What will I do during a learning session?
When you visit the farm for your equine-assisted learning (EAL) session, you should expect to spend about an hour, which includes preparing to work with your equine partner, hands-on time, and closing time. Most sessions are scheduled for 45 minutes, but please allow an additional 15 minutes or so for beginning and ending transitional time.
Each session will be different depending on your skill level, goals, the equine partner you will be working with, and other factors such as weather. However, the following are some examples to give you an idea of what goes on in a learning session at ECC:
Toddler Example Session (ages 3-4)
Arrival and greeting with the instructor to transition your student into their session. Parents may participate in sessions or wait in our gathering space or their vehicle. (5 minutes)
The session will begin with an introduction to today’s activities such as a kinesthetic warm up, sorting activity, or a storybook related to the session’s goal. For example, the instructor might read a story about a horse whose person lets him live inside the house. The student will be encouraged to assist with reading and making predictions in the story. (10 minutes)
The instructor will then encourage the student to engage in a short discussion to activate background knowledge and prompt critical thinking, such as: “how are horses similar to other pets? How are they different?” (5 minutes)
The student and instructor will greet the equine partner and participate in a hands on activity. For instance, after a brief review of safety rules, the student might play a Simon Says game to demonstrate safe and unsafe horse handling behaviors with their equine partner. (15 minutes)
To conclude the activity, the student will be asked to independently demonstrate something new they learned about safety rules with their equine partner and why safety rules are important. (5 minutes)
The session will close with a check in with the parent and provide the student’s “takeaway task”, for example a sensory activity. (5 minutes)
Elementary Example Session (ages 5-9)
Arrival and greeting with the instructor to transition your student into their session. Parents may participate in sessions or wait in our gathering space or their vehicle. (5 minutes)
The session will begin with an introduction to today’s session goals such as a kinesthetic activity, cause-effect observation, or a reading together related to the session’s goals. (10 minutes)
The student and instructor will greet the equine partner and participate in a hands on activity. For example, a student might first observe how to connect with and then lead their equine partner from the field to the work space. While in the work space, the student will then practice the skills they observed independently. Discussion might center on paying careful attention to body language and nonverbal communication, for the student to draw conclusions on how their behaviors generate a response in the horse. During such an activity, students will demonstrate an understanding of safety skills, nonverbal communication, horse tack/gear, and leading. As skills are successfully demonstrated, new tasks will be added such as asking the horse to complete groundwork maneuvers. (20 minutes)
The session will conclude with a discussion of “grows and glows” from the activity and progress toward goals. The student will be asked to express gratitude to their equine partner by grooming, offering scratches, or stretches. (5 minutes)
The session will close with a check in with the parent and provide the student’s “takeaway task”, for example a short reading and coloring activity. (5 minutes)
Example Hands-On Activity: Leading & Self-Regulation
Adolescent Example Session (ages 10-16)
Arrival and greeting with instructor to transition your student to be ready for their session. In most cases, students will work independently with the instructor while the parent waits elsewhere on property; drop off is also acceptable in most cases. (5 minutes)
The session will begin with an engaging introduction to today’s activities such as a kinesthetic activity, “notice and wonder” observation, or a mindfulness exercise. (10 minutes)
Student led discussion of observations about a horse’s movement and behavior in the field, relating . (5 minutes)
The student and instructor will greet the equine partner and participate in a hands on activity. For example, the student might be asked to first observe the herd and their behaviors in the field to spark discussion of how the horse’s body and behavior is adapted to its environment. After leading their equine partner to the work space, the student will groom the horse while making observations about the structure-function relationship of its body, comparing and contrasting the horse’s unique adaptations and abilities with their own. (25 minutes)
The session will conclude with drawing conclusions and finding strengths and positive attributes in the adaptations and abilities that vary widely from horse to horse, and person to person. (5 minutes)
The session will close with an explanation of a “takeaway task” to prepare for the next session, for example a short journaling prompt. (5 minutes)
Adult Example Session (ages 17+)
Arrival and greeting with instructor to transition into the session. (5 minutes)
To begin the session, you will greet the herd along with your instructor while self-assessing your current mindset and goal progression. You will also spend some time discussing the “takeaway task” from the previous session during this time. (10 minutes)
Led by your instructor, you will then prepare for working with your equine partner in today’s activities. For example, you might observe a skill demonstration or participate in a body scan mindfulness activity. (5 minutes)
Following this, you will engage in the session’s hands on activity. For example, after completing a body scan mindfulness activity, you might be asked to complete a guided, light-touch bodywork session for your equine partner, while applying mindfulness principles for self. Guidance during this activity will center on observing tension and relaxation both in yourself and the horse, and relating the experience to the challenge of balancing care for others versus self-care. (25 minutes)
The session will close with an explanation of a “takeaway task” to prepare for the next session, for example a journaling prompt and/or goal progress monitoring and a reading. (5 minutes)
Custom Tailored Experiences and Developmentally Appropriate Curriculum
One of our foundational principles at ECC is meeting both our students and our animals where they are at, designing experiences that are appropriately challenging for their current level of readiness. Although our standard programs are grouped by age-range, this is merely a general guideline for a base curriculum to work from to set forth a path for each student’s needs.
Our facilitators have extensive experience working with individuals with unique considerations and perspectives. Our background includes the following relevant experience:
Chelsea is a certified teacher with a VA state license and a Master’s of Education degree. During her decade of teaching in the classroom, she worked with a diverse array of students including special education, English-language learners, and socio-economically disadvantaged populations. Chelsea has developed courses and curriculum designed specifically for special education audiences.
Renee is a veteran, military mother, and a full-time caregiver for an adult special needs child. She is an advocate in the community for supporting the independence of those on the autism spectrum and also with medical needs including Type I Diabetes.
Ashley is a Licensed Clinical Social Worker (currently licensed in IL, and working on transition of licensure to VA). Her experience includes specialization in trauma response and challenges specific to the changes of adolescence.
We are fully equipped, and excited, to customize our approach to meet the needs of students for any reason, and particularly those who may have particular considerations related to autism, ADHD, anxiety, depression, or social skills. While EAL is not a mental health service, it is a supportive enrichment activity that can benefit the mental wellness of any participant.
If you or your child have special considerations that we should take into account, please reach out to us so we can work directly with you to build a session schedule that fits just right!
