Forest Kindergarten Training

‘Opening up the Outdoors’

Forest Kindergarten is modelled on a Forest School approach


Forest Kindergarten is modelled on a Forest School approach and is based around child-centred learning through play in the Early Years. Forest Kindergartens offer young children frequent visits and regular play opportunities in a local, natural setting all year round – this could be a woodland, park or even a beach!

What are the benefits of Forest Kindergarten approach?

10 Benefits of a Forest Kindergarten approach

  1. Enjoyment – Children who regularly learn, play and enjoy the outdoors environment are observed to feel happier and more relaxed. They can learn at their own pace, follow an interest, enjoy the fresh air, get mucky without worry – what could be better?
  2. Play – the Forest Kindergarten approach supports child-centred learning through play in a real world context. It provides young children with freedom to explore and use multiple senses.
  3. Nature immersion, discovery and exploration – Children have the time and space to become the ‘directors’ of their own learning. Staff take on an observation and supporting role and this empowers children to become managers of their own learning process.
  4. Creates interactions – with people and places where they play in their local area. As a result of these positive interactions, children learn to care for nature. Children develop a connection with the natural world which can lead to long term environmental awareness, understanding and positive action.
  5. Well-being – promotes movement, health and well being, physical and emotional resilience, promotes ‘in the moment’ experiences and develops confidence.
  6. Awareness – supports the acquisition of knowledge, skills and care for the natural world.
  7. Motivation and concentration – spending time in the outdoor environment is exciting for a child. The outdoors and its constant changing state fascinates children and therefore leads to high levels of attention. Many practitioners who regularly take children to visit local spaces have noted that children are able to participate and concentrate for longer periods of time.
  8. Risk benefit – regular visits with time and space, supportive adults and plenty of child led play helps to develop children’s awareness of risk as well as their confidence in managing risk. Children develop their confidence with taking risk over time and consider as a direct experience before deciding what action to take.
  9. Teamwork / co-operation – children when playing and exploring outdoors can demonstrate a less competitive nature. They use the natural world in a completely different way, often becoming more imaginative with their play, developing a different rhythm and working together for a shared purpose. There is less academic pressure, less formal structure which children (and adults) really respond to.
  10. The ripple effect – When children have positive experiences outdoors they will take their experiences home to share with friends and family. This will often encourage families to visit their local woodlands more frequently.

“At the end of the day, your feet should be dirty, your hair messy and your eyes sparkling” – Shanti

Equip your staff to take children out of door as part of their everyday education!

At Circle of Life Rediscovery we are running a two-day Forest Kindergarten Training in May, East Sussex.

Forest Kindergarten Training in East Sussex


The aim of this two-day training is to develop Early Years practitioners’ skills to enable and empower them to make regular visits to a local green-space or woodland.

What themes underpin this training?

  • Based upon three themes- people, place and pedagogy (activities).
  • The importance of sustained, free play for children’s development and engagement.
  • The value of nature for well-being – both for child and practitioner.
  • Making a connection with the natural world leading to long term environmental awareness and care for our world.
  • Importance of reflective practice.

Key Content:

  • How to prepare both yourselves as practitioners and your young children to go to a green-space.
  • Setting up a suitable site and setting boundaries with children.
  • Preparing for risks (risk benefit model).
  • Research on the benefits of playing and learning outdoors.
  • Games and songs to support children with the routines of regular visits to a green-space.

Course details:

Date: 7th & 14th May 2020.
Location: Mill Woods, near Laughton, East Sussex.
Time: 09.00 – 16.30.
Cost: £175.
Booking: Please book online here. See our website for full course details. Please note:  If this event needs to be postponed due to the Covid-19 virus, we will reschedule and provide an option to return payment.

Forest Kindergarten Training - Learn how to open up the outdoors!

“I enjoyed this training so much! Having already been doing Forest School with the older children I was struggling to do fun and exciting things with the early years- you have bought back my confidence and given me lots of ideas and ways to improve my practice.”
2020 Participant


Nature hour

Take your kids outside for nature hour!

A ‘nature hour’ should be part of the school curriculum every day, say The Wildlife Trusts. They are calling for every child in the UK to spend one hour outside in nature, every day, as part of the school curriculum. Please read the article here.



Forest School Shelters

At Circle of Life Rediscovery we can design and build bespoke forest school shelters for your school or organisation.

Forest School Shelters


We will visit your site to discuss your needs and requirements, to offer advice and give suggestions. Visit the website to learn more.






Transforming education, health and family through nature.

Circle of Life Rediscovery

We provide exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

Messy Maths – take learning outside on National Number Day

National Number Day

Next Friday is the NSPCC’s National Number Day. I hope this inspires you to join thousands of schools for a mega maths-inspired fundraising day and raise money for the NSPCC. Below are just a couple of examples of how to take maths outside!

Leaf Multiplication

Thank goodness for leaves! How would we learn our multiplication tables without them.

Leaf Multiplication

“Hmm.” I hear you say. “I managed just fine, thank you very much.”

Maybe so, but let’s face it. There’s a lot of rote learning to be done. We need to find different ways of helping children learn their tables and have fun whilst doing so.

The added bonus of using leaves is that you can appreciate the beauty of the structure and learn which one is which in the process.

3 leaves have 15 leaflets

It’s compound leaves that seem to work best. These are ones like a horse chestnut leaf. These have lovely “hand-shaped” leaves each with 5 leaflets. So 1 leaf has 5 leaflets, 2 leaves have 10 leaflets, 3 leaves have 15 leaflets, etc.

 

National Number Day

You often find the leaves of buttercups are arranged in trios.

If these leaves look a bit odd, it’s because I placed them face down to stop them blowing away! 4 x 3 (trios) = 12.

 

Ash leaves are more variable

 

Ash leaves are more variable. However I managed to acquire a nice collection of leaves with 9 leaflets. 3 x 9=27.

 

bracken fronds

 

For the very able mathematicians in your class, perhaps they would like to create multiplication sums for bracken fronds…

 

I think there’s lots of possibilities here. Can your class find compound leaves to represent all the multiplication tables from 2 to 10? Can they each create a sum, then have a competition to see who can solve all the sums the quickest? What challenges spring to your mind?

Stick Logic

One ongoing challenge for teachers is ensuring that children who finish earlier than others have something meaningful to move onto. There’s lots of possibilities outside and this stick activity is one such example. It can be completed in pairs or by children working alone. It helps if children know they can look at the work that others are doing.

The children need to find 9 sticks of about the same length. Conveniently I have a big stash of cut sticks.

Take 1: 5 triangles – not bad for starters!

Take 1: 5 triangles – not bad for starters!

If you do not have such luxury items, then challenge children to find or create 9 sticks of equal length. Twigs are fine too.

The challenge is pretty simple: how many triangles is it possible to make using 9 sticks? I have no idea, but the photos give you an indication of how I went about the task!

 

 

Take 3: 7 triangles – getting better

7 triangles – getting better

This logic activity can also be ongoing over several days. I like coming up with variations on a theme and asking children to do the same.

For example, what differences would we discover if:

 

 

  • We used 9 sticks of different lengths.
  • We used less than 9 sticks or more than 9 sticks – Is there a pattern to what we discover?
  • We chose a different shape to create, e.g. a square.

Take 6: I can count 18 triangles but I’m getting fuzzy eyes!

Take 6: I can count 18 triangles but I’m getting fuzzy eyes!

All-in-all it can be quite an absorbing task. I’m not sure this is the maximum number possible. If you better 18, I’d love to know how!

I hope this equips and inspires you to take maths outside on National Number Day!

By Juliet Robertson

Get real, get messy, get maths, get outside!

Come and spend a wonderful day in the woods, with Juliet Robertson, the author of the multi-award winning book, ‘Messy Maths‘. Together you will explore the five “R’s” of Messy Maths:

  • Rights – every child is mathematical and has the right to have learn about and explore maths.
  • Routines – embedding key maths concepts into your daily routines.
  • Resources – open-ended, low cost materials which can be used in lots of different ways with different ages and abilities of children.
  • Responsibilities of the adults – how to follow children’s lead and articulate the learning which happens through a play-based approach. It also includes ways of involving families in developing a child’s love of maths.
  • Re-imagining your outdoor space – developing maths-rich provision in any outdoor space be this a concrete jungle, woodland paradise or something else.

This content is based upon the book, Messy Maths: A Playful and Outdoor Approach for the Early Years. It is particularly suitable for those who work with children aged 3-6 yrs old. It takes a sensible approach that provides lots of practical ways to ensure your maths provision is engaging and interesting outside and meets the needs of the children with whom you work.

This all takes place within the context of sustainability using the environment, natural materials and what is around us in any outdoor space.

Date: 21st May 2020.
Lead Facilitator: Juliet Robertson
Location:
 Mill Woods, near Laughton, East Sussex, BN8 6BP
Cost: £120. If you are attending the Literacy Day also, the fee is £220 for the two days.*
Time: 09.00 – 15.30
Booking: Please book online here.
More information: Please see our website.
*Juliet is also running a Literacy Day on 22nd May – ‘Lighting the Literacy Fire’. Please see the website for details. If you would like to book both courses with Juliet, the fee is reduced to £220 for both courses.

About Juliet

Juliet is one of Scotland’s leading education consultants who specialises in outdoor learning and play. She works at a national level delivering training, giving keynote speeches, leading and supporting innovative outdoor projects and writing content for websites, documents and case studies.   She is passionate about enabling schools, play organisations and early years settings to provide quality outdoor learning and play opportunities for children and young people. Read more here.


Transforming education, health and family through nature.
Circle of Life RediscoveryWe provide exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.
Email: info@circleofliferediscovery.com
Tel: 01273 814226

Outdoor Classroom Day 2019

Happy Outdoor Classroom Day 2019!

young people thrive through learning and engaging outside the classroomOn Outdoor Classroom Day we bring you ideas of how to get children outdoors in line with the new Ofsted Education Inspection Framework guidelines.

Below are extracts from Reports, Papers and the Education Inspection Framework.

In 2014 the growing weight of evidence was finally recognised by Nicky Morgan, the Secretary of State for Education at the time, who stated that England was to become a “global leader” in teaching character, resilience and grit to pupils.

‘There is growing evidence that children’s social and emotional skills – their ability to respond to setbacks, work well with others, build relationships, manage emotions and cope with difficult situations – are associated with success at school, as well as positive outcomes in adulthood.’ (Education Endowment Foundation 2017 Report).

There are many different definitions however, probably one of the most compact and accessible definition of the terms ‘resilience’ and ‘character’ has been developed by ADEPIS (ADEPIS Report (March 2015) ‘Building Resilience and Character in young people’ as outlined below:

‘Resilience is the capacity of an individual to ‘bounce back’ from adverse experiences, and to manage positive resources and skills, such as ‘character’ and ‘grit’, that can allow minimising negative outcomes of adverse circumstances.’

‘Character is a set of capabilities (including application, self-direction, self -regulation, and empathy) and soft skills that allow people to achieve their potential.’

The ability to manage setbacks and build on them, seeing them in a positive light that young people can learn from is essential. As Einstein noted ‘Failure doesn’t mean you are a failure, it just means you have not succeeded yet’.

Get outside on outdoor classroom dayThere is compelling evidence built up over many years that children and young people thrive through learning and engaging outside the classroom.

In September 2019 OFSTED introduced the Education Inspection Framework (EIF) which is built around the ‘connectedness’ of the curriculum. Assessors will focus on quality of education with the curriculum extending beyond the academic to include broader development such as: personal development, behaviour and attitudes, character and cultural capital. This presents an opportunity to extend into the outdoors!

Below are some key notes taken directly from the OFSTED EIF:

Q: How can development of character/personal development be supported in schools?

Personal development:
28. Inspectors will make a judgement on the personal development of learners by evaluating the extent to which:

  • The curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents.
  • The curriculum and the provider’s wider work support learners to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy.

Everything we do is based in nature

Children can be supported in building resilience, confidence, independence and in knowing how to keep physically and mentally healthy.

The foundation of our work here at Circle of Life Rediscovery is built on the above qualities. Everything we do is based in nature.

Inspectors will make a judgement on behaviour and attitudes, including the extent to which:



‘Learners’ attitudes to their education or training are positive. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements’.

Q: What is Cultural Capital?
Early Years Inspection handbook p16:

Cultural capital
140. Inspectors will evaluate how well leaders ensure that the curriculum they use or create enhances the experiences and opportunities available to children, particularly the most disadvantaged. Some children arrive at an early years settings with poorer experiences than others, in their learning and play. What a setting does, through its curriculum and interactions with practitioners, potentially makes all the difference for children. It is the role of the setting to ensure that children experience the awe and wonder of the world in which they live, through the seven areas of learning.

We know that outdoor learning experiences can improve a young person’s feeling of well-being. A meta-analysis of 96 studies (see Report) shows that there are significant improvements in independence, confidence, self-efficacy, self-understanding, assertiveness, internal focus of control and decision making as a result of outdoor adventure programmes.

Outdoor Classroom Day 2019

 

What we see every day: Learning in a natural environment has a high positive impact on a child’s behaviour. This is linked to the quality of facilitation.

Key approaches in the outdoors enable:

  • Child led learning – allows children to discover interests in their own time and at their own pace. Intrinsic motivation and sense of agency is also developed.
  • Learning in nature – hands on learning with a range of natural materials to encompass all learning types including kinaesthetic learners, e.g. clay, sticks, stones. Nature as metaphor and deep investigation.
  • Physical health – wider range of movement in the outdoors such as, climbing, running, crawling, jumping and proprioception. Woodlands naturally provide logs, trees, hills, ditches, stumps which promote movement.
  • Mental health – research has shown being in the outdoors reduces stress. The community of learners provides a safe, emotionally literate, welcoming atmosphere.
  • Building resilience, confidence and independence – regular experiences in the outdoors provide opportunities for children to take supported risks at their own pace and to build on their abilities thus increasing confidence and self esteem.

Download the full document here: ‘Character and Resilience and the Outdoors

Forest School Shelters

 

Would you like us to build you an outdoor classroom? Visit our website for details!

 

 

Enjoy your Outdoor Classroom Day – we hope you manage to get outside today!


Transforming education, health and family through nature.

Circle of Life RediscoveryWe provide exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

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