Hazel Graham
Administrator
member is offline
![[avatar]](http://s1.images.proboards.com/avatars/baby.gif)
![[homepage]](http://s1.images.proboards.com/buttons/www_sm.gif)
Joined: Sept 2007
Gender: Female 
Posts: 79
Karma: 0 |  | July / August Newsletter
« Thread Started on Jul 16, 2009, 11:28am » | ![[Quote]](http://s1.images.proboards.com/buttons/quote.gif) |
July /August 2009
Dear Parents and Friends of Cowgate,
I have added July and August together for this news letter, as everything feels extremely calm as staff go off on a well deserved holiday and our children begin their journeys to primary school, additionally I am off on holiday the first three weeks in August…so it will take a little pressure of any other staff member writing it.
This newsletter brings very warm wishes to our wonderful children as they embark on their school journey. There are our little stars, we will miss them very much, but know they will do very well. News from the rooms; news about my award; in our further information section I invited Teresa to share her work on Forest Schools with us all, she altruistically agreed. Also in the further information section I have added a little information about a course Jane and I attended. Alexander’s mummy asked if I could insert the timetable for the coming year…this I have done. I hope this helps you plan.
News from the Bamibin’s
Riley has a new baby brother. Congratulations to the whole family. Bambini’s are enjoying having snack outside in the sunshine. Louise the guinea pig has been coming into the room for little visits.
News from the Salle de Jeux
The children have shown lots of interest in sea creatures…who have invaded the water tray. The children have really enjoyed caring for our new family members – our African Snails and subsequently learning about Africa. Aeroplanes have also been of great interest to the children as some of the children have been venturing off to other parts of the world.
Lovely to hear that while Catherine was in Majorca she took with her Cowgate principles, as she went for beautiful walks she ‘litter picked’ with a stick. How wonderful…a true guardian of the earth.
News from Sala Infantil
The goodbyes have been emotional for sure…the staff would like to thank parents for their kind words, cards and thoughtful gifts. I would like to personally thank all the parents for expressing their appreciation of staff, please know your kinds words go far.
The Sala Infantil have been creating new spaces in the garden and working with challenge in existing ones.
We are trying to get hold of three big tractor tyres; can anyone help…know where we can get them?
My O.B.E
Thank you to all the children, staff and parents for their kind words, cards, bouquets of flowers…the staff organised a little surprise event on Saturday 11th July, thank you it was very kind of you all.
I would like to take this opportunity to thank whoever put the award together, your altruism will, I am sure be gifted to you throughout your life I am sure, but thank you from the bottom of my heart what you have done will benefit many children, HMIe are very pleased that someone in the Early Years have received this recognition.
I have been so moved by the letters of support from parents, the First Minister, the Lord Provost, the Cllr Leader, the director herself…in truth the list is endless and as I said I have been much moved.
Further Information Section
Teresa has kindly given her permission for me to share her ‘Forest Schools’ experience with you.
• What are the potential benefits of 3-5 year olds visiting Forest Schools?
Abstract
I first visited Forest School at Johnson Terrace Wildlife Reserve with Cowgate under 5’s. I observed the children experiencing the opportunity to take ‘risks’ in a ‘Wild Setting’. This helped to develop my aim: What are the potential benefits of 3-5 year olds visiting forest school?
I interviewed the Edinburgh City Council Forest School Development Officer. I consulted three Forest School leaders, and the children, parents and staff of Cowgate under 5s via a questionnaire.
Through developing my objectives I have researched ‘What is a Forest School?’ The history and what makes it unique? I have discovered ‘What happens at Forest Schools?’ From ‘tadpoles to toasting marshmallows.’ Why visit Forest School? Explored the need, recognised by the Bridgwater Early Years Team, for outdoor play opportunities in a ‘woodland setting.’ The potential benefits in terms of health and well being were described by parents as ‘Outdoor, fresh air and freedom.’
