reading

Nature offers us a sanctuary, a place where we can find peace and wonder. It is not limited by time or confined by walls, and even today we cannot control it completely. It is much larger and older than we are, and its rhythms resonate deep within us. Nature is where we are from and where we belong, and our survival is intricately linked to its existence. For children it is the greatest playground of all, with all its diverse structures, smells, textures, its creatures of all shapes and sizes, its abundant plants, some edible, others toxic. Nature offers a myriad of opportunities for risk taking, for a wealth of learning and amazement, and for freedom, separate from the adult world.

So why has our society become so disconnected from nature? Along with strangers, increasing traffic and other hazards of the modern world, nature itself is often seen as something alien, a threat to our children. Changes in the way we live, including a rise in risk-adverse parenting, as well as an increasing dependence on technology, contribute to an ever-more sedentary, indoor culture that counts increasing childhood obesity as only one of its negative impacts. While some fears may be justified, it’s important to try to readdress these issues.

Forest School is one of many grassroots movements around the world that are currently aiming to connect children with nature once more. Now a global phenomenon, Forest School developed in the UK in the 1990s as both an approach to early years learning, initially inspired by the play-based, nature-centred pedagogy of Scandinavia known in Denmark as friluftsliv (‘free open-air life’), and as an ever-growing collection of individual Forest Schools. These range from educational play schemes held in local parks and in mainstream schools to specialist programmes to help with addiction recovery and social inclusion. The Forest School Association, the independent body representing Forest School in the UK, has provided the following definition:

‘Forest School is an inspirational process, that offers all learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.’

This approach draws on, in addition to the Scandinavian outdoor model, the learning theories and playful child-centred pedagogy of thinkers such as Rudolf Steiner and Maria Montessori, and on the nature-based education activities of Kurt Hahn and the British Scouting and Woodcraft Folk movements, among other influences. These views have relevance for Forest School today, with its ethos of therapeutic educational learning that aims to maximize social, emotional and developmental potential by allowing children to manage risk, have more independence in guiding their own learning, achieve goals, be active, play and learn through direct experience within nature. Within this context, a Forest School leader assesses each child’s interests and learning styles and engages with them to facilitate their full learning ability. Outside the confines of four walls, without the distractions of electronic devices and excessive supervision, children can move, explore and discover at their own pace, connecting to the natural world – a place not created by man, that had deep spiritual meaning for our ancestors.

This book offers some fantastic games, crafts and skill-building activities from the Forest School sessions we hold in London and elsewhere, giving children who have not yet had a chance to attend Forest School a taste of what goes on there. And for children who have already discovered Forest School, this is a way of bringing those activities into their outdoor play and learning with you. Of course a book can never be a replacement for the full Forest School experience, which requires repeated sessions with an appropriately trained leader (for more about the principles of Forest School, visit the FSA website at www.forestschoolassociation.org). So we urge children who haven’t already been to Forest School to try it out for themselves!

Above all, this book is about having fun in nature, especially in woodland. However, a Forest School programme aims to stimulate a child’s holistic development – and for this reason we explain the learning benefits of each activity in the book. For example, using a fire steel (under adult supervision of course) is a skill that takes time, focus, patience, persistence and resilience to master. Success can truly empower a child, raising confidence to try new skills and encouraging a healthy approach to managing risk. We never tire of seeing the sheer joy flash across the face of a child who has persevered and finally triumphed in lighting a fire using just a fire steel!

Children are immensely curious and have a strong desire to play and explore the world around them, and by making choices in this way they actively drive their own learning and development. Research suggests that young children learn best from experience, by using their senses actively rather than passively, and it is via these experiences that the learning remains with us into adulthood. Providing varied outdoor experiences can help with this development. Free play gives children space and independence, and a chance to imagine and learn social skills, while adult-guided activities such as tool use build new skills, vocabulary and the ability to manage risk, creating a positive self-identity and laying foundations to be a successful lifelong learner.

We’ve written this book for parents, teachers and guardians who will take the role of the Forest School leader in being present (so put your phone away!), encouraging, inspiring and helping the activity to be achieved, at the same time letting the child lead the experience. The activities are suitable for a wide age range, from pre-school children up to about age 11, so obviously adults will need to assess the individual capabilities of each child.

