What began as a few children seeking out physical challenges in the yard soon grew into a rich investigation into height, movement, and perspective. Children have been exploring what it means to climb, balance, reach, and see the world from new vantage points—following their natural curiosity and a shared desire to push just a little further.

Since the start of the year, Rainbow children have returned again and again to familiar structures in their yard—climbing through the tunnel, jumping from the rock wall, scaling the play structure, and balancing on the “perch.” As their confidence has grown, so has their curiosity.

With the introduction of teacher-designed obstacle courses in the yard, children eagerly tested their abilities and discovered the joy of inversion—being upside down. With bikes, they explored speed and control. With large blocks and loose parts, they experimented with balance and stability.

These repeated experiences revealed clear patterns in their play and prompted deeper questions. As teachers, we began to wonder:

How do children explore speed, balance, inversion, and thoughtful risk-taking through movement?
How can we design environments that support this exploration while deepening learning?

We also asked:
What movement challenges do children seek out repeatedly, and why?
How do they communicate confidence, caution, and a sense of safety in their bodies?
What materials and spaces invite meaningful risk-taking?

In response, children and teachers began meeting in small groups to more intentionally explore how bodies move and what they are capable of. It became clear that children were seeking greater challenges and were increasingly drawn to climbing, reaching, and moving upward.

When we invited children to share their ideas about equipment they would like to use, their hopes were bold and imaginative:
“Something to crash into.”
“I want to climb high—with a rope! With a ladder!”
“We need to flip!”
“A trampoline!”
“Handstands!”
“A puller that you can slide on.”

And then, a defining idea emerged: “We want to go higher than this. We should have a ‘Higher Group.’ We should make a sign.” And just like that, a self-named collective was born: The Higher Group.

What began in the Rainbow classroom soon became a collaborative experience extending far beyond the classroom, as children sought out new environments to test their theories and expand their experiences.

The Indoor Ladder
Curiosity led to a new question: How close can our bodies get to the ceiling?

The children proposed using a ladder. Together, they examined the tool, established safety agreements, and explored what “high” might feel like in this new context. One by one, children climbed and stretched upward, testing their reach and balance. While no one reached the ceiling, the experience sparked new thinking. As a group, they returned to a familiar conclusion: they wanted to go higher!

The Kindergarten Yard
After realizing they had reached the highest points in the ECE yard, the children began to wonder what other spaces might offer. In search of new challenges and greater height, the group visited the Kindergarten yard, where a larger rock wall provided fresh opportunities to test their strength, coordination, and confidence.

The Lower School Rock Wall
When the Kindergarten yard no longer felt like enough, they set their sights even higher—venturing to the Lower School’s natural rock wall. They immediately noticed the difference in terrain: unpredictable surfaces, narrow ledges, and fewer footholds. Children slowed down, studied the rock face, and made intentional decisions about how to move. Knees, elbows, and even stomachs became tools to support their ascent.

What began as a search for something “harder” evolved into a sophisticated exploration of strategy, problem-solving, and the many ways bodies move and adapt.

The Culmination: The Middle School Rock Wall
As the children continued building their understanding of climbing and exploring new heights, the Higher Group was offered an exciting culmination: the opportunity to take on the Middle School rock wall.

To prepare, students visited the gym to observe Lower School climbers in action and were introduced to climbing equipment, including harnesses and carabiners. Through thoughtful questions and close observation, their curiosity deepened, and each child became eager to attempt a climb that felt comfortable for them. Throughout the experience, teachers emphasized that reaching the top was not the goal; what mattered most was that children felt secure, supported, and proud of their efforts.

On climbing day, May 6, supportive parents, teachers, administrators, and Head of School Kathleen McNamara came together as belayers and encouragers, helping Rainbow students take on this new challenge. Some children climbed nearly to the top, while others chose smaller, careful steps. Every child demonstrated bravery, determination, and trust—and each left with a deep sense of pride in what they had accomplished.

Through this ongoing investigation, children developed and shared theories, tested ideas, and collaborated closely with one another as they discovered how their bodies move in space. In our Reggio-inspired program, we listen carefully to children, observe patterns in their play, and offer thoughtful provocations to extend their interests. The emergence of the Higher Group is a powerful example of what can happen when children’s ideas are given space to grow.

As this chapter of the investigation came to a close, we were left with full hearts, proud smiles, and a meaningful reminder: children are capable of remarkable things when they feel safe, supported, and deeply believed in.

Happy climbing!