Through primary and secondary sources I have researched actual and potential benefits. O’Brien and Murray’s participatory report recorded benefits from, ‘improved physical and motor skills to ‘increased confidence.’ Borradaille recorded improvements in ‘fitness and stamina.’ The Cowgate under 5’s recorded ‘promotes rich imaginative play.’
In January 2009 The Scottish Government Early Years Framework recognised Forest Schools as an important play opportunity.
Forest Schools
I have chosen to research Forest Schools after visiting The Johnson Terrace Forest School, with the Cowgate under 5’s Centre. I wanted to discover more about them, where did they originate? What had inspired the decision to take, three to five year olds, to woodland areas away from the traditional nursery school environment? How do the children, staff and parent helpers respond to the Forest School experience?
On my initial visit I observed children experiencing the opportunity to take both physical and emotional risks.
A three year old boy was unsure about stepping down a set of uneven steps, as the session progressed he was using the steps confidently.
The second time I visited Forest School I observed a four year old girl, who was ‘shy’ within the nursery environment. When she was asked to contribute to group discussions she chose not to do so. On her initial visit to Forest School, she was happy to tell the group what she had enjoyed most that day. These two experiences have helped me to develop the aim of my research.
I am also interested to discover if Forest Schools helps to re-address our present day ‘risk averse’ culture? Current theories are challenging. How safe is safe?
‘Children’s health is suffering because they are losing the chance to play outside.’
The Scottish Government has created a holistic approach to the physical and emotional well being of children in, the Schools (Health Promotion and Nutrition) (Scotland Act 2007). Edinburgh Council has Healthy Schools coordinators and Active School Coordinators. Locally, Edinburgh Council has acknowledged the need for Forest Schools, by supporting Edinburgh’s Forest Schools pilot project (2008-2011). One of the key elements of the forest School Project is to link learning to the Curriculum.
Forest schools reflect children’s rights, e.g. the U.N.C.R.C article 31 states;
“You have a right to rest and play and have the chance to join in a wide range of activities.”
Whilst researching Forest Schools, I became aware of how the training, implementation and facilitation reflected the Mandatory Units of the HNC in Childcare course.
I shall mainly be focussing on the theories of Froebel, Piaget, Vygotsky, McMillan and the importance of Outdoor Play (with reference to Tina Bruce)
Forest Schools provide equal opportunities; the Edinburgh Cluster Groups provide opportunities for children and young people with additional support needs.
The aim of my research is to discover;
‘What are the potential benefits of 3-5 year olds visiting Forest Schools?”
My objectives are:
1. What is a Forest School? (history, training, resources and equipment required)
2. What happens at a Forest School?
3. Why a Forest School?
4. What are the potential benefits in terms of health and well being?
5. Is Forest School particularly beneficial in an inner city setting? (benefits to children, staff and parents)
The methods of research I shall use are primary which includes interviews, questionnaires and observations.
Interviews:
• I have met with Jenny Watters (Edinburgh Forest School Development Officer) to discuss the Edinburgh Cluster, its history, funding, training and to gather research materials.
• I have visited ‘Johnson Terrace’ Forest School with the Cowgate under 5’s Centre.
• I have an initial meeting with Jane Garven to discuss information specific to the Cowgate under 5’s centre.
• I shall be discussing Forest School with the Cowgate under 5’s children
• I shall also be compiling a questionnaire for the children staff and parents
For my secondary research I have compiled a book list, gathered relevant articles and selected relevant websites. I hope to use these resources to focus my research, to develop my objectives and research my aim objectively.
My research shall be both local and national with reference also to the Scandinavian models.
What is a Forest School?
“…Well, it’s definitively not a forest and it’s definitely not a school.”
Answered ‘H’ as he eagerly put on his reflective tabard picked up his rucksack and joined an excited group of 4 year olds off to visit Forest School. This was the first of many definitions of and visits to Forest School. Cowgate under 5’s Forest School takes place at Johnson Terrace Wildlife Reserve, which sits just below Edinburgh Castle.
During my research I have consulted with the children, parents and staff at Cowgate under 5s. I interviewed the Edinburgh Forest School Development Officer, Jenny Watters to discover, what are the potential benefits of three to five year olds visiting Forest School?
