Spirituality, mental health, wellbeing

Spirituality, mental health, wellbeing

Written by Marina Robb (Director Circle of Life Rediscovery CIC)

Spirituality is the innate aspect of being human. We have a natural capacity to be spiritual. The search for meaning and purpose in life is a central pillar of spirituality.

The UK school curriculum aims to “Promote the spiritual, moral, cultural, mental, physical development of pupils at school and of society.” (Section 351 of the Education Act 1996) Many of us who are practitioners who work with children, young people and adults, approach human development from a holistic perspective, with spiritual development being a key ingredient.

But what do we mean by spirituality?

Giesenberg (2007) defines it: ‘Spirituality is an innate part of a person. It is an awareness or consciousness of the surrounding world, a sense of compassion and love towards this world and anything in it shown through wonder and through activities and relationship with peers and significant adults in the child’s life.’

Spirituality mental health wellbeingFor me, it has always been connected to the bigger questions and unknowns of life, as well as the ‘ah ha’ moments and feelings of awe that you get when you experience something special. It has something to do with a ‘consciousness’ or perhaps ‘a group mind’ (like the morphic resonance that Rupert Sheldrake talks about), that permeates all of life.

There is understandably a hesitancy when we use the word ‘spirituality’ as it historically has been closely linked to religion and religious experiences. In more modern times, it has been re-framed to allow this ‘feeling’ of connectedness or mystery to be named without the dogma of any religion or tradition. To enable a discussion around this aspect of life, and to be ‘inclusive’ we are attempting to clarify a very real difference between religion and spiritual. However, experience is inevitably personal and emotional.

Adam et al (2008) defines ‘spiritual’ as, ‘the very sense of being connected to others (whether to people, creatures of things)’. It is intangible, goes beyond anything that is visible or tactile and is, in essence spiritual. Eastern and western mystical traditions focus on spirituality as a journey towards unity with other, ultimately a feeling of becoming one with other.

Spirituality, mental health, wellbeing
Sal Gencarelle, who I will be co-leading our workshop on ‘Well-being and Spirituality’ on June 11th, describes spirituality as, ‘the science of connection’. (Join us live on a webinar on May 7th 2019). We will explore Spirituality, mental health, wellbeing during our webinar and workshop.

The word ‘spiritual’ comes from the Latin ‘spirare’ meaning ‘to breathe’. Elementally, it is linked to air, which moves through and within all of life, and brings well-being. I am often reminded by children about the essential animistic quality of life. In the early years, the child’s world has no separation between object and subject and everything is alive. This sense of aliveness and connection is foundational to most indigenous world view that see all of life as ‘subjects’ within life. This promotes a harmony with nature, and puts a ‘spiritual’ value on life, where the spiritual and physical are united.

Knowledge in this paradigm comes directly from experience and learning happens from the non-human and human alike. Our ancestral traditions are often written off as ‘primitive’ or ‘spiritual’ yet these people deeply felt the intrinsic ‘aliveness’ of the plant and animal kingdoms – from the trees to the stones. Long-standing earth-based cultures have this awareness and understanding and are experts in their fields. It is understood that although we ‘look different’ and grow and change at a different speed (e.g rocks or trees), we share the same essential materials and are exchanging atoms, molecules and hormones all the time. Humans and their galaxy have about 97 percent of the same kind of atoms elements of life. These are known as the building blocks of life and are the crucial elements: carbon, hydrogen, nitrogen, oxygen, phosphorus and sulphur. We are made of stardust!

Mental Health is defined as:

“The emotional and spiritual resilience which allows us to enjoy life and survive pain, disappointment and sadness. It is a positive sense of well-being and an underlying belief in our own, and others, dignity and worth”. (Mental health Promotion: A quality Framework, Health Education Authority, (1997) London: HEA)

It is really interesting to me that to have ‘mental health’ we need emotional and spiritual resilience – two aspects that are often ‘unconscious’ responses and experiences in life. In way they also are opposite ends of the rational and logical parts of ourselves. Yet we know understand through neuroscience, that we have a ‘system 1’ (emotional, sense-based system) and a ‘system 2’ system (logical, super-intendent) and that to be well, we need to develop in all these aspects.

Spirituality, mental health, wellbeingMy mental health has been challenging several times in my life, sometimes in a big way, and often is small little ways. Defining our ‘wellness’ is often a measure of our ability to move through our pain and discomfort, rather than avoiding it. We can’t avoid pain in our lives, but we can learn to have perspectives and experiences that help us move to wellness.

We know that our experiences impact our lives and our ability to form healthy relationships. Our early experiences have a huge affect on our ability to cope with stress and on the development of our emotional and sensory processing systems. Traumatised children struggle to self-regulate across environments and find it difficult to trust and feel safe with adults. These children tend to experience the world through a ‘fear lens’ (Perry 2005).

I recently saw an image of a piece a paper with many dots on it – there was a red line joining dots to form a line across the paper. This was meant to show the story we tell ourselves about our lives. The story gets fixed on key events and we repeat this story until we believe this is who we are, and all that has happened to us. If we take a moment and look beyond the line, we can see hundreds of more dots, all experiences that tell us more about our lives and experiences. Doing this, helped me remember that the story of who I am and what has happened to me, is greater that the one line.

When we drill down under the surface, many of us don’t feel good enough, we lack confidence in what we know and struggle to speak out. We struggle to tell our story, to share our vulnerability – yet it’s in those places that are the treasure and core, unshakeable strength. Some interesting questions to think about:

– What has happened to you? (How is power operating in your life?)
– How did it affect you? (What kind of threats does this pose?)
– What sense did you make of it? (What is the meaning of these situations and experiences to you?)
– What did you have to do to survive? (What kinds of threat response are you using?)
– What are your strengths? (What access to Power resources do you have?)
– What is your story? (How does all this fit together?)

I have worked with vulnerable and challenged young people for most of my working life and my own lived experience of mental health difficulties in my late teens hugely impacted and transformed my life. Nature and healthy relationships were key to my healing and ability to thrive and make healthy choices. My worldview was influenced by different cultures who opened many doors to my understand of ‘reality’ and how nature plays a huge part in a feeling of belonging, place-attached.

