The Fluidity of Minds

Our ability to cross between the realms of imagination and fact remains a powerful and enduring part of our daily learning experiences. The boundary between these worlds is fluid - imagination allows us to explore possibilities, challenge limitations, and envision new realities, while the factual world grounds us in shared understanding and tangible outcomes. This interplay shapes our creativity, innovation, and understanding of the world, creating a continuous dialogue between what is and what could be.

Kai’s delight in the idea that the leaves won’t be blown by the wind and that they can shelter the bears from the rain reflects a charming blend of imaginative thinking and logical reasoning. His mind seems to weave together the fantastical and the practical, suggesting that in his world, nature behaves with a kind of gentle purpose, offering protection and stability. The way he connects the leaves’ role in nature to something as grounded as providing shelter shows a deep understanding of how the world might be, while also allowing room for wonder. In that balance, his logic doesn’t dismiss the imaginative; instead, it enhances it, creating a unique perspective where even the simplest things have meaning and agency.

When Pranssi hears about the above idea, she reluctantly disagrees. She communicates how unreal the idea could be. Perhaps she sees the idea of leaves defying the wind and providing shelter to bears as unrealistic, maybe even fanciful, given the way the natural world typically operates.

Her disagreement comes from a place of practicality, where she understands the limitations of nature - wind moves freely, leaves scatter, and bears seek shelter elsewhere. To her, this idea might feel disconnected from the way things actually work, rooted in the belief that imagination should stay within the bounds of possibility.

In a way, Pranssi’s stance is an important counterpoint to Kai’s creative vision - her skepticism challenges the limits of imagination, pushing them to consider the real-world constraints that shape our understanding. This dynamic between the two might help balance the tension between what could be and what is, reminding us both that even the most whimsical ideas need some tether to the world we inhabit.

Fides, on the other hand, as a passionate advocate for animal welfare, emphasizes that providing homes for animals is essential foe their well-being and survival. In the broader picture, Fides stresses that offering homes for animals fosters empathy and responsibility in humans, helping to create a more compassionate world for all creatures.

When asked about an approximate size of the home for animals, Kai using a metaphor, where he stretches his arms to give us a visual sense of the space. In that way, he is helping us understand how much room is required for an animal to live comfortably. This kind of comparison is often used to simplify the concept for others.

After going through our different perspectives, we agree to slow down by drawing our individual ideas. This approach allows us to visualize our thoughts, giving each of us the space to reflect and refine our concepts. As we sketch, the process of translating abstract ideas into tangible forms fosters a deeper understanding among us. With each stroke, we find common ground, and slowly, the pieces begin to come together in a way that blends our diverse viewpoints.

Nora, taking pride in her ability to measure in a more precise and calculated manner, chooses her methodical approach to work on the size parameter. Pranssi represents her ideas by sharing, “We need 10 bricks to make a house for the lion. We also need trees with coconut so the lions can reach to eat.” (left). And Kai further explains, “This is the lion and the lion needs a tree and sun.” (right).

Our shared understanding of thinking for others nourishes our collaboration, creating an environment where empathy and consideration drive our decision-making. By valuing each other’s perspectives, we foster a sense of mutual respect and inclusivity. This shared understanding encourages us to think beyond our individual needs and priorities, cultivating a spirit of collective growth and innovation. As we support one another’s ideas, we build a stronger, more unified approach to problem-solving, where everyone’s input is valued and our outcomes are enriched.

We place the moss and sticks we have collected from the forest on the table. We gather closely, our hands reaching out with gentle curiosity. The air feels still, as if the forest itself has joined us. These natural materials - small, unassuming - connect us to something bigger, something alive. They bring us closer to the earth and open a space for wonder as we prepare to read On the Trapline.

Pranssi is the first to speak. She touches the moss carefully and says with certainty: “This belongs outside. Where animals live.” Her words come from deep within, as if she carries this truth instinctively. The moss does not belong here, on a table inside. Her connection to nature feels natural and whole, unbroken by walls or boundaries.

Nora leans in, taking a deep breath as if to find the scent of the forest still clinging to the moss. Her face lights up: “This smells good!” But then she pauses, she tilts her head thoughtfully and corrects herself: “Actually, there is no smell. Maybe because I have it in mu hand.”

Her words carry layers of reflection. Nora seems to feel the moss differently now - its scent, its life - subdues in her palm. Is it because the moss is no longer where it belongs? Is something missing?


Nora connects life to place, as though she senses that belonging brings something alive in us all. It is a profound question for a child to ask, even without fully saying it aloud.

As we move deeper into the story, we arrive at the moment when Indigenous language enters our space. Fides’ eyes brighten as he remembers: “Tansi!” - the Cree word for “Hi”. He says it with pride, as if he is holding a treasure in his voice.

The page turns to an image of the forest and rivers seen from an aerial perspective, a view stretching endlessly under an airplane’s wing. Pranssi stares closely. He voice softens, quieter now: “I see this when I fly to India.”


Her words carry memory and longing, as if the book’s forest reminds her of her own. The image connects her to the journey she experiences to visit her grandma. Her gaze is far away as she adds gently: “I still like my granssi.” In this moment, the story holds her in two places at once, here with us, and somewhere with her grandma.

Later, the story depicts a family sleeping together in one room. We ask: “How would I feel to live like this?”. We pause, considering the question, until Nora answers with joy: “I do that every day!” Her laughter fills the room, bright and unfiltered. Then, ad if offering us something special, she adds with pride: “But today, I slept in my own bed.”


Nora brings her family into our story. Her words are light and warm, but underneath, they remind us something important: our own lives matter in this space. Her experience - ordinary yet personal - belongs jere, just as she does.

n this moment together, we explore more than moss and sticks. We explore belonging, memory, and connection. Each one brings own voice, own wonder, and own connections to the table. We are not just reading a story - we are living it, seeing its meaning unfold in our hands and hearts. In this shared moment, we are all present, together, learning with respect, joy, and open curiosity.

In our early learning environment, fostering creativity and hands-on exploration is always a priority. Recently, we introduce ourselves to an exciting salt painting learning experience that combines art and science in a magical way. We are captivated by the process, which allows us to express ourselves creatively while observing an incredible transformation.

This version of salt painting involves mixing salt with hot water to create a saturated solution, which we then use as a “paint.” We apply this solution to black construction paper and eagerly wait to see the artwork transform as the salt begins to crystallize. The learning experience not only creative but also an engaging way to explore a scientific process.

We begin by preparing our materials: black construction paper, small containers, paintbrushes, and a warm mixture of water and salt. After discussing the safety of working with hot water and how it dissolves the salt, we carefully use paintbrushes to apply the salty solution onto the paper. Some of us make abstract patterns, while others paint shapes or images, using our creativity to guide our designs.

This learning experience offers a rich blend of learning opportunities. It strengthens fine motor skills as we carefully apply the salt solution with our brushes. It introduces us to basic scientific concepts, such as dissolving, evaporation, and crystallization, as we observe the salt reappearing on the paper. Furthermore, it encourages patience and focus, as we have to wait for the artwork to dry and the crystals to form.

Salt painting is a wonderful way to combine art, science, and sensory exploration in a single learning experience. We are engaged, inspired, and excited throughout the process, making it a memorable experience for everyone involved. We look forward to trying more learning experiences that nurture creativity and curiosity while making learning fun and meaningful!

Kindest,
Children & Friends.