That said so much has been happening particularly around the idea of ‘reframing’ the education reform discussion.

In partnership with ACA’s legal firm, IceMiller LLC, we now have an executive office space in Washington, D.C..  I, and several others, will be in and out of D.C. at least two weeks each month.  I leave tomorrow for my  second visit this month.  Our reception has been incredibly positive.  What has been most remarkable is that we are seeing the impact of our current relationships and partnerships and they are having a positive impact on our presence in D.C..  It is clear that we are not only recognized for the work we do, but our body of knowledge is admired by many in D.C..  Our research on outcomes, best practices, and healthy camps is adding value to our conversations that are taking place especially around the subject of education reform.  Our professional development work as a result of our new body of knowledge is also being encouraged and adopted by others.  Apparently, many other organizations are visitng the ACA Web site to view our research and partnerships.

We also just completed a camp/school partnership survey and that information will be available SOON.  Last week when I was visitng with staff at the America’s Promise office they asked if we might have such data available.  I was so pleased to tell them we’d have some early data in another week or so.  They are mapping all the ‘at risk’ schools in the country and would love to cross reference the location of camps with those schools in need of community partnerships.  They, too, see camp as a viable  expanded learning environment.

I promise more to come……..and not so long!

ACA has been reaching out to organizations and institutions to re-frame the current discussion around education reform in an attempt to introduce the importance of understanding how children learn - not pass the test.  Our national board of directors and a number of our volunteer committees that work on media relations, public policy, and research are doing the same - suggesting an alternative assessment of the problem and the solutions.  Many of the questions I have posed in the past are the questions we have asked ourselves as we have prepared to proactively respond to the debate. 

Learning is active.  Camp is active and child/youth centric.  We are a part of the solution.

What is our contributary value when people are thinking about putting together a 12 month ‘learning’ environment?  What are you reading to be sure you are equipped and informed?

Have you seen the movie 200 million minutes?  Have you read the Global Achievement Gap?  Have you read Spark? What do yu think I should be reading?

We must remember form follows function.  So let’s be a part of the ‘function’ so we are not left out of the ‘form’.

When I worked in state government, we noticed that  young people who got in trouble  either went into the mental health system or the juvenile justice system.  The choice between the two systems was, more often than not, based on ‘access’.  Access to money and influence sent the young person into the mental health system.  If a young person lacked ‘access’, they went into the juvenile justice system.

I fear the same may happen to young people today.  If a young person has ‘access’, their parents will secure ‘enrichment’ opportunities for them - such as camp.  If not, they will stay in school - year round.  Of course, I know this is a gross assessment of the situation but nonetheless worth consideration. 

Two of our oldest institutions are schools and prisons.  I am not suggesting they are one in the same but both are clearly in need of reform.  Let’s not warehouse children and youth in either institution without understood intentionality.  Human development is progressive with a number of ages and stages each with significant import related to healthy adulthood.  Play is developmental in that it allows one to practice being an adult.  Enrichment programs, such as camp, that have been designed to allow young people to play, practice, explore, and experience new actitivites in a safe environment that is intentional and replete with supportive relationships are critical to human development.  Leadership, environmental stewardship, life skills, health and wellness habits, and experiential education that are designed to support and complement academic achievement are cornerstones of the camp community.  Appreciation of the arts and literature (including song), social skills and contribution, citizenship and community responsiblity, physical and emotional health, as well as opportunities to practice critical thinking are important components of a positive camp experience.  These competencies are still important to the American public.  Kids should have the chance to exercise these rights in environments that have demonstrated success.  If we are going to invest dollars - let’s send more kids to enrichment programs like camp.

Kids ‘gather’.  It is developmental, that is what they do.  In a world that has parents fearful of so many things; child abduction, disease, drugs, and the list goes on and on -  I, as one of those parents, would prefer my child ‘gather’ in a community that has prepared for health and safety issues and is precautionary by design - camp.

For instance, this summer camps, parents, health officicals, and campers are learning important lessons in the management of the ‘influenza-like’ virus.  The awareness and development of positive wellness habits are taking place across the country in camps.  Not only does this illustrate the power of collaborative relationships  dedicated to the health and safety of children but demonstrates our shared belief that  ’kids should still be able to be kids’.  Better yet, this fall millions of campers and parents will be returning to their schools in possession of well understood and practiced wellness habits that will only help manage the spread of the influenza-like virus when the ‘real’ flu season decends upon us.  Value, today and tomorrow.

The camp community is a preparedness community practicing protective behaviors and relationships.  A place of value where professionals want to share and learn best practice and, yes, where kids want to ‘gather’.

I have a poster on my wall at work that says, “Vision is the art of seeing things invisible.”   Webster indicates that a dream can be defined as a “fond hope”.  Many of us spend our life reaching for a vision with the dream it will be realized.  Maybe that is the essence of life.

