Who We Are

American Forest Kindergarten Association

We are a national organization bringing together educators, parents, policy-makers, and other stakeholders passionate about the forest kindergarten model.

As the growing body of compelling scientific evidence demonstrates what we have all long held to be true – that introducing children to the natural world at an early age has a profoundly positive impact on their mental, physical, and social well-being – the need for advocacy of nationwide standards in nature immersion becomes increasingly necessary.

The American Forest Kindergarten Association (AFKA) has the goal to unite early childhood educators, parents, policy-makers, and other stakeholders in the interest of encouraging children to become attuned with their surrounding natural environment and the American landscape.

AFKA is an independent voice in the national discussion on outdoor education, leveraging the weight of the association and that of our individual members to inform the debate on national priorities for our children’s future.

AFKA seeks to be a valued partner to institutions, associations, individuals, and other entities that share the common goal of encouraging policies designed to establish and facilitate the establishment of consistent standards and programs for physical exposure to the natural world as an essential component of early childhood education on a national level.

To be considered as following the American Forest Kindergarten Model, these criteria should be in place:

1. A minimum of 1-3 hours of unstructured free play in nature.

2. Flow Learning (aka Interest-led or Child-led) is implemented. Flow learning leads to emergent curriculum, the lessons that emerge when children are free explorers in nature.

3. Inquiry Based teaching is used. Teachers are there as guides (reflecting back awe and wonder in nature) and not the center of attention. Activities can be offered, but are not required.

4. Documentation of learning is collected primarily for teachers to reflect what children are responding to; i.e. social emotional growth, as well as what strategies are working or need work. It can also be shared with parents as a way to build family communication in addition to helping parents feel more comfortable in their own interacting in nature with their children. In today’s data driven culture, the collection of documentation can provide anecdotal evidence as well as credibility for the school.

"Believe one who knows: you will find something greater in woods than in books. Trees and stones will teach you that which you can never learn from masters."
- Saint Bernard de Clairvaux

Advisory Council

American Forest Kindergarten Association

The AFKA is overseen by an Advisory Council of seven experts in the field, to establish integrity, consistency, and best practices for the Forest Kindergarten model.

2016-17 Board of Directors

Ania Krasniewska is a parent and champion of the forest kindergarten system after experiencing first-hand the benefits of the program while living in Copenhagen, Denmark.  Her daughter attended forest school for three years in the Danish system, one of the longest forest school systems in existence, and Ania blogs about the adventures of forest kindergartens from the perspective of a parent at A Toddler in the Trees (www.atoddlerinthetrees.com).  Professionally, Ania is an HR and management consultant with almost fifteen years of experience in analysis, thought leadership, and executive education and helps global companies solve their largest talent related challenges. She holds a Master’s Degree in International Economics and International Relations from the Johns Hopkins School of Advanced International Studies, and a Bachelor’s Degree in Political Science and French from Sewanee, University of the South in Tennessee.

Brenda Running is a Certified Forest Kindergarten Teacher and founder of Nature Nuts, offering outdoor preschool and nature programs in Maple Valley, Washington. Connecting kids of all ages and abilities to nature is very important to her for the sake of both the kids and the earth, and she is excited to help spread the word on the benefits of the forest kindergarten movement. As a Washington Native Plant Steward, Master Gardener and Master Naturalist, Brenda has been developing nature programs for kids since 1996. Many school-wide nature projects later, the Nature Nuts program expanded to include hikes into the adjacent forest for classrooms, after school programs and summer camps. Brenda was recognized as a King County Earth Hero in 2005 and her school-based Nature Nuts program received national recognition from the U.S. Department of Education as a Green Ribbon School in 2014.

Kimberly Worthington is currently a teacher at the Orcas Island Forest School, on Orcas Island, WA. Teaching in a forest kindergarten is the exact culmination of Kimberly’s hopes and intentions for the earth–to enjoy its beauty and existence and to create and value the same opportunity for young children. Kimberly completed her Bachelor’s Degree in Environmental Education from Warren Wilson College in Asheville, NC, where her passion for working outdoors with children was fully realized. An educator tried and true, in the past ten years Kimberly has stepped into many leadership roles across the country, ranging from garden instructor to preschool teacher and establishing a deep passion towards the forest kindergarten education model. In joining the American Forest Kindergarten Association, Kimberly intends to further educate and support others in experiencing the joys of nature immersion as a form of early childhood education.

Jenny Flynn earned her Ph.D. at the University of Tennessee.  While in Knoxville, she was involved in a number of studies with children and families. Some favorites include working with local Headstart and Early Learning Centers to plan and renovate traditional playgrounds to natural playgrounds that contain a variety of plants, boulders, logs, and water features. These studies were designed to evaluate children’s physical activity levels and play behaviors while on the old and new playgrounds. Her dissertation, titled “Active Families in the Great Outdoors: A family-centered program to increase physical activity levels, perceptions, and behaviors” tested the effectiveness and feasibility of a program developed for local Knoxville families that was designed promote outdoor time.  She is passionate about engaging children in activities that promote the development of a relationship with nature.


Jennifer Walker is Director and Founder of Forest Song, a Forest Kindergarten program in Juneau, Alaska (the first of its kind in the area). Forest Kindergarten is definitely her passion and she is so glad she found this world. Prior to entering the Forest Kindergarten world, Jennifer taught Middle School Language Arts for 7 years, started and coordinated a gifted program, re-vamped a remedial reading program, and coached Odyssey of the Mind. She earned her Bachelors in English with an emphasis in Secondary Education. She is thrilled to be a part of this council.

Erin Kenny is internationally recognized as a leader in the Forest Kindergarten movement and has been developing programs to connect children with nature for over twenty years. Erin has a Bachelors degree in Environmental Studies and a Graduate degree in Environmental Law. Erin co-founded Cedarsong Nature School in 2007 and developed the first U.S. Forest Kindergarten based on the German waldkindergarten early childhood education model. Erin created the first U.S. Forest Kindergarten Teacher Training and Certification program and has already certified over 120 teachers from North America, Australia and South Korea. Erin wrote the book Forest Kindergartens: The Cedarsong Way and also contributed a chapter to  David Sobel’s book “Nature Preschools and Forest Kindergartens”. She also co-authored “Nature Notes: Documenting Your Emergent Curriculum” with Robin Rogers. Erin founded the American Forest Kindergarten Association and is on the national Leadership Council of NAEE’s Natural Start Alliance.

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