Around the world, we know that economic growth alone is not enough to produce happiness. Happiness and well-being is actually reduced despite people in the UK or USA being richer, according to survey day (Global Happiness and Wellbeing Policy Report 2019).

Nature offers us rest-bite and restoration. It is a place of no-judgement and feeling the different non-human relationship that feels safe, once you get out there – sitting round a fire, allow the gentle movement of the flames. It is often mesmerising, uncomplicated and peaceful. In the cultural we inhabit, we present a particular version of ourselves, and in my experience nature allows us our freedom to be and discover ourselves in a new way.

Spirituality, mental health, wellbeing Workshop:

We will be exploring these themes during our webinar on May 7th 2019 (see below), and during our workshop on June the 11th in East Sussex (Spirituality and well-being Workshop).

You are invited to join Marina Robb and Sal Gencarelle on a Zoom Webinar meeting.

When: May 7th, 2019 8:00 PM London
Register in advance for this meeting here.
After registering, you will receive a confirmation email containing information about joining the meeting.

For more about Spirituality, mental health and wellbeing – buy Sal’s new book ‘Thriving in uncertain times’.


Circle of Life RediscoveryCircle of Life Rediscovery provides 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.

Sign up to our newsletter for updates about our courses, CPD’s, well-being & nature based training and events.

International Women’s Day 2019

International Women’s Day 2019 –  Celebrating women and our internal connection to nature’s cycles

I am delighted to be celebrating International Women’s Day on 8th March 2019! I will be going up to London on March 9th to the WOW (Women of the World) festival to spend the day with men and women, to be part of a global movement that believes a gender equal world is possible and desirable through empowering women and girls.

Particularly excited to listen to Naomi Klein, a renowned activist and writer, who in 2016 was awarded Australia’s prestigious Sydney Peace Prize, for ‘inspiring us to stand up locally, nationally and internationally to demand a new agenda for sharing the planet that respects human rights and equality, and for reminding us of the power of authentic democracy to achieve transformative change and justice.’

While we act politically, there are private aspects of being a woman, that is rarely talked about as women: our menstruation and bodily hair! If you squirm at the mention of this, you are not alone, with shame about our bodies and monthly periods.

As Dr. Christiane Northrup says in her book Women’s Bodies, Women’s Wisdom “Nothing in our society – with the exception of violence and fear – has been more effective in keeping women “in their place”, than the degradation of the menstrual cycle.” Shame, stigma and misinformation surrounding menstruation are contributing to serious human rights concerns for women and girls (UNFPA Report), underscoring the ways period shame and misinformation undermine the well-being of women and girls, making them vulnerable to gender discrimination, child marriage, exclusion, violence, poverty and untreated health problems.

A recent survey found that 73 percent of women across the world hide their periods from others, and 68 percent are afraid to talk about their periods with men. Then there is the cost of sanitary products which prevents young women from attending school because they are unable to afford menstrual products. They miss school every month because they cannot face the shame and fear of going to school using socks stuffed with tissues, old torn T-shirts or newspaper. In these families, menstrual products are an unattainable luxury. Read more here.

These things do matter for half the population.

International Women's Day 2019There are many cultures who view menarche (the first period) as an initiation into womanhood, where a girl gets to be honoured by a coming-of-age ceremony or ritual. There are increasingly women who are reclaiming this natural cycle for themselves and their children.

At Circle of Life Rediscovery Camps for young women and other programmes, we always make sure there are healthy conversations and sharing about our feelings towards our bodies and menstruation, listening to different women’s experience of sex, babies, monthly bleeding, relationships and celebrating the inner wisdom that we have access too.

“To see your cycle as the enemy can set you up for more suffering. But working with and within it’s rhythmic imperatives can be your foundational path to healing.” (Wild Power 2017).

There are many ways of understanding how connected we are to nature and our relationship as women to natural cycles. It is very easy in the modern, externally focused world to forget that our well-being comes from knowing our internal landscapes, and how the external and internal influence each other.

Indeed, we so focused in the next moment, that most of us are also entirely unaware of Earth and moon’s influence on us! The earth rotates every 24 hours at 1000 miles per hour, the moon rotates around the earth, all the while spinning around the sun. We are entirely linked to the forces of life that are always moving and changing.

Linking the small and large perspective with the larger forces were and are often explained through show a map in the form of a wheel or circle. All the while, we know that we can only see a small part of ‘reality’. The most common maps place the earth & humans on the earth in the centre, where from our perspective the sun rises in the East and sets in the West. The influence of the sun on life is fundamental, without which life as we know it could have never evolved or exist. (Find out about our Nature Pedagogy workshop April).

It is less common however to notice that our everyday life is also influenced by the moon cycle. We are 70% water after all. This is particularly true for women, as their internal landscape and emotions are mapped closely to the moon. It is easy to forget that half the population from puberty has their ‘periods’ every month. Practitioners working with adolescent young people supporting healthy emotional and physical development are not educated to know how this internal cycle and understanding of our bodies is central to our mental and physical well-being.

Much of my work is with people with mental health difficulties. Findings based on the Millennium Cohort Study (MCS) shows that brighter and poorer young women are particularly vulnerable to mental health difficulties showing a sharp increase of girls under age of 18 admitted to hospital in England (2015 -2016) because they had self-harmed after cutting (285%), poisoning (42%), hanging themselves (331%). “Some people say that physical pain is easier to tolerate than emotional pain.” (Dr Nihara Krause, consultant psychologist).

Our menstrual cycles really affect how we as women feel and following our cycles can hugely help us to harness the different qualities through the month. Empowering young women (and young men) to have the language and understanding of what is occurring physically and emotionally, provides a larger context and framework for what they are experiencing.

Most cycles, like the moon, are 28 days, and our bodies have internalised this rhythm. Like the phases of the moon, we have phases in our cycles: ovulation and menstruation. This is associated with the waxing moon reaching fullness in tune with ovulation and fertility (during the constructive phase) and the waning moon and dark moon (during the deconstructive phase) coinciding with menstruation and being a time of retreat and inner vision.