Many of us in the camp community share a dream that more children will have a camp experience.  To me, that is a worthy dream.  Yet, the journey we must take to realize that dream is invisible to many.

There are warning signs on the road to any vision.  The first warning sign tells us that vision is nothing without execution.  The second warning tells us that a vision is not for the weak of heart.

A worthy vision takes time, sacrifice, patience, persistence, failure, endurance, humility, and did I mention – time?  Oh, and dare I fail to mention, messiness.  And, how we hate messiness.

Yet, with time, deliberate or not, intentional or not, change does come.  Sometimes it is revolutionary.  Hmm, note the relationship between revolt and revolution.  But, let’s not go there.  Other times, change is an evolution often unseen over time.  Then there is transformative change.  Transformative change is often related to survival.  Regardless, change is a part of life.

LA Times writer Rosa Parks said, “Somehow we’ve managed to turn childhood into one long, hard slog”.  What kind of change is she describing?  I would suggest it has been unseen, overtime – an evolution.  As a result, many parents are unaware of how radical the change in childhood.

If true, what did we forget that allowed this change in childhood to take place?

Did we forget that for generations we grew up outside.  We walked to school.  We rode our bikes all over town.  We splashed in creeks.  We ran barefoot.  We played in the dirt.  We collected bugs.  We shared childhood characteristics such as; innocence, energy, wonder, and laughter.  (Did you know that children laugh 4 times more than adults?)  We even thought that the notion of being cooped up all day inside was a form of punishment.  Yet, today, kids spend 44.5 hours in front of a screen – with minimal movement.  The world has 22 million children under the age of 5 who are obese.  The term ‘globesity’ has been coined to define the problem.   We no longer grow up outside.

What else have we forgotten? I believe we have abandoned childhood and the appreciation of the fact that play is legitimate and developmental.  In fact, it is critical to positive child/youth development.  The American Academy of Pediatrics has declared that play is essential to the development of cognitive, physical, social, and emotional health.”  Yet, as a parent, I no longer feel I have permission to view play as a positive use of my child’s time.  Play has become a bad 4 letter word.

Doesn’t the loss of play present a threat?  Experts across the country talk about the fact that we are ‘retreating indoors’.  I fear, we are losing opportunities to create memories.  Memories of fishing, swimming, hiking, and exploring.  We may be forgetting that our best computer is our brain and our memory is the storage bin for knowledge and experiences.

David Elkind calls what is happening the ‘criminalization of childhood’.  Look at the number of schools that have eliminated recess, physical education, art, and music.  Consider the number of national campaigns that are teaching fear instead of responsible safety.

All of this impacts the camp community.  Retreating indoors, lack of appreciation for play and its developmental value, and our general, unspoken fear of one another is the antithesis of the camp community. As a result, the camp experience risks becoming  something to fear, the unknown, and the unfamiliar.  We are faced with a shrinking population with the ‘memory’ of camp.  As a society we are altering our DNA, our genetic code for the camp experience.

Yet, I understand.  Parents are raising their children in a very complex world.  Children and youth are trying to navigate a different world than the one in which their parents grew up.  Of course, this has always been true except today the speed of change is causing continuous modifications of the landscape.  It is not easy.

All of this said, it is also true that there is no better time than now to actualize our vision, our dream, and our preferred future – more children having better camp experiences.  The camp community may well, in fact, offer greater value to the lives of children, youth, and adults than ever before in our history.

Consider the fact that we are leaving our children the legacy of saving the planet.  Yet, we are doing so without giving them firsthand knowledge of the intrinsic value and beauty of the natural world.  We are also becoming a global community with disappearing boundaries where the ability to negotiate conflicts and differences will be paramount.  At the same time we are diminishing opportunities where children can learn how to establish authentic relationships,  practice and learn to ‘get along’ with others, communicate in order to enhance understanding, and learn to listen.

Daniel Pink who wrote A Whole New Mind says that IQ only accounts for between 4% and 10% of one’s success in the world.  His book suggests we are entering a conceptual age where humor, storytelling, the ability to synthesize disparate pieces of information and knowledge in order to see the ‘bigger picture’, relationships and empathy, and meaning based on purpose and spirituality are going to be critical competencies for this generation and the next.  This describes a quality camp experience.

So, what do you do as camp professionals?  First, understand that you are the “Field Guide to Childhood”.  You know how to do this work.  Learn to clearly articulate and translate the value of the camp experience in order to illustrate how it adds value to the success of individuals, communities, and the world.  Adopt a philosophy of abundance.  We are not operating from a deficit model or one of prevention or intervention.  Instead, we are operating from a position of promotion – promotion of an individual’s strengths and assets.  As parents, trust your intuition and give yourself permission to support childhood. Be prepared to actively participate in a transformative change in how our culture views childhood, play, and the camp experience!