Report on the Inauguration of Blackberry Academy in Phoenix, Oregon

Oregon has approved the state’s first licensed outdoor preschool, Blackberry Academy, located in Blue Heron Park, Phoenix. This initiative represents a significant step in innovative early childhood education and aligns with several key United Nations Sustainable Development Goals (SDGs).

Contribution to SDG 4: Quality Education

Blackberry Academy’s model is centered on providing inclusive and equitable quality education and promoting lifelong learning opportunities from an early age. The program directly supports Target 4.2, which aims to ensure all children have access to quality early childhood development and pre-primary education.

• Pedagogical Approach: The curriculum is designed to foster intrinsic, self-motivated learning through direct, hands-on experience. As stated by Director Yessi Joy Verbena, the school’s philosophy is to “scaffold” and build upon children’s natural enthusiasm for learning.
• Learning Environment: Students are fully immersed in a natural setting, which serves as a dynamic classroom for subjects including biology, botany, and environmental science.

Integration with Environmental and Community SDGs

The operational framework of Blackberry Academy extends beyond education to address broader sustainability targets, particularly those related to environmental stewardship and community development.

1. SDG 15 (Life on Land): By conducting all learning activities outdoors, the academy fosters a deep and early connection between children and their local ecosystem. This immersive experience is fundamental to promoting an understanding of biodiversity and the importance of protecting terrestrial ecosystems.
2. SDG 13 (Climate Action): The curriculum’s specific inclusion of wildfire environmental science directly addresses Target 13.3 by improving education and awareness-raising on climate change adaptation, impact reduction, and early warning systems, tailored for early learners.
3. SDG 11 (Sustainable Cities and Communities): The school utilizes Blue Heron Park, a public space, for its operations. This aligns with Target 11.7 by demonstrating an innovative use of public green spaces to provide essential community services, thereby making cities and human settlements more inclusive and sustainable.

Operational Details and Community Response

The preschool program is scheduled to commence on September 2, operating from 9 a.m. to 1 p.m., Tuesday through Thursday. The significant community interest in this educational model is evidenced by the fact that the inaugural class is already at full capacity, with a substantial waitlist of families. This high demand underscores public support for educational approaches that integrate quality learning with principles of environmental sustainability.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on Blackberry Academy, Oregon’s first licensed outdoor preschool, connects to several Sustainable Development Goals (SDGs) by focusing on innovative early childhood education, environmental learning, and the use of public green spaces.

• SDG 4: Quality Education: This is the most prominent SDG, as the entire article is about a new preschool providing early childhood education with a unique, hands-on pedagogical approach.
• SDG 11: Sustainable Cities and Communities: The school’s location in “Blue Heron Park” highlights the use of public green spaces for community benefit, specifically for children’s education and well-being.
• SDG 13: Climate Action: The curriculum’s inclusion of “wildfire environmental science” directly addresses the need for education and awareness regarding the impacts of climate change.
• SDG 15: Life on Land: By immersing students in nature and teaching them about “biology” and “plants,” the school promotes knowledge and appreciation of terrestrial ecosystems and biodiversity from a young age.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the activities and focus of the Blackberry Academy described in the article, the following specific SDG targets can be identified:

1. Target 4.2: “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.”
   • Explanation: The article focuses on the establishment of a new licensed preschool, which directly contributes to providing access to pre-primary education. The high demand, with a full class and a waitlist, underscores the community’s need for such quality educational opportunities.
2. Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development…”
   • Explanation: The curriculum, which includes “biology, plants, and wildfire environmental science,” is a direct implementation of education for sustainable development, equipping young children with foundational knowledge about their natural environment.
3. Target 11.7: “By 2030, provide universal access to safe, inclusive and accessible, green and public spaces…”
   • Explanation: The preschool is located in “Blue Heron Park,” demonstrating an innovative use of a public green space to provide an essential service—education—for children within the community.
4. Target 13.3: “Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.”
   • Explanation: By teaching “wildfire environmental science,” the school is actively raising awareness and building capacity from a very early age about a significant local impact of climate change, contributing directly to this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article implies several qualitative and quantitative indicators that can be used to measure progress towards the identified targets:

• Indicator for Target 4.2: The establishment of the “first licensed outdoor preschool” in Oregon serves as a key indicator of the diversification and formalization of early childhood education options. The fact that the “class is already full, with many families on the waitlist” is a strong indicator of the participation rate and demand for this type of pre-primary education.
• Indicator for Target 4.7: The content of the curriculum is a direct indicator. The specific mention of teaching “biology, plants, and wildfire environmental science” demonstrates the extent to which education for sustainable development is integrated into the preschool’s educational framework.
• Indicator for Target 11.7: The use of a public park (“Blue Heron Park”) as the location for a formal educational institution is an indicator of the multipurpose utilization of green public spaces for community services, particularly for children.
• Indicator for Target 13.3: The inclusion of “wildfire environmental science” in the curriculum for young children is a specific indicator of the integration of climate change education into early learning programs.

4. Summary Table of SDGs, Targets, and Indicators

Source: kdrv.com