Menstruation is the night of the cycle, which as in story telling represents a state of consciousness “when we are closer to ourselves, closer to essential ideas and feelings that do not register so much during the daylight hours” (Estes 1998, p.329). Estes, Clarissa Pinkola Women Who Run With The Wolves (Rider 1998).

As an introduction, the following moon wheel enables us to see how our internal cycle links to the qualities of the seasons and phases of the moon. We can use this to apply how we may feel during a day, month or season. Whilst the sun and moon appear to move from East to West from our human perspective, in actual fact the earth, moon and even the sun (albeit at different speeds) are moving anti-clockwise from West to East!

MOON WHEEL DIAGRAM – Your Inner Seasons

Moon Wheel Diagram - International Women's Day 2019

Your menstrual cycle awareness, ‘the act of knowing and valuing your unique cyclical pattern of energy and mood throughout the menstrual month, paying attention to where you are in your cycle at any one time, respecting your feelings and energy levels, working with and within the changing energies, leveraging this as a life management and facilitation tool’ (see A Pope & S. Wurlitzer, Red School) is a key part of knowing ourselves. When used well this awareness and knowledge lead us to an increase in health and well-being.

I am now peri-menopausal and moving towards my menopause. I know that understanding my internal seasons and moving into this new phase is also part of a natural continuum and stepping into another experience. I am certainly not alone, and have many wise women’s support ahead of me.

“Women are the archetypal anchors for the power of the feminine, and when we reclaim our feminine power – by restoring our ways and practices – we integrate the power of the feminine into our lives and back onto the planet” (ibid).

Tell your story so the story doesn’t tell you.

Marina Robb - International Women's Day 2019

 

(Note: Some of you may have noticed I didn’t talk about stigma around body hair – I don’t think our society or this blog is yet ready for that.)

Happy International Women’s Day.

Marina Robb – Director, Circle of Life Rediscovery CIC.

 

 

Transforming education, health and family through nature.

Circle of Life RediscoveryCircle of Life Rediscovery provides 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.

Sign up to our newsletter for updates about our courses, CPD’s, well-being & nature based training and events.

Forest School in an urban environment – how can it work?

Forest School Training & Forest School in an urban environmentAt Circle of Life Rediscovery, we run our Forest School Training Level 3 from a beautiful, mixed broadleaf woodland in the heart of the Sussex countryside. In this environment, it is so easy for our trainees to understand the ethos and principles of Forest School, to see how child-led learning can take place, the resources that are available and the importance of nature connection, they can feel it just by being here.

In a woodland environment there is so much stimulus. To our  trainees, it is clear to see how the children can explore and lead their own learning.

There are places to climb, logs to balance on, mud to dig, creatures to discover, leaves to throw, sticks for dens, the list is endless….but how to translate all this to an urban environment, where there is no woodland?

Forest School in an Urban Environment?

We run Forest School Training Level 3 in East SussexThe answer is to remember the ethos of Forest School – child-led, learner-centred sessions, which take place regularly (weekly if possible), with opportunities for supported risk taking, in a natural environment…this could be your local park, the school field or even a corner of the playground.

This, plus a little bit of creativity can go a long way towards giving the children the same sense of connection, freedom and opportunities for exploration and learning, regardless of where they are.

Forest School Sessions - find out more here

 

I have seen an excellent example of Forest School run on a small patch of grass, with one tree, in the middle of a housing estate in East London.  The children walk there from their nursery every week, the site is a public space overlooked by hundreds of residents that used to be empty apart from the broken glass, used needles and empty drinks cans.

 

Now once a week it rings with children’s voices, the litter has gone and the local residents know that Forest School is taking place.

As for the children, they are motivated, engaged and learning. They find worms, they dig, they make paint from mud, they use the tree to make shelters and homes for the creatures, they lie on the grass and look at the clouds, they play, they learn…to these urban children, this is nature.

Activity ideas for Forest School in urban spaces:

Activity ideas for Urban Forest School - contact us for more informationDen building – if you don’t have any natural resources use tarps and ropes – tie them to trees, fences, benches, bins, goal posts.

Mini-shelters – ask the children to bring in a bag of sticks and leaves as their homework. Have this available as a resource for free play. Leave pictures of different types of shelters as inspiration.

Clay – use it to make mini-beasts, creatures, fairies, faces on trees (or brick walls).

 

Natural paints – bring in a bucket of mud if you don’t have any, use frozen blackberries, crushed chalk, charcoal – mix with water and paint on the playground (it will wash off) or an old bed sheet.

Listening activities – tune in to what is around you, what sounds can you hear? Can you identify which sounds are from nature (birds, leaves rustling, wind in the trees, rain) and which ones are human sounds?

Mini beast hunting – Use magnifiers to search carefully in the corners of buildings, in the cracks of the pavement, in flower beds….. it’s amazing what you can find, even in a concrete jungle.

The most important thing is to get out there, the environment (even if it is urban) and the children’s imagination will do the rest.

By Katie Scanlan, Circle of Life Rediscovery.

Sign up to our newsletter for updates about our courses, CPD’s, well-being & nature based training and events.

Endorsed FSA TrainerForest School Training Level 3 Courses:

If you are keen on Forest School Level 3 Training in East Sussex, our next courses are:

 

 

Course One
Part one: 4th & 5th March (Mill Woods) & 6th & 7th March (Picketts Wood).
Part two: 29th April – 1st May (Mill Woods).
Part three: 20th – 21st May (Mill Woods).

Course Two
Part 1: 26th, 27th & 30th September and 1st, 2nd October 2019.
Part 2: 27th, 28th February and 2nd, 3rd March 2020.
Location to be confirmed but will be East Sussex/Brighton area.

Please visit our website for details.

 

Circle of Life RediscoveryTransforming education, health and family through nature.

Circle of Life Rediscovery provides 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.

Nature Pedagogy – the teaching of nature within a nature-centric worldview.