We’ve suggested kit for each activity. In addition, bring a first-aid kit, and a supply of water, soap and paper towels for cleaning hands. Getting dirty without having to worrying about it is part of playing outdoors and activities can take place in all weathers (apart from high winds in woods), so make sure everyone is dressed appropriately in clothes that don’t need to be kept clean.

Each Forest School session has a beginning and an ending, and its own flow; this framing and rhythm can provide inspiration for your own woodland activities. At Forest School, beginnings establish safety rules and the physical boundaries of the play area, and how to treat each other and the environment with respect (if you are in a protected area, check with the landowner about rare plants that should not be picked, and animals not to disturb). We also discuss issues such as where food will be kept and where to wash hands. This reflects psychologist Abraham Maslow’s theory of the hierarchy of needs, in which basic needs, such as those for food, shelter, safety and community, must be met first to allow children to achieve their full potential for personal development.

One key aspect to establish before deciding on the first activity is mood and level of energy. You can ask older children to rate their feelings on a scale of 1 to 10, with 1 being no good and 10 being great. Ask small groups directly or get large groups sitting in a circle and use a talking stick (see page 10) to encourage them to share their thoughts and feelings. Let the words come from them, and use these and your observations as clues as you plan your session or day.

For example, if you have a group (such as a birthday party) in which some children are new to each other and the energy is high, the Wildlife Team Games (see pages 124–59) are always a fantastic way to start, channelling high spirits into working together, empathy and having plenty of fun. Any of the Nature Explorers activities (see pages 12–37) will help deepen the children’s connection with nature, and are perfect if they are interested in finding out more about their surroundings. The crafts in Forest Arts (see pages 38–79) are great when the energy level is focused, perhaps following a round of games – or after lunch on a hot day! There is also a whole chapter on Survival Skills (see pages 80–123) – training in any of these can be transformational in raising self-esteem. The more familiar you become with the activities, the easier it will be to switch between them as needed to respond to the natural flow of the day and the feelings of those involved.

As we do at Forest School, make sure there are enough adults present to allow children to play and undertake achievable, challenging activities in a safe, nurturing space. This also provides an opportunity to observe each child’s interests and learning styles, useful for when you are planning future play sessions. Some activities require more than one child to take part; if that’s the case, the ideal number of players is suggested.

At the start of each activity, read through the instructions, demonstrate any tricky techniques, and then let the child as far as possible attempt each step, offering positive encouragement, and only assist if required. Knowing that kids love to work things out for themselves, we’ve designed the step-by-step instructions and diagrams to be as simple and easily grasped as possible. As the activity progresses, let the child lead and be mindful not to impose your own views. If someone wants to tie an old sweet wrapper onto a wand, for example, let them do that rather than seeing it as rubbish! Only if something is harmful or dangerous is intervention required, but in an explanatory, empowering way.

At Forest School, at the end of a session we ask the children to say how they now feel. To consolidate learning, facilitate deeper thinking and encourage them to play an active part in their own learning, children are also given the opportunity to reflect on their experiences. What did they learn? What did they like and what did they find challenging? We have made some suggestions for ending discussions to close each activity. As well as helping the children’s learning, these discussions are a fantastic way of gaining insight into learning styles and into what worked and what could possibly be changed, providing a guide for future sessions. Rounding up in this way also allows everyone to let go of the play and move into a different space, within themselves as well as physically.

We know more now about nature than ever before: how ecosystems work, how species can become extinct. This knowledge is incredibly important for the future wellbeing of the planet and its people, but if generations to come are to have the desire to put this knowledge into practice then they must feel a connection to nature, which can only be achieved through meaningful experience in the natural world. And what could be more memorable than learning joyfully through outdoor play? The fully immersed experience of being in the elements, with trusted adults and friends, is just one part of what Forest School aims to achieve.

Nature Explorers

All the activities in this chapter offer children an opportunity to encounter the natural world through new imaginative experiences, to become fully immersed in an outdoor environment.