I have broadened my research to include the views of Forest School Leaders from Liberton Nursery and St Crispins School. As members of the Edinburgh Cluster Group they work in partnership with the Forest Education Initiative, which defines Forest School as;
“an inspirational process that offers children, young people and adults, regular opportunities to achieve, and develop confidence and self-esteem through hands on learning experiences in a local woodland environment.”
Johnson Terrace
From Scandinavia to Scotland
Forest Schools originated in Sweden in the 1950s as ‘an approach to learning about the natural world.’ In Denmark in the 1980’s the original concept was adapted and incorporated into the Danish smabornspaedogogik (Early Years Education). In 1993, a team from Bridgwater College’s Early groups of children playing outside in the woodland. The ‘children set their own agenda’ they were able ‘to cook on open fires’, ‘explore at their own level’ and ‘sit and whittle sticks.’
The Team had recognised the outdoor play opportunities for children visiting Forest Schools. They returned inspired, adapted what they had observed in Denmark and pioneered the ‘Forest School’ movement in the United Kingdom.
The Bridgwater Forest School Model
The Bridgwater Forest School has a ‘carefully considered philosophy and method.’ A Forest School Leader facilitates the sessions assisted by Forest School trained nursery staff. The group is small; between six to eight children they visit the ‘woodland,’ in all seasons and weathers. The aims of Forest School are to build children’s ‘self-esteem and independence.’
Bridgwater College developed an accredited training programme for Forest School Leaders. Forest School training is now a national initiative. The concept has been expanded to include children with additional support needs, challenging behaviour and all ages.
What Makes Forest School A Unique Experience?
‘A Marvellous Opportunity for Children to Learn (O’Brien and Murray, 2006) O’Brien and Murray identified five key features which are fundamental to all Forest Schools and combined makes it a unique experience. First is the use of ‘woodland’ or a ‘wild site.’ Second, is the high ration of staff to group of children. Thirdly, learning is linked to the curriculum and promotes language, literacy and numeracy. The last two features are the freedom to ‘explore using multiple sense’ and having ‘regular contact’ over ‘significant time.’
Forest Schools in Scotland
Learning Teaching Scotland chaired a steering group to promote Forest Schools. The Forest Education Initiative Scotland now has seventeen cluster groups, the Edinburgh and Lothian Group was formed in 2005.
I interviewed Jenny Watters, Edinburgh City Council’s Forest Education Development Officer. She is responsible for coordinating Edinburgh’s Forest School Pilot project and supporting training.
Snowdrops
What Happens at a Forest School?
‘What happens?’ is determined by the ‘woodland’ or ‘wild site’, the elements and the needs of the child. The basic physiological needs referred to by Maslow (1908-70) in his theory ‘Hierarchy of Needs’ are satisfied through each child bringing their own snack, dressing appropriately for the weather conditions and in some instances building shelters.
“Through engaging with the world, understanding unfolds.” (Froebel (1782 – 1852) developed the kindergarten concept he recognised children learn through active play, he valued the outdoors which encourages free movement and involves the child in exploring the environment.
Working within the five key features the Forest School Leader plans the structure of the sessions. The Forest School Leader ensures that the ‘woodland’ is risk assessed prior to each visit. The site is assessed ‘as safe as necessary.’ Boundaries are sometimes physically created by taping off an area of forest. Games are used to reinforce safety reinforce safety rules and to empower the children with emergency skills, for example, 1, 2,3 where are you? the children learn to respond to sound to locate the adult. It is important that ‘children learn to assess and take manageable risks within the Forest School Environment, overcoming fear of getting lost, uneven forest paths, slippery mud.
‘C’ on her first visit was stung by nettles; ‘B’ an experienced 5 year old forest school buddy suggested a ‘Dock leaf’. ‘B’ knew about Dock leaves he needed some support in identifying one. He was then able to help ‘C’ soothe the sting. Vygotsky (1896 – 1934) describes this as the Zone of Proximal Development (The distance between what ‘B’ knows and with support what he can know and understand)
‘A high ratio of adults to the small group of 6-8 children Ros Marshall of Liberton Nursery explained how this can provide a nurture group for some children having positive effects on their behaviour. Providing a secure environment and a positive relationship can promote positive behaviour. The benefits for staff are they can observe children’s preferred learning styles and schemas.
A favourite activity, across UK Forest Schools is building a fire to toast marshmallows. The Forest School Leader gives the children a small achievable task, which is linked to ‘the curriculum and promotes language, literacy and numeracy.’
The Forest School leader asks the children to collect three sticks each the type and size of sticks required are demonstrated. The sticks should be ‘as long as your forearm,’ as ‘thick as your finger,’ find dry dead wood’ which ‘snaps’. The children are actively engaged in searching the site. I observed the children spontaneously speaking, ‘It’s too long’, measuring against their arms and problem solving ‘I know ‘felt stick snapped to size. One of the children used the stick to ‘mark make’ in the mud.
At a Forest School in Fauldhouse a child from Pakistan, with English as a second language, demonstrated fire building skills which impressed her peers and helped to break down barriers.
Two children from Cowgate , ‘using their senses’ to explore Forest School found berries which they left as a trail ‘for the birds ‘. Returning the next week they discovered with great delight ‘purple poo’ and made the connection. A constructivist approach, Piaget (1896-1980) believed children need to ‘experiment actively’ and to ‘experience real world’ situations to ‘develop thought.’
Toasting Marshmallow’s
Why Visit Forest School?
‘It’s where we go to play’ ‘A age 5
The Bridgwater staff visited Denmark at a time when outdoor play in UK nurseries was being devalued. Early Years Settings became focused on intellectual development.
In 2007 The UNCRC produced a survey of children’s health and well being. The UK came last out of 21 industrialized nations. The loss of children’s play, especially ‘outdoors ’was a major contributing factor. Sue Palmer in her book, ’Toxic Childhood ’describes the effects of 21st century ‘consumer driven, screen based, junk play’ on today’s children.
Forest Schools are a ‘sign that risk aversion can be challenged’ says Tim Gill, by providing’ relative freedom in a woodland’ and trained Forest School leaders‘.
The term ‘Nature Deficit’ created by Richard Louv describe the lack of contact children have with their ‘local’ natural environment. Forest School was inspired by Bridgwater staff after observing children playing in the ‘woodland’.
The UNCRC Article 31 states’,
“You have the right to rest and play and to have the
chance to join in a wide range of activities.”
I had asked Forest School Leaders, parents and staff what are potential benefits for the children visiting Forest School. A Forest School leader working with children with severe complex needs and autism spoke of ‘the fun, enjoyment, pleasure, anticipation’. Forest school leader described, ‘a chance to be unhurried, pay attention and play freely’. Lian Higgins, nursery nurse at Cowgate, described ‘risk play,’
“ walking on a frozen pond, digging clay
from the ground and building fires to toast marshmallows.”
When I spoke with the children, individually, ‘A ‘responded by saying,
‘It’s where we go to play’.
There are no toys at FS , only natural resources, Froebel said ’ as play material becomes less tangible so there is greater advance in creative expression’ .(10)
At Forest School in Wales children came across a fallen tree it was assessed by the ranger, who said it was safe to use. Two of the girls’ worked together’ placing a loose branch placed over the fallen trunk to made a ‘see saw’ which they ‘delighted’ in using .The same tree offered the opportunity for risky play, ‘balancing’ one child said that ‘walking along the fallen tree for the first time ‘ was their favourite experience.(16) Tovey in her book
’Outdoor Play’ (17) cites Stephenson definition of ‘risk play’ as
“Attempting something never done before;
Feeling ‘out of control’
Overcoming fear.”
