating outdoor learning beyond physical education and science is the next challenge.  Ms. Collins and Mr. Larson are actively involved in teaching students about human rights.  Their annual participation in Walk For Water is a great example of how the outdoor experience is integral to the learning.  Our playground includes picnic tables down by the swings.  This lends itself to allowing students to working outdoors.  One year my Grade 4 students looked up in the sky to see eagles attacking a crow.  It made for some great poetry!  The accessibility of iPads has allowed students to easily take their own photos to inspire or support their written work on Apps such as BookCreator or ExplainEverything.

Vancouver Schools are fortunate to have a well developed Community School Teams.  The secondary school and the elementary schools that feed into them form a hub.  Administrators meet regularly as a group and with the CST staff to provide opportunities and after school programs facilitated by student leaders from the secondary school and paid programmers.  In our school, the variety or field options and the garden allows for varied outdoor experiences.image

It is exciting for the discussion of outdoor learning opportunities in schools to be happening at the university and in schools with a mind to share ideas.   Hart Banack has assigned his students to form working groups to investigate the possibilities for outdoor learning in the school grounds and in the communities of several school sites in Vancouver.  The bank of ideas with details such as related costs and curriculum connections will be invaluable as the new year begins and yearly planning unfolds.  I can’t wait to hear their findings and ideas for sharing information with teachers.  Special thanks to Hart Banack, UBC and EDCP323 students for welcoming me into your class and supporting our work in schools.

The Faces of Truth and Reconciliation 

Learning our own history and the racism and miscarriages of basic human rights and justice is important.  The United States has long grappled with the existence of slavery in its past and the tumultuous path of moving forward. Canada as a country has needed to step off its moral high ground and reframe our understanding of ourselves.  As we grapple with the existence of the Chinese head tax, Japanese internment camps, and now residential schools that existed for the purpose of cultural genocide, how can we move forward to a place of respect and appreciation?

The final presentation of the Truth and Reconciliation Commission in Ottawa was met with skepticism or hope, depending on who you are.  I am a “cup is half full  kind of girl” and firmly in the hope camp.  I believe there is a path forward.  I attended the multi-faith service that brought United, Presbyterian and Anglican leaders and congregations together at St. Andrew’s Wesley United Church.  Jen was leading the children’s program and explained to the children that when Europeans first came to North America, they weren’t able to see the beauty in the people already living here.  Doug White, an inspirational and articulate former Snuneymuxw chief and Nanaimo lawyer, spoke passionately about how he wanted his grandchildren to be loved unconditionally not just tolerated.  Owning the tragedy and moving forward without bitterness is one face of truth and reconciliation.  Another face is learning about and embracing our collective history and celebrating what Aboriginal people bring to the table or as Jen would frame it, “seeing the beauty in the people who were here first”.

Our playground opening ceremony was a sight to behold.  Our dignitaries including student leaders, parents, community build volunteers from Overwaitea, our Habitat cheerleader and preschool families took their seats.  Primary students processed from the school carrying class paper chains and made a huge ring around the new primary playground ready for the honorary “paperchain cutting” by the PAC chairperson. Grade 5-7 students took their places on the field. The grade three and four students in divisions 9, 10, and 11 were the final students to process in.

Student led morning announcements include the acknowledgement and gratitude that we work and play on the ancestral lands of the Squamish, Musqueam and Tsleil-Waututh people. We are fortunate to work with Dena Galay, the Aboriginal School Support Worker, assigned to Tecumseh.  She has worked with students, facilitated programs and even shared 

stories, information and artifacts made by her mom with our students as they studied the contribution and experiences of Aboriginal people in Canada. For the opening ceremony, she brought cedar boughs for the playground and led three student drummers and the students of the three final divisions in a grand procession to make another circle around the playground and primary students. They chanted the words “hosiem” and “hatchka” from the Musqueam Haikomelen dialect, honoring and providing thanks for the space.  More than half of Aboriginal languages in the country reside in B.C., according to a 2010 report from the First Peoples’ Heritage, Languages and Culture Council.  There are only 278 fluent speakers of all three Halkomelem dialects.

 Ms. Galay also spoke the words she always uses when she finishes off a sessions with our students in Dene, Cree, Ojibway and Iroquois, languages from her childhood home in Saskatchewan.  The children responded with the English version: “All our relations”. Ben followed up with the familiar and well loved poem called “And My Heart Soars”, by Chief Dan George.   “The beauty of the trees…the softness of the air…the fragrance of the grass…the (view of the) summit of mountains…”  did speak to us.  And our hearts soared.  And yes, my hope for continued truth, understanding and meaningful reconciliation grows.

 

“It Takes An Entire Village to Raise a Child”

This has long been a favorite quote of mine that is beautifully depicted by George E. Miller II in my office. In my early years as an underemployed teacher, I worked in an out-of-school care centre in the basement of a school in Vancouver. This is where I first learned the importance of community in the life of a child and it took a firm place in my educational philosophy.   Hillary Clinton popularized this old African teaching into mainstream consciousness.  It is assumed in many aspects of school but not always overtly.  On Thursday, June 4th, it was positively radiant during the community build of our long-awaited playground. Our school in on the South Slope of East Vancouver. Many new Canadians have made their home here and demonstrate a work ethos and commitment to ensuring their children have the opportunities for a better life with all of the advantages we have in Canada.  Money is hard-earned and expenditures are carefully considered.

In September, our rapidly decomposing wooden playground structure finally had to be removed from the school grounds due to safety concerns.   This was not a surprise but a huge concern.   The quest to replace the playground took on a renewed intensity because it left a huge gap in during and after school hours activity. Our playground has always been a place where families gravitate to before and after school. Groups came together to dance, participate in Tai-Chi and exercise while the kids play on the playground.  Almost 500 children attend elementary school, Cantonese and Mandarin after school classes and preschool programs on site.  Teachers used the playground as one way to ensure students are getting the minimum requirement of 30 minutes of daily physical activity.  The parents and students in our community have been our main funders of the playground.  Most of the money has come from hot lunch sales spearheaded and organized by PAC president, Sirtaj Ali, and two walk-a-thons organized and facilitated by PAC member, Susan Biln.  Student leaders organized a Movie Night and raised over $600.00. Casino funds, small grants, an RBC work party by volunteers and direct donations from neighbours and staff provided the additional funds required.

PAC and school administration chose Habitat to supply the playground equipment due to their reputation for service and durability of the product. Jeff Musson from Habitat stepped forward to provide options within our price range and planning considerations. Murray Stewart and the VSB grounds crew stepped up with the background of all of the logistical knowledge, support required to make the project happen. Overwaitea stepped forward to provide the people power required for a community build.

On our build day, the weather cooperated and over 36 Overwaitea volunteers, the PAC president, VSB staff and the Habitat staff converged on the school grounds to make this playground a reality. Before school, kids were stomping on cardboard packaging and putting it in the cardboard recycling bin. By recess, they watched in amazement as the poles were placed in holes and the structure started to appear before their eyes. By 2:30 pm, they were watching as the cement truck was dumping cement into a convoy line of wheelbarrows. As the cement was shoveled in the holes, I heard one little girl summarize the situation for her peers: “The cement means that we get to keep it.”

   

The school coming together with the community to make the playground a reality was one part of the equation. The most significant sense of community came from the actual people involved in the project. They were up early and doing tough manual labour in the heat of the day. There were no complaints or begrudging the work. There was pure joy in doing something that mattered so much. The fascination and excitement of the kids was paralleled by the delight of Overwaitea volunteers and Habitat staff.   They talked to the kids, responded to cheers and expressions of thanks from kids and adults alike with smiles, laughter and enthusiasm. At the end of the day, we were all exhausted but also filled with a sense of euphoria that comes with making a big different in your little part of the world. The VSB grounds crew continued to bring the playground project to completion with surfacing and final touches. We are now ready for our safety check and we are getting ready to celebrate and play.

Special heartfelt thanks to all of PAC members, Overwaitea volunteers, VSB staff, Habitat staff and business community supporters who put their heart and soul into making the playground a reality and showing all of us “IT TAKES AN ENTIRE VILLAGE  TO RAISE A CHILD.”