These fun, active games get the kids using all their abilities and senses. They inspire them to investigate their surroundings and also to explore their thoughts and feelings, whether these are their own or those of different species. Sometimes this means imagining the behaviour of different animals or comparing like with like; sometimes it involves taking away one sense to open up new ways of perceiving. Blindfolded and face to face with a tree, a child will be struck by the feel of the damp moss, by the smell of the wood … all these sensory experiences helping them get to know what a tree is all about. The activities create a space for a child’s own unique experience to be valid and right, and sharing those experiences with others develops trust and empathy.

From play comes real knowledge about the environment and a direct connection with nature, a sense of belonging, of wonder and of respect for life. Cherished memories form, along with an enthusiasm to return and experience more, and through this a lasting sense of stewardship for our amazing, unique natural world is born.

JOURNEY STICK

Tradition says the Aboriginal people of Australia once created journey sticks to record their travels and help them retell their stories to others. On each journey stick they would tie different objects that represented the places they visited, as well as the feelings, thoughts and experiences they had along the way.

What’s magical about a journey stick is that each one is unique. There is no right or wrong way of making it. All our journeys are different, and so are the ways we remember and represent them. A leaf may be a reminder of a sunbeam breaking through the woodland canopy, warming the skin. A feather may call to mind a burst of bird song; a pebble, a feeling. An acorn may summon up the image of an old oak tree passed on the journey. Even the different colours of the rubber bands or lengths of wool used in this activity to tie on items can represent places, thoughts and feelings.

This walk activity allows children to run around and feel free, picking up whatever captures their interest. It’s creative and imaginative. It focuses the attention on being truly present, on looking, hearing and feeling what’s around, and what this means to them. It develops curiosity in the natural world, as well as the communication skills and empathy needed to retell a journey and listen to the stories of others. Attaching objects to the stick also helps to develop fine motor skills.

I’m always surprised to see what children choose to tie on their journey sticks. My own son went for an old red tennis ball that a dog had chewed in half! My knee-jerk reaction was, ‘Don’t touch, that’s dirty!’ but I reminded myself that it posed no threat and that his journey stick belonged to him. The discarded ball was then transformed into an interesting, colourful object with a fuzzy texture, and stood out brightly on the stick. Discarded sweet wrappers, lost balls, bird feathers … all have their creative value!

LOCATION	Woodland is ideal, as this offers lots of sticks, as well as great biodiversity and varied terrain, but any natural environment is suitable.
AGE GROUP	4 years +
LEARNING ABOUT …	Imagination creativity focus curiosity using fine motor skills empathy connecting with nature communication
KIT	Sticks (if fallen ones are not available on the ground)
	Lengths of string/wool in different colours
	Rubber bands in different colours

Get ready

Have a route in mind for your walk, with a beginning and an end point. Tell everyone they’re about to go on a journey that they might want to tell their friends and family about afterwards. Their journey stick will help them remember it. Then gather your journey sticks. Everyone should find and choose their own stick – one that is easy to handle and stands out for them.

Younger children may have trouble tying string, so it can be helpful to wind rubber bands round the stick to tuck things into. If you have a selection of colours, they can pick their favourites. Let older children choose handfuls of differently coloured string, as well as the bands. These can be used to attach things to the sticks and the colours may also help with remembering different experiences.

Get set

Tell the children they’re going to be gathering natural objects and things that they like on their journey, to become part of their sticks. As they are walking they can think about the sounds they hear, any feelings and thoughts, the landscapes, trees and animals that catch their attention, the smells, the route they are following. The things they collect will help them remember these experiences.

Remind everyone what is OK to pick up and what is not, such as rare or poisonous plants, or dangerous items such as broken glass.

Go!

Head off on your journey! Put the first thing found at the top of the stick to represent the beginning and the last thing found near the middle or bottom of the stick. This will help with retelling the story of the journey.

Each leaf, feather, seedhead or piece of coloured string on a journey stick links to a personal memory.

Every journey stick is as unique as a child’s experience of that journey. Let the sticks evolve naturally and you’ll be amazed by each child’s creativity!

Endings

First take time to admire each journey stick, talking about how colourful, interesting, beautiful and unique the stick has become. Encourage each child to tell the others about their journey, using the various objects as prompts to remind them of the story. If anyone struggles, ask why they chose those things, which one is their favourite and why, and where it was found. Talk about the chosen items. Where do they come from? What do the plants or animals use them for? And what can we do to ensure these plants and animals are still around in the future?

WOODLAND MAPPING