Educational programs in nature – In March, nature surprises and teaches us!

When nature surprises us… and teaches us

Dear Families,

March is often a time of transition and storms… The light is returning, the days are getting longer, and yet winter is still very much with us. The snow sometimes begins to melt… only to return without warning. This year, it might even seem as though winter does not want to give way to spring.

In recent weeks, we saw a striking example of this with the storm that struck Sudbury on the night of March 15–16. It was a dramatic event that led to the closure of our early childhood centres for two days, reminding us that nature remains a powerful – and sometimes unpredictable – force.

In this newsletter, I would like to:

look back at this storm and what it teaches us;
share with you what the children experienced in our centres;
and finally, answer the questions posed in the last newsletter, as we explore together the educational value of the snowmelt (hoping that this will bring spring a little sooner!)

Enjoy reading,

Mathieu Lambert
CPE Forest Project Coordinator and Outdoor Education Advisor, Carrefour francophone.

Nature is a powerful - and sometimes unpredictable

This month, the storm that hit Sudbury and forced the closure of all our early childhood centres for two days serves as a reminder that nature is a powerful – and sometimes unpredictable – teacher.

This storm will undoubtedly remain etched in the collective memory of Sudbury residents. It brings to mind the legendary storms of Northern Ontario.

Among these is what is known as the “crow storm.” This term is said to stem from observations made long ago by local residents: just before certain major late-winter storms, crows would gather in large numbers above fields still blanketed in snow. They would grow noisier and seem to alter their movements, as if sensing a change to come. According to the elders, this late March storm was often winter’s final “outburst” before spring finally took hold. This storm is therefore not a specific, dated event, but rather a popular expression, passed down from generation to generation, used to describe these late, often unexpected storms.

We also have the “sugar storm,” a term that refers directly to the maple syrup production season. As temperatures begin to rise and sap harvesting begins, significant snowfalls can still occur. These storms, which are sometimes heavy and wet, generally complicate work in the maple groves and serve as a reminder that winter hasn’t yet had its final say.

An opportunity to learn in a different way?

Within our nature-based education approach, these moments take on their full meaning. They become precious opportunities to observe the natural world:

bird behavior;
temperature fluctuations;
the texture of snow (light, heavy, sticky, icy);
the cycles of the seasons, which are never perfectly linear.

For children, these events are much more than mere disruptions to their daily routine. They are concrete, memorable experiences that nourish their understanding of the world.

And what about us adults?

For families and early childhood professionals, these storms also invite us to reflect:

How can we embrace these unexpected events as learning opportunities rather than as constraints?
How can we document what children notice, feel, and observe?
How can we turn these events into meaningful memories?

What if, ultimately, these storms are an integral part of learning, reconnecting us – young and old alike – to the true rhythm of nature?

2. What children experience in our centres

Even when the weather disrupts daily life, children continue to learn, observe, and adapt.

In early childhood centres, every situation becomes an opportunity to:

adapt,
see things in a new light,
and experience nature, even when it changes rapidly.

The March Camp

During the March camp, the children started one of their days by playing on the snow mound near the Indigenous pavilion.

They climbed, slid down, and did it all over again, never tiring of it. Before long, they invited me to join in, asking me to catch them in a game of tag. That’s when the age difference became apparent:

the children energetically went up and down the hill over and over, but for me, it was not easy to keep up!

After this period of active play, a quieter activity was offered. While the children caught their breath, the maple syrup was heated up.

Once everything was ready, we moved on to the tasting: maple taffy poured over fresh snow, which had been kept in a cooler beforehand to ensure it was clean.

The children were delighted by this experience. Combining culinary enjoyment with cultural discovery, this moment helped create a tangible connection to the sugar season!

Outing with the preschoolers

As they passed by the Terry Fox field, they expressed a desire to climb a snowdrift to see what was on the other side. Once at the top, a surprise awaited them: the snow was so packed that they could move around in it without sinking much, they were practically floating on the snow!

In contrast, the adults sank up to their knees, which really amused the children!

As they continued exploring, they discovered an icy slope. Very quickly, the sliding began:

first sitting down,

then, with more daring, on their stomachs, like penguins!

It was a beautiful day during which the children had a lot of fun. It just goes to show that it does not take much to have fun, and every season brings its own share of joy!

3. Snowmelt: A New Frontier for Exploration?

In our last newsletter, we shared several questions for reflection on the end of winter and the arrival of spring.

Let’s take a moment now to answer them together. We are not quite there yet, but it won’t be long. These points for reflection will come in handy very soon.

How can we help children learn about snowmelt?

The melting snow completely transforms the environment. What was once frozen becomes fluid. What was once solid becomes liquid.

And when we consider that, in the Reggio Emilia approach and in our early childhood centres, the environment is regarded as the “third educator,” we realize that these changes are of paramount importance to our youngest children.

The environment: the “third educator”

You may have heard that the environment is often referred to as a child’s third educator.

The first two are:

adults (educators, parents),
other children (the group).

The third, which is often less obvious but just as important, is the environment.

But what does that actually mean?

It means that the child’s surroundings play an active role in their learning.

In the context of nature-based education, the many elements around us, such as snow, wind, ice, mud, trees, storms, and the sun, are not merely a backdrop, but genuine sources of learning.

And the snowmelt season is particularly interesting for children. It allows them to observe:

flowing water,
temporary streams or rivers forming,
snow disappearing,
and paths changing.

This is an excellent opportunity for adults to guide children through these changes by naming what is happening, slowing down, and giving them time to observe and experiment.

What can we learn from puddles, streams, and mud?

More than you might think! Puddles and streams can become natural laboratories:

you can see reflections in them,
understand and study how water flows,
test the depth,
observe what floats and what does not, …

Mud, on the other hand, is often seen as an obstacle. Yet it actually offers a rich sensory experience with its texture, resistance, and the way it transforms.

What changes do children notice?

Children are often the first to notice changes such as patches of ice disappearing, snow becoming heavier, or tracks appearing in the mud.

Our role, as adults, is to value these observations.

How can we best experience the transition from winter to spring?

This transition is not easy; it is often unstable, and that is what makes it so interesting.

One day, it freezes. The next day, it melts. Then it freezes again.

Thanks to this, children learn that the world is not static. That it is in constant motion. And, in addition to jumping in puddles, they also learn to adjust their balance when the ground gets slippery. Nature thus provides everything we need to naturally develop children’s gross motor skills.

What can we do to make outdoor experiences easier for our little ones?

Dress them in appropriate clothing, depending on the day’s weather! That way, if puddles are part of the day, there won’t be any frustration if the child is wearing a rain suit and boots, since they can jump in the puddles as much as they want while staying dry.

Are we ready to let their boots get dirty?

That might just be the most important question.

Exploring the melting snow means accepting water, mud, and wet clothes.

But it also means letting children fully embrace this transition with enthusiasm.

March, what a surprising month!

The month of March reminds us that nature does not follow a linear rhythm. It surprises us, it changes, and sometimes it resists, and it is precisely in those moments that we all learn the most.

The storm we weathered, just like the approaching snowmelt, shows us that the environment is never static. It evolves, transforms, and offers children endless opportunities to explore, understand, and grow.

By embracing these changes, making room for the unexpected in our lives, and trusting in children’s abilities, we enable them to develop their curiosity, adaptability, and connection to the living world.

Thank you to the teaching staff for their dedication and their ability to turn every situation into a learning opportunity. Thank you also to you, the families, for supporting these experiences, even when it means a little water, mud, and very dirty boots!

We look forward to seeing you in the next newsletter, where, I hope, we will be fully immersed in spring.

Mathieu Lambert
CPE Forest Project Coordinator and Outdoor Education Advisor, Carrefour francophone.

Discover a FrancoFact every month

FrancoFacts : Findings from research on vocabulary and language in minority-language contexts, presented by Chantal Mayer-Crittenden, speech-language pathologist and professor at Laurentian University

Le Carrefour francophone souhaite offrir ses remerciements

Nos partenaires de projet : PLAYLearnThink, Collège Boréal, Centre éducatif des Premières Nations, Métis et Inuit et la Pavillon Shkode (Cœur du feu);
nos partenaires de recherche : Centre d’innovation sociale pour l’enfant et la famille et notre bailleur de fonds : Emploi et Développement social Canada.