Tina Bruce describes play as ‘part of a network of development and learning which also includes first hand experiences’
Tovey describes how two boys transformed a bush into a house,
‘This is our house right?’ how they created a door, ‘a bell’ using parts of a branch. The play continued transformed and became a’ hatch’ to sell ‘fir cones’ ice creams. The children had the time and space to wallow in their ‘free flow play.’ (18)
Seeking ‘Betty’ the blackbird
What are the Potential Benefits in terms of Health and Well being of visiting Forest School?
‘Oxygen feeds the brain’ Tina Bruce (18)
The 1948 World Health Organization definition of Health and well being is,
“Health is a state of complete physical, mental and social
well -being and not merely the absence of disease’ (19)
Health and well-being means a holistic approach and demonstrates how physical and mental health is interconnected. The Forest school combination of small groups, high ratio of adults and regular contact, creates a socially secure environment which Maslow believes leads to ‘self esteem ‘and ‘self confidence’. This means the child is open to explore new experiences and becomes an ‘active learner’. A child’s emotional well being can be identified and ‘measured’ through ‘signs of involvement’, Underdown cites Laevers in her book ‘Young Children’s Health and Well Being ‘ one of the characteristic is’ facial expression and composure’.
At Forest School I watched a three year old child climbing down the uneven steps tentatively, as he mastered his physical co-ordination; he gained self-confidence evident in his broad smile.
Participatory research detailing the benefits of Forest School in the UK by O’Brien, Murray (England and Wales) and Borradaile (Scotland) have recorded health and wellbeing benefits.
Borradaille Final Report 2006 (8) used two FS (Primary and high school). Teachers and FSL noted increases in fitness stamina confidence personal and social wellbeing. In physical terms she noted that the children are active 75%of the time spent at FS. She also referred to an increase in confidence and motivation.
OBrien and Murray carried out a longitudinal study detailing ‘how’ and ‘why’ benefits occurred. Physical skills and motor skills improved e.g. through balance and fine motor skills through whittling. Social skills improved including team work e.g. through negotiating. Self-confidence and self-belief increased motivation e.g. excited about visiting Forest School
Research from Scandinavia details the benefits of outdoor nurseries. Patrik Grahn compared two nurseries in Sweden one of which was outdoors. The results showed that the ‘outdoor‘children had better balance, were physically stronger, in their hands, arms and bodies. They had increased levels of concentration and less ill-health absences2.8 % compared to 8% of the ‘indoor’ nursery children.
The Scottish government has introduced several initiatives to promote children’s health and well being. Active Schools, Eco Schools and Health promoting schools, which includes Forest Schools in its ‘learning outdoors. This is in response to national health concerns including obesity, 15.8% of 2year olds and 18.7% of 5 year olds in the UK are overweight, and 6% are obese. .Research in Scotland shows today’s three year olds weigh more than they did 25 yrs ago, due to reduction in physical activity they are as ‘inactive as office workers.’
What are the potential benefits of visiting Forest School?
I asked the parents children and staff.
Figure 1.
Figure 2.
Figure 3.
Is Forest School particularly beneficial in an inner city setting?
(Benefits to children, parents’ staff)
Margaret McMillan (1860-1931) pioneered outdoor nurseries in the UK responding to the health needs of inner city children and working in partnership with their families. The children played, slept and ate outdoors and her greatest resource was the garden.
“The best classroom and the richest cupboard
is roofed only by the sky”
Is an Inner City Forest School a similar resource? Do the children, parents and staff visiting Forest Schools experience the same benefits? Spending time outdoors, in the fresh air discovering wildlife and experiencing the elements. Does this counter the effects of city traffic, hurried pace of life, long working hours and the increase in ‘Risk averse’ society?
“It has helped to open her eyes to the little bit of
woodland and nature that are all around us.”(Parent)
Liberton nursery experienced the ripple effect of parents visiting the woods with their children. Craigmillar had a greater response to helping at Forest School.
All the children, parents and staff I have consulted have a positive response to Forest School,
“I see the children in a different environment enjoying themselves
and coping with challenges.” (Libby Furby St Crispins)
Historically Johnson Terrace was part of Patrick Geddes ‘Lungs of the city’ Now it is,
“The forest, just a little forest and there’s a very huge field, something that I really love is a hedgehog called Harriet” ’E’
Conclusion
The aim of my research was to find out,
‘What are the potential benefits of 3-5 year olds visiting Forest School?’
Obrien and Murray developed a method to measure actual benefits. They concluded that the benefits of Forest School are improvements in;
physical and motor skills;
language and communications skills;
social skills, including team working;
knowledge and understanding of the environment;
increased self-confidence and self-belief; and
increased motivation and concentration.
Borradaille also concluded the following benefits of Forest School; ‘breaks down barriers’ and ‘improves social wellbeing’. The Cowgate under 5’s Report also detailed ‘working collaboratively’ and it ‘promotes rich imaginative play’.
Through primary research, I have found in addition to the ‘actual’ benefits there are further potential benefits including;
Outdoor play, new play opportunities including assessing and managing risks.
Children accessing the curriculum through real tasks, mastering new skills and extending own learning.
Respect for the environment, sharing a ‘wild space’ with wildlife. Promoting positive behaviour and providing a calming effects
In terms of further development I would like to undertake the Forest school training and to reflect the Forest school practice within my workplace.
References
Ref 1 Cowgate Under 5’s Forest School Report
Ref 2 www.foresteducation.org.uk 25/03/09
Ref3 www.forestschools.com 25/03/09
Ref4 www.bridgewater.ac.uk Jan 09/April09
Ref5 Knight ,S ‘ Forest Schools and Outdoor Learning in
the Early Years’
Ref6 Lindon, J (2003) ‘Too Safe For Their Own Good?’
Page 10
Ref7 O’Brien,L Murray 'A Marvellous opportunity For
Children to Learn’
www.foresteducation.org.uk 25/03/09
Ref8 Borradaille,L ‘The Final Report’ 2006
www.foresteducation.org.uk 25/03/09
Ref9 Scott,F et al 2008 ‘HNC Early Education and Childcare’
Ref10 Tovey, H (2007) ‘Playing Outdoors’
Ref11 www.bbc.news 02/12/2008
Ref12 Palmer,S ‘Toxic Childhood’
Ref13 Gill,T (2007) ‘No Fear Growing up in a Risk Averse society
Pages 65/66
Ref14 Louv ,R (2005) ‘Last Child In The Woods’
Page 98
Ref15 UNCRC A guide for children and young people
www.scotland.gov.uk 02/12/2008
Ref16 Hughes,F Jenner,L ‘An Evaluation of a Forest School Project’
Ref17 Tovey, H (2007) ‘Playing Outdoors’
Page 99
Ref18 Bruce, T (2004) ‘Developing Learning in Early Childhood’
Ref19 Underdown, A (2007) ‘Young Children’s Health and
Wellbeing’
Ref20 Underdown, A (2007) ‘Young Children’s Health and
Wellbeing’ page7
Ref21 Austin, R (2007) ‘Letting the Outside In ‘
Page70
Ref22 http://www.isdscotland.org/isd/3629.html 15/05/09
Ref23 Palmer,S ‘Toxic Childhood’ Page 54
Bibliography;
Austin, R (2007) ‘Letting the Outside In ‘
Stoke on Trent Trentham books
• Beaver,M et al (2001) ‘Babies and young Children’
Bath Nelson Thornes.
• Bruce, T (2004) ‘Developing Learning in Early Childhood’
London. Sage
• Gill, T (2007) ‘No Fear Growing up in a Risk Averse society’
London Calouste Gulbenkian Foundation
• Lindon ,J (2005) ‘Understanding Child Development’
London Hodder Education
• Lindon, J (2003) ‘Too Safe For Their Own Good?’
London National Children’s Bureau
• Louv ,R (2005) ‘Last Child In The Woods’
New York Algonquin
• Palmer, S (2007) ‘Toxic Childhood’
London
• Scott, F (2008) ‘HNC Early Education and Childcare’
Edinburgh Heinemann
• Tovey, H (2007) ‘Playing Outdoors’
Glasgow Mc Graw Hill O U Press
• Underdown, A(2007) ‘Young Children’s Health and
Wellbeing’
London Open University PressArticles
• Borradaille, L March 2006 ‘Forest School Scotland ‘
An Evaluation.
• Forest Education Initiative ‘Forest school Scotland,
Guide for Leaders’
• Garven, J McNair, L 2008 ‘Forest School Report'
• O’ Brien, L Murray,R 2006 'A Marvellous opportunity For
Children to Learn’
Websites
www.bbc.co.uk
www.bridgewater.ac.uk
www.childreninscotland
www.edin.gov.uk
www.foresteducation.org
www.forestschools.com
www.healthpromotingschool
www.rospa.com/news/scotland/childsafetystrategy
Evaluation
Identifications of Challenges.
In my action plan I set out a detailed timescale for my graded unit. Initially my primary and secondary research went as planned. I had to adjust my timescale due to Johnson Terrace “resting” over the winter months. This meant that my observations of the forest school sessions happened in the spring. I was able to carry out all my planned activities within a slightly different timescale. I changed the planned date for my questionnaires to incorporate the Easter holidays. This was to ensure that they were not misplaced and coincided with spring visits to Forest School.
One of the challenges of my graded unit has been correlating information within the planned timescale.
Team work is crucial within a Forest School environment, the spontaneity of the children’s discoveries means working closely in a team. I feel that I have built good team working skills by supporting the Forest School Leader throughout the Forest School experience. Prior to the forest school session, I help to prepare the resources, snack and children’s medication (e.g. asthma inhalers). Within the Forest School environment, the children have ‘relative freedom’; this is created by the Forest School leader and me supporting the children through, observing behaviour and managing risks. I help to support individual pupils or a group activity such as pond dipping.
The personal difficulties I have faced while writing my report have been juggling work, family and college. Having to develop my IT skills has been a personal challenge.
The aspects of the project that I feel were particularly successful were; visiting Forest School and working with the children, consulting the parents and researching case studies of Forest schools. I have enjoyed observing the children at various stages of their Forest School experience and recognising the ripple effect when back at nursery. I am currently assisting a group of 3-5year olds throughout their six week block. This has been particularly useful in observing potential benefits and changes in behaviour. I have observed children becoming less passive, increase their listening skills and more engaged. I have enjoyed working with the parents, either as parent helpers at Forest School or sharing the questionnaires, which I feel has been a success. I received a 70% return of parental questionnaires and all children and staff responded.
Remaining within the word count was a challenge. I found it quite difficult as for every word I wrote I could have written ten. As a result of this I have had to plan each section carefully to ensure that I remained within the word count.
Nature Kindergartens
Jane and I were very kindly invited to attend our dear friends from mind stretchers international conference. The experience has been life changing for me, certainly.
I thought how could I share the experience with you and I have decided to retype some information from their literature to give you a little sense of what the experience was like.
We visited two nature nurseries and their training for excellence centre;
Auchlone Nature Kindergarten
Auchlone Nature Kindergarten is about relationships with people and the environment. “Remember the days when you played in a space that had a ceiling that changed from the palest blue to the darkest grey. You had the freedom to run on a carpet that changed every day, often soft, sometimes hard. Our nature kindergarten offers your child the chance to feel the wind in their hair and when they want to shelter we head to our geodome for hot chocolate or cool water. Our approach cares for your child in a welcoming, supportive small family nursery that has a real connection to learning through nature.”
They also have another Nature Kindergarten ‘Whistlebrae’ Nature Kindergarten in Braco. The same philosophy applies.
They also offer training they have a ‘Centre for Educational Excellence’ The literature begins with…
“Image a world where the lines were harsh and unyielding, the textures were consistent and variation is unheard of. Does it inspire you? Now imagine a place where the carpet changes every day, the ceiling is a myriad of different colours, light, shadow and movement. The feelings and movement completely surround you, sometimes breezy, sometimes cold, others warm. Unexpected wonders fly by, sometimes full of colour and sometimes full of noise and movement. If we really want children to thrive we need to let their connection to nature nurture them.” (Nurture through Nature, Claire Warden 2007)
The environment has an affect on us and us on it. The interplay of these two things is at the heart of these spaces. They are provocations for change of thinking in terms of general landscape design for children. Not all children have access to forests, but all children in Scotland have to have access to some form of outdoor area.
The naturalised outdoor spaces developed here [the centre of excellence] have come from children’s play behaviours. Their desire to climb and sit on a tree roots, put their feet into rills and hide down in a deep sand pit have left a lasting impression on my thinking and are therefore influential in this space. The space is full. I made that conscious decision so we could share the many diverse environments that occur in outdoor play areas in Scotland in a training space. From beach based areas to tarmac, they all have the potential for outdoor play.
The space now has a life of its own. Plants, talking, walking, thinking, over time develops more ideas. Children need to be here to give it a heart, so now it is a site that children from the local schools and centres can use and in turn adapt. The local villagers have come in to sit a while to watch the hares in the field, listen to the buzzard calls and have a cuppa.
I do not know exactly what you will see when you walk around, but that surely is the awe and wonder of being outside. I would urge you to sit and settle, take of your shoes, to seek out the quirky to think and reflect about a child’s perspective on play spaces and when you have to move on do so having taken some inspiration from this space.
With kind regards
Claire Warden
We had a ‘spiritual’ time, it made me reflect on outdoor learning and our aspirations to be outdoors more. On that note our very dear Donna is going to do her Forest School Leadership course, isn’t that wonderful, so we will have Jane and Donna trained in the Forest School Experience. Our work with our dear friends from the nature kindergartens has only just begun. They are so passionate about their work, as are we, so we are kindred spirits. The journey has begun…
School Dates
The following dates are School Session Dates for 2009 / 10. Cowgate under 5’s has three (out of the five) in-service days per year. I have highlighted these in red for your reference.
Staff resume Monday 17 August 2009
Staff only Tuesday 18 August 2009
Pupils resume Wednesday 19th August 2009
Autumn holiday Schools closed Monday 21st September 2009
Mid-term all break Friday 16th October 2009
Staff resume Monday 26th October 2009 (in-service day)
Pupils resume Tuesday 27th October 2009
Term ends Tuesday 22nd December 2009
Staff resume Tuesday 5th January 2010 (in-service day)
Pupils resume Wednesday 6th January 2010
Mid-term all break Friday 12th February 2010
all resume Monday 22nd February 2010
Term ends Thursday 1 April 2010
Good Friday Schools Closed Friday 2nd April 2010
Easter Monday Schools Closed Monday 5th April 2010
Spring Holiday Schools Closed Monday 19th April 2010
All resume Tuesday 20th April 2010
May day Schools closed Monday 3rd May 2010
Victoria day Schools closed Monday 17th May 2010
Staff resume Tuesday 18th May 2010 (in-service day)
Staff only Wednesday 19th May 2010
Pupils resume Thursday 20th May 2010
Term ends Thursday 1st July 2010
If in doubt please check with your child’s key practitioner about our holidays. Cowgate has public holidays and three in-service days, highlighted in red above.
Until September take care…warm wishes Lynn
| |
|
![[Home]](http://s1.images.proboards.com/menu/home.gif)
![[Help]](http://s1.images.proboards.com/menu/help.gif)
![[Search]](http://s1.images.proboards.com/menu/search.gif)
![[Login]](http://s1.images.proboards.com/menu/login.gif)
![[Register]](http://s1.images.proboards.com/menu/register.gif)
![[Search This Thread]](http://s1.images.proboards.com/search2.gif)
![[Reply]](http://s1.images.proboards.com/buttons/reply.gif)
![[Send Topic To Friend]](http://s1.images.proboards.com/buttons/sendtopic.gif)
![[Print]](http://s1.images.proboards.com/buttons/print.gif)
Author
Logged