Nature Pedagogy

NATURE PEDAGOGY AND GAMES FOR LEARNING - CPD course in AprilWhilst the use of the terminology ‘nature pedagogy’ may appear relatively new, developing a deep nature connection and understanding how our needs and interests can be met successfully though nature to provide a meaningful contribution to our lives, is our most ancient and biologically responsive blueprint.

As a teacher we often use this word ‘pedagogy’.  Simply stated, it is the method and practice of teaching.  It involves understanding the learner’s needs, their interests and providing relevant experiences that our meaningful.

 

Our modern culture is very disconnected from nature.  Our rational approach to this inconceivably complex and successful living system, is diminished to an object that we can exploit and deny our own animal heritage.

The development of our pre-frontal cortex, that defines human evolution, rest on a much larger sensory-based brain that thrives on relationships and filtering sensory information and feelings.    Our capacity to view nature as an ally, a necessary partner and great, great, great grandparent is determined partly by our capacity to be empathetic, to feel through our senses, and to see a much bigger picture of our past and our future.

The Big Questions?

I have been largely influenced by the big questions: Why? What? How?  I suppose I never stopped being the person who wanted to know why? Why do people believe in god? Why are some people more valued than others? Why is life unfair?  How do people know they are right? What happens when we die? Why is it so difficult for our society to create systems that look after nature – as an absolute priority.  I don’t think there are easy answers, and I know the different points of view are inevitable, despite nature as our common interest.

Nature Pedagogy, Well-being & Therapeutic training in East Sussex this yearWhat I have observed is that young children, particularly the early years have a wonderful facility to experience the world as animistic, that everything is a subject not an object.  A child can easily converse with ‘inanimate objects’ and are very comfortable immersing themselves in their own imagination, which for them, is real.   In the west this facility seems to diminish, whereas in earth-sensory-based cultures it usually prevails.

I have studied many different cultures and worldviews.  I tried for many years to square what seems like story-making about a mountain, or river, the apparent communication that many traditional people have with nature, as not real.  I can’t stop objectifying.  Yet, I have been fascinated by healing practices and the intimacy of those people with nature, all offering different ‘answers’ to those big questions.  How tantalising.

Recently I was listening to a Ted Talk on Animism and the Maori people and the presenter beautifully explained that their worldview is like belonging to a vast family – tree, the humans, the animals, the plants, the seas, the stars, are all family. He asked if we consider our pet dog as part of the family?  Yes, of course.  I know and love my dog Ruby, she doesn’t speak, but she communicates and empathises.  It is only a little more of a jump, and a lot more time,  to feel a meaningful relationship to land, mountain, or tree where  your worldview  transforms to a friendly, caring approach, with gratitude for life.

Our entire system is operated by nature’s own manual.   It is the primary way our neurological system is strengthened and extended.   With our natural senses intact, we can be happy and healthy. Without time in nature, our systems become dysfunctional and we are undernourished, mistaking shopping and screen life with life-sustaining human and nature connection. One cannot replace the other, it will never do that.

Transforming education, health and family through nature.Nature sends out a multitude of natural chemicals (at quantum level everything is energy) and we respond, even if we don’t know it.  This ‘serve and return’ between nature and humans is the way we grow, learn, and thrive.  Nature pedagogy puts us back in touch with our natural and original operating system. Not the human-imposed one, but one that sits in a large wheel of life representing all of life, as we can possibly know it.

From ideas of creation to the life cycle of a plant.   There are many models and methods, tools and skills that help us to find our way back to nature’s medicine, and to provide this for ourselves and our children.  Learning through experiences in nature, building psychological flexibility and pursuing important values increase our well-being and restores a natural balance in all of us.

Keep in touch to find out more about Nature Pedagogy and:

  • Approaches within nature education and key differences
  • Connection Practices & nature awareness games
  • Nature-centric models that inform our planning and holistic approach
  • Experiencing and activities that support an inclusive and nature-centric worldview
  • Indicators of awareness and attributes

Our work draws on best practice from Forest School, ecopsychology, ecotherapy, indigenous and western knowledge,  earth education and deep nature connection.

By Marina Robb, Circle of Life Rediscovery – Director.

Nature Pedagogy related CPD’s & Courses:

21st & 22nd March: Exploring the Natural World & Feeling Self with Ian Siddons Heginworth
This training will apply the therapeutic use of natural materials, natural locations, natural themes and natural cycles. The theme is ‘Alchemical Ash.’
Location: Mill Woods, near Laughton, East Sussex. Time: 09.30 – 17.00. Cost £175.

1st & 2nd April: Nature Play & the Therapeutic Space
An Experiential training for health and education practitioners wanting to work in ‘Green Spaces’.
Location: Mill Woods, near Laughton, East Sussex. Time: 09.30 – 15.30. Cost £175.

17th April: Nature Pedagogy and Games for Learning
This workshop brings together new thinking around ‘Nature Pedagogy’.  This includes exploring the models, methods, worldviews and values that underpin our teaching practice in nature.
Location:
Mill Woods, near Laughton, East Sussex. Time: 09.30 – 15.30. Cost £95.

25th & 26th May: Landplay Therapy
Post qualifying training for Play Therapists, Counsellors and Psychotherapists. This two -day training will provide you with the tools you need to extend your therapeutic practice to include indoor and outdoor sessions.
Location:
Brook Farm, Messing, Essex Time: 09.30 – 16.00 Cost £165.

Visit our website for full details.

Transforming education, health and family through nature.

Circle of Life RediscoveryCircle of Life Rediscovery provides 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.

www.circleofliferediscovery.com

info@circleofliferediscovery.com

01273 814226

 

Therapeutic Play: Connecting with Nature helps heal adverse childhood relationships.

Therapeutic Play & Nature Connection

Connecting with Nature helps heal adverse childhood relationships.

Therapeutic Play - Circle of Life RediscoveryFor over 20 years I have witnessed the power of nature, therapeutic play and safe space to heal young people with challenging behaviour.  These have included ‘targeted’ groups of young people, some at risk of early pregnancy, others with violent behaviour from pupil referral units, children and young people with mental health difficulties.

All these programmes, days and camps have taken place in a natural setting and were held by experienced practitioners.   The combination of a natural setting with competent adults is a perfect combination for connection and well-being.

Challenging Behaviour & Therapeutic Play

All schools will have young people that display challenging behaviour, and part of our work is to understand what this behaviour is communicating and how to meet them in the most empathetic, authentic and boundaried way.

The difficulties that result in challenging behaviours are sometimes referred to as ACE:  Adverse childhood experiences and they are more common than you think.  The original adult-based study found almost two thirds of participants experienced 1 or more ACE and more than 1 in 5 experienced 3 or more ACES.   This has raised the profile and urgency of addressing the needs of children, as the impact on later life shows the potential devastating outcomes from ACE’s, and the cost to society.

Therapeutic Play courses in East SussexAll of us can benefit from therapeutic play and training that helps us understand how best to support young people.  The greater the trauma, the greater the need for professional support.  However parents can be supported to improve relationships with their own children and at the same time, their sense of well-being.

You can download the questionnaire and have a go yourself here.

Green Intervention

If you work with vulnerable groups you are likely to have been drawn to this kind of service because of your own history, which is a blessing and can be triggering when you are not conscious of your own adverse experiences.

The great news is that what we now know is that the relationship that we have with a trusted adult in our early childhood and beyond can mitigate the impacts of ACE’s on mental and physical well-being.  Furthermore, spending more than 20 minutes in the outdoors can reduce stress-related hormones like cortisol and adrenaline.

Research shows that a little stress is necessary for us as it creates a tension that can be good for learning, but too much stress increases our tension, confusion and anger. It can become toxic.

Green exercise optimises your mind-set to improve alertness, attention and motivation, it prepares and encourages nerve cells to bind to one another, logging new information and spurs development of new nerve cells from stem cells in the hippocampus – all good news for healing and restoration. That’s why experienced Forest School practitioners, green intervention facilitators using long term programmes can really make a positive difference to the current lives and future potential of children and young people.

All of us are likely to have difficulties at some point in our lives.  Being disconnected is the source of almost all human problems.  ‘Connection’ enables satisfaction in relationships and starts with those primary (parents/carer) relationships.

As practitioners in education and health working with children and young people, we have a responsibility to provide a safe space to learn skills and strategies so that we can offer a connection-friendly environment.   This includes using effective communication, providing therapeutic spaces and managing our own behaviour.

Nature Connection

Nature connection is a way of opening up your senses which over time results in a satisfying kinship with nature, another nurturing relationship.  Forests and natural environments are considered therapeutic landscapes and have demonstrated many positive psychological effects.

Nature connection and Therapeutic PlayExposure to forests and trees lead to increased liveliness, and decreased levels of stress, hostility and depression. Playing also releases natural endorphins and offers us a way of learning and expressing ourselves on our terms and not through adult lens.  Being in nature can have a profound positive impact on a person’s sympathetic (i.e., fight-or-flight) and parasympathetic (rest-and-digest) nervous systems. Essentially, people feel less stressed and more rested.

We are advocating the need for a new hybrid approach.  This model combines what we know within neuroscience, how we respond to stress, the impact of negative experiences, with how nature provides the ideal restorative environment for all ages.

Therapeutic Play

If you would like to learn more, join us at our 2 day course:

Therapeutic Play, Mill Woods, East SussexNature Play & The Therapeutic Space – 1st & 2nd April 2019.

An Experiential training for health and education practitioners wanting to work in ‘Green Spaces’ and will include:

 

  • Therapeutic nature play.
  • The Forest School Continuum.
  • Exploring effective strategies for working with children displaying vulnerable and challenging needs.
  • Establishing Trust: understanding the fundamental importance of safe space/s and how to utilise it.
  • Psych-ed: Understanding difficult behaviours and the connection between sensory input, emotional response and behaviour (with the impact of ACE).
  • Explore your own triggers and inner landscape.
  • Play ideas: child-led and adult-directed e.g ropes and clay.
  • Key communication strategies: creative, reflective and empathetic skills.
  • Increase the tool kit to include more sensory-based games.
  • Develop understanding of Attachment Theory and how it relates to emotional insecurity.
  • Play skills include sand, puppet and music.

Click here to see full details about this two day course or visit our website for details.

Transforming education, health and family through nature.

Circle of Life RediscoveryCircle of Life Rediscovery provides 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.

If you are keen to hear more about events and training please join our newsletter here.

www.circleofliferediscovery.com

info@circleofliferediscovery.com 

01273 814226

 

Forest School Training Level 3 – why train to be a leader?

Forest School Training Level 3

A recent Facebook post asked if you can run a Forest School programme without completing the Forest School Training Level 3.

Forest School Training Level 3

The short answer is, you don’t need qualifications to take people outdoors, nor to necessarily offer great learning and development practice. If you are a parent, you like all of us have a ‘duty of care’ to young people and when you work with other people’s children, you need to abide by Health and Safety law and insurance requirements.

Why does anyone study?

Hopefully to improve themselves, and learn how to be better at what they do. The more we know, the more we understand how many skills and attributes are actually needed to work with groups.  How do we safely (yet wanting risk) support the whole development of children? How to we facilitate them towards a ‘good enough’ sense of self, and co-lead them on a journey to health and fulfilment?

“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. Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education.”
(From www.forestschoolassociation.org)

Forest School Training Level 3 – a learning community

Endorsed Trainer - Forest School TrainingThe Forest School training (I am an endorsed trainer from the UK Forest School Association – a charity) is very comprehensive. It provides a learning community in the outdoors, with embodied learning experiences – leading to a recognised and valued qualification.

Forest School is an approach not a copyrighted name. So there are people and organisations who are offering Forest School without training. The problem with this, as in all fields, is that you don’t have any way of knowing the quality or standards of practice.

This is not to say the quality of non-trained staff may not be great, just it’s more likely trained people will really provide the ethos, values, multiple skills, observations, have self-reflection, empathy, practical skills and instil a real love of the natural world.  Not many people or other qualifications give this range of pedagogy and skills.

Insurance

Most insurers will insure what you say you do. If you use knives and fire (the physical, psychological, emotional developmental benefits are huge), then they would expect you to have some training in this, for relevant ages. Not all great Forest School sessions use fire or knives because the point is to develop a child’s self-worth, and whole development, not to be a great crafts person, though they may choose to develop those skills.

Quality Training

Forest School Training in East Sussex with Circle of Life RediscoveryThe best quality Forest School provision, is to get trained by people who take you into nature and model practice with all the benefits that direct contact with nature provides.

There are lots of great trainings around the world that teach people to effectively work with young people in the outdoors. I am not attached to one model, but appreciate how much thought has gone into the model, and there is not much missed out.

 

Like any training, it’s often the dynamic relationship with the trainers/the people/the place & season, the resources that make the ingredients of great experiences.

Values of Forest School

Forest School, like many long term nature connection education programmes under other names, have spawned in various countries in recent times, which share common values.

At the heart of Forest school is valuing every learner and the contribution they make to the learning community.  This means working with learner’s needs, interests, motivations and preferred ways of learning, and alongside this recognising the intrinsic value of the non-human world.

Respect and humility are core values that all Forest School practitioners work with, which means giving ‘power’ over to our own learners for their own learning – through providing choice, tempered with compassion for the non-human.  In a nutshell this is a holistic form of education creating a vibrant nature-based learning community.

We also offer Forest School Training in Ireland!What we are hoping to arise from these values is the building of resilience, creativity, self-worth, emotional literacy, connection to and caring for the non-human world, so our planet and society thrives.  The important aspects that make Forest School special are the playful ‘equal’ ‘relationships’, and the deeply empathic connections that develop. But that is not all!

When children and young people feel that they are ‘enough’ are supported to have ‘agency’ and their experiments and mistakes valued, they turn out be creative, critical thinkers. Being able to play and master skills, lays the brain networks of learning and development that are life-long attributes and prevent mental ill health.

Principles of Forest School

There are a number of principles that have been explicitly expressed, see UK Forest School Association website, that are underpinned by the above values.  These principles (in our words) are;

  • Developing a relationship between learners and the natural world that features mutuality and compassion.
  • Facilitating a long term programme of regular contact with the natural world that make deeper, caring nature connections.
  • Working in a learner-centred way whereby an ‘equal’ learning community is developed where there is a combination of autonomous and communal learning, featuring joint decision making regarding the learning. Forest School follows a constructivist approach whereby the learning, in and of, the real natural world and themselves emerges.
  • Risk taking in a safe context is encouraged, enabling learners to move into their learning zones where they can manage their own risks be they emotional, physical, cognitive or social risks.
  • Developing the whole person, supporting cognitive processes and fostering creative, resilient, physically healthy independent learners.
  • Practitioners who are qualified and continually reflect on, and develop, their own learning and Forest School facilitation.

Forest School is seen as a relatively new phenomena – the term being devised in 1993 by a group of nursery nurses at Bridgewater College who established their own ‘Forest School’ after visiting some early years settings in Denmark.  Forest school is based on many years of tradition of outdoor learning and pedagogy.

Whilst a practitioner plans, considers last week’s evaluation, risk assesses all sessions in advance, the day brings it’s ever changing surprises!  As practitioners we are responding to ourselves, others, nature and the resources available all the time to enable a holistic, healthy and ‘in the moment’ experience.

Many years of research have left us without any doubt as to why and how nature fosters healthy child development.  The combination of allowing children to play, in the outdoors, enables the ideal context for young people to grow, learn and be happy.

“A child’s neurological systems naturally seek out the sensory input they need on their  own – they determine how much, how fast, how high works for them at any given time.  If they are spinning in circles it is because they need to; if they are jumping off a rock over and over, it is because they are craving that sensory input.  They are trying to organise their senses through practice and repetition.”
Sue Waite (Natural Connections).

Forest School Training Level 3 with Circle of Life Rediscovery

Our Level 3 Forest School Training provides the knowledge, understanding and skills needed to prepare learners for employment as a Forest School Leader.Our Forest School Training Level 3, trains us following our natural operating biological, evolutionary and sensory system. This approach to learning and developments forms an essential part of a healthy life, that we hope will form part of every child’s school experience.

Our next course takes place in March 2019 in East Sussex and the dates are:
Part one: 4th – 7th March
Part two: 29th April – 1st May
Part three: 20th – 21st May

 

Course Two
Part 1: 26th, 27th & 30th September and 1st, 2nd October 2019.
Part 2: 27th, 28th February and 2nd, 3rd March 2020.

Find out more about our Forest School Training Level 3, please visit our website.

2018 Feedback:

“I have learnt so much but at the same time it wasn’t hurried and there was time to enjoy the activities. Personally, I feel more relaxed after training outside.”

“I loved the games, songs, craft activities, learning theories, it was magical.”

“You have inspired me so much through your creativity, I felt like I was in a very nourishing environment, you were always there for the group and very supportive.”

“It has made me more aware of the environment and really opened my mind to new possibilities in getting children involved with nature. Plus I have found my own calm!”

“The training has been an incredible journey. The leaders were so knowledgeable but not at all intimidating.”

Look out this year for a new book on Forest School co-authored by Marina Robb and Jon Cree! To hear about this plus our other events, news and trainings, please sign up to our newsletter here.

Marina.

Marina Robb (Msc; MA; PGCE)
Director:  Circle of Life Rediscovery CIC/Circle of Life Training
07966 514469
Email: info@circleofliferediscovery.com

Circle of Life RediscoveryMarina.Transforming education, health and family through nature.
Circle of Life Rediscovery provides 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.

www.circleofliferediscovery.com

https://circleofliferediscovery.com/blog/

www.facebook.com/circleofliferediscovery

 

 

The Importance and Benefits of Nature to our Lives

The Importance and Benefits of Nature to our Lives

If you are ever in doubt about the importance of and the benefits of nature to our lives, download the latest ‘Living Planet Report 2018’.

The Children’s Fire

The Children's Fire

We need a system change that is underpinned by valuing nature. A simple thinking about leadership is called ‘The Children’s Fire’ by Mac Macartney, find out more here. It asks how we make decisions in the short and long term. In older societies, a fire was lit in the middle of a ‘council’ where decisions are being made – this fire is known as the ‘Children’s Fire’ and was there to remind the leaders of a principal law:

‘No law, no decision, no action, nothing of any kind will be permitted to go out of this ‘council of chiefs’ that will harm the children’.

The ‘children’ refers to the children of human and non-human alike. You couldn’t be a leader without signing up to this. We are living in times where we have forgotten the wisdom of our elders. We are pursuing ‘wealth and success’ wrongly believing this leads to happiness and satisfaction while damaging our ecosystem.

Time spent in nature can restore us and keep us well. There are so many benefits of nature.

The Benefits of Nature

A new year, indeed a new day, gives us an opportunity to reflect on what we care about and what we really value, even though we need help to change things.

What we need is to collaborate,  share our feelings and thoughts to keep well.   It is very helpful to understand that our lives are connected to other lives, that we are not really alone, and that who we are is reflected in the non-human world.

We can be the best we can be, when we feel worthy and respected.

“It is an invitation to a lifetime journey of deepening alignment with life.  It sets us a challenge. It invites us to walk in beauty, participate generously, appreciate the inner journey as much as the outer, and it defines value in terms of what we give, not what we pretend to own.” (Mac Macartney)

Download the full ‘Living Planet Report’ here.

By Marina Robb

Circle of Life Rediscovery – Director.

Circle of Life Rediscovery provides 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. 

The Importance of Nature

The Adventures of Pumpkin Patch Nursery – Outdoor Classroom Day 2018

Outdoor Classroom Day – 1st November 2018

To celebrate Outdoor Classroom Day 2018 we wanted to share the adventures of a local nursery group, who come each week to do Forest School at our beautiful woodland site in East Sussex.

“Once upon a time there was a very brave and adventurous group of children who wanted to go and have fun in the forest.

Outdoor Classroom Day 2018They travelled on a bus for a very long time before arriving at the gate to the woods. They found their way in to the woods by following brightly coloured flags, sometimes they ran from flag to flag, excited to get to the forest and start to play. Other times when they walked carefully along the track they found animal footprints in the mud and sometimes they just followed their ears.

Once they were in the woods they had many many adventures…

They learnt all about the season of Autumn and what that really meant. They learnt about how the leaves change colour from green to yellow, to orange, to red, to brown and how the leaves fall off the trees on to the ground.

Picking blackberries for paint! Outdoor Classroom Day 2018

One week they collected blackberries and made brightly coloured paint, they painted pictures of the trees and made smelly potions in a big bucket and they collected autumn colours to create a rainbow on their colour cards.

 

 

Another week they searched for mini-beasts and found them hiding under logs, and amongst the leaves. They found spiders, beetles, ants and millipedes…that was a very exciting week in the forest!

The adventures of Pumpkin Patch Nursery

Over the coming weeks the adventurous children made dens and homes for the animals of the forest, they climbed trees and played hide and seek games, they collected wood and helped to build a fire using sparks, and they made popcorn on the fire and ate it, just like the animals in one of the stories they read.

 

Finally the children’s adventure had to come to an end…but not before they made mud cakes for the fairies of the forest to say thank you for sharing the woods with them and cooked toffee apples on the fire.

Popcorn over the fire!

 

Then it was time to sing goodbye to the woods, roll their logs back and get back on the bus and travel all the way back to Pumpkin Patch nursery.”

By Katie Scanlan

 

 

 

Circle of Life Rediscovery

If you feel inspired by the children’s story and want to get outside with your nursery children, or find out more about Forest School, then please get in touch by sending an email or call 01273 814226.

www.circleofliferediscovery.com

Working with Nature to Support our Mental Health

World Mental Health Day 2018

It is perhaps normal to think of our physical health. If you hurt your arm, you will happily share that information.  However if your mental health is suffering, it is harder to be comfortable to share that you are feeling stressed, anxious, and even harder to get to a point where you may need to seek more help.

As a culture, we are particularly bad at talking about our feelings, what educationalists would call our emotional literacy.   Many schools across the UK do have programmes to help young people communicate what they are feeling, yet the teachers are rarely honest and open themselves!

Part of the difficulty is that we as adults, educators, health practitioners and parents are not used to sharing feelings and don’t have the communication skills to articulate what is going on for us.  We resist being open, as this feels exposing and dangerous.  What is it about our society that feels so unsafe to share feelings?

We offer tailor-made nature-based therapeutic experiences for children, young people and adults from all walks of life. We can work with young people and families who are experiencing challenges or emotional distress at school or home and are struggling to cope with day to day life.The importance of feeling safe cannot be underestimated.  This both comes from the individual and the container/society.  If the school, home, parent doesn’t feel safe, then it is unlikely to be an environment for people to share openly.  As adults working with young people, we need to be more careful, to provide the quality of listening and helpful words to support the journey of growing up.  At the same time though, I believe it is equally necessary for the adults to do their own work on feelings and to learn how to share what is going on for them and to take the risk of doing that.  I am not saying that we share all our baggage and personal stories, but I am saying that we feel able to choose appropriately what personal information we may say to support a meaningful connection, and to be an active listener.

The World Health Organisation defines mental health:

“Mental health is defined as a state of well-being in which every individual realises his or her potential, can cope with normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her community.”

In our organisation, we believe in the power of nature to transform our well- being.  Over many years, through our projects,  I have witnessed an increase in physical and mental health, reduced stress and an increase in an aptitude for learning across the ages.  In effect through nature-based experiences we are able to transform education, health and family life.   Our model brings together practitioners who are comfortable with their emotions, skills at listening and care about others well-being.  All our projects support personal development, which means at times going to uncomfortable places and having difficult conversations.

Supporting young people with mental health issuesOur flagship project is known as ‘The Woodland Project’.  This is a partnership project with the Child and Adolescent Mental Health Service (CAMHS) and CAMHS learning disability and Family Intensive Support Service (CAMHS-LD- FISS).  One of our programmes offers young people who have diagnosed mental health issues a monthly day in the woods as a group.   The young people may live with a variety of mental health issues, from eating disorders, depression, anxiety, PTSD, Personality disorder and are some of the most articulate and vibrant young people I have ever met.  They do struggle to work positively with what they experience and are incredibly supportive of each other.

What can be challenging is how our culture stigmatises the young people and families who are living with a range of difficulties. Some behaviour is very cruel.  People share that they feel so isolated, as it is too challenging to access many community spaces.

We are currently running a programme for teenagers who are suffering from mental health issues

Natural spaces are often great levellers, where we can begin to feel relaxed (natural spaces reduce cortisol levels), and free ourselves to have different experiences in a group setting that re-build our self esteem, and give us a new and different perspectives on ourselves and the world around us.  Nature is a very forgiving environment, alongside all the multitude of benefits being outside in a supportive group provides.

Today is a day of celebrating our mental health and supporting ourselves and others to feel safe enough to feel, and be listened to.  My advice is to take a risk and share something that you wouldn’t normally –  the benefit is worth the risk and hopefully you will feel a little bit of joy!

Below are various personal videos about our Mental Health Project with Teenagers.

“The woods is a safe space to re-connect, it is healing and welcoming, I feel like I am not judged and I have learnt about the kind of person I want to be, without pressure and stress.”

CPD’s & Training Programmes

Courses and trainings

 

At Circle of Life Rediscovery, we run CPD’s and Training programmes for health and education practitioners:

 

21st & 22nd March – Exploring the Natural World & Feeling Self with Ian Siddons Heginworth. The theme is ‘Alchemical Ash’.

1st & 2nd April 2019 – Nature Play & The Therapeutic Space with Marina Robb and Kate Macairt.

23rd & 24th September – Exploring the Natural World & Feeling Self with Ian Siddons Heginworth. The theme is ‘Suffocating Ivy.’ 

In 2019 we are developing a 4 day Nature & Mental Health training programme for practitioners, exploring best practise from nature and well-being. Learn how to deliver ‘Green Care’ interventions. To express your interest, please click here.

Group Nature-based Therapeutic Interventions

We offer bespoke Nature- based therapeutic interventions for groups of people experiencing similar needs. These ‘green-care’ group packages are tailor made for particular client groups. Find out more.

Team Building & Away Days

We work closely with clients to deliver bespoke team building and away days for organisations, ensuring an effective and creative learning experience. We aim to draw out your skills, improve communication and confidence, give you a fresh perspective and to inspire! Contact us to hear more or call 01273 814226.

“It was the best away day I have ever been to and I would like to do it all again! The facilitators are enthusiastic and knowledgeable, it was a beautiful and peaceful setting and there was a good mix of sociable and quieter activities. I loved this away day and will have fond memories of the time we spent in your wood. The activities arranged for our team were simple yet meaningful. They were also thoughtfully put together, with activities that: required us to work together on a goal; pushed us (comfortably) to do new things; connected with our sense of fun and silliness; and some were quiet, solitary and mindful. Doing tasks we would never normally do together and never do in our workplace – making fires, using knives to craft things – helped us be and work together in a way that enhanced our team relationships. It rained, but we had a great time! Thank you.”
Dr Simon Tobitt, Senior Clinical Psychologist, Assessment & Treatment Service and Recovery & Wellbeing Service: High Weald, Lewes and Havens.

Donate

If you would like to make a donation to support the future of our Woodland Days to support young people and families, please contact us.

#WorldMentalHealthDay2018

Get Real. Get Messy. Get Maths. Get Outdoors.

Outdoors Maths with Juliet Robertson.

There are many reasons why maths is a core part of the curriculum worldwide. It provides us with skills and knowledge that can be used in our daily lives. From the moment we wake up, we are constantly estimating, problem-solving and making quick judgements about quantities and amounts. For example, you may need to check you have the exact change for a bus or wonder if you can still fit into your trousers after several days of a festive celebration.

Join our Messy Maths CPD on 21st September with Juliet Robertson

 

To help you think and plan maths experiences outdoors here are some practical suggestions:

Getting ready to go outside provides many mathematical moments:

  • Time the class to get ready. This can be using a non-standard unit of measurement, such as a song for little children. With older children, this will be using a stopwatch or other timer.
  • Use lining up to reinforce key data handling skills. For example, request children make two lines, e.g. those who are wearing green, those who are not wearing green. This creates a human line graph and can be used for counting and discussing differences between the length of each line. Change the attributes each time you go out. Your children will have plenty of suggestions here.
  • Problem-solve with your class about ways of getting ready quickly and without fuss. Link these to the strategies used to solve problems, so children can see how a skill learned has real life applications.

Maths on the move. Make the most of the distance between your class and your outdoor space:

  • Estimate the number of steps it takes to get outside. Discuss afterwards why everyone has a different answer. Is it possible to standardise this distance and how would we do this?
  • Count aloud and chant in multiples, e.g. multiples of three on each step: 3, 6, 9, etc.
  • What happens to your counting when you take five steps forward and one step back. Consider how to create links between numbers and the pattern of walking forwards and backwards.

Creating a gathering circle in mathematical ways

Explore the size of the circle made when children hold hands, stretch out and touch each other’s fingertips or huddle together shoulder-to-shoulder. Discuss and explore how the size could be measured. This may include:

  • Pacing around the outside of the circle as a non-standard approach.
  • Using a trundle wheel for noting metres or yards.
  • Using a long piece or rope or string. If you put a mark at every metre or yard on the rope then it becomes a giant measuring tape.

Estimating everything

Messy Maths CPD

Children need lots of practice at estimating so they are able to make reasonable guesses based upon experience and knowledge. It is a basic strategy for problem solving and enquiry work as well as a useