Toronto, Canada — In a modest childcare center tucked between apartment blocks, preschoolers gather around a maple tree. Their voices rise in a chorus of thanks, guided by Elder teachings: “We thank the tree for giving us shade, for teaching us patience.”
This ritual is part of a groundbreaking Land-Based Learning program that integrates Indigenous perspectives into early childhood education. Over three years, educators collaborated with Elders, storytellers, and families to weave gratitude, reciprocity, and respect for the natural world into daily routines.
Children now greet trees, observe seasonal changes, and read picture books authored by Indigenous writers. Parents report that their children return home calmer, more joyful, and eager to share stories about the land. For families facing economic challenges, these practices have become a source of resilience and pride.
Educator Sarah McKenzie reflects: “It’s not just about teaching children to play outside. It’s about teaching them to belong—to the land, to each other, to a story bigger than themselves.”
What began as a pilot project has blossomed into a movement, showing that even in urban spaces, Indigenous wisdom can nurture belonging and wellbeing from the earliest years.
This story shows how early childhood programs can be acts of healing and hope. They remind us that education is not only about academics—it is about identity, belonging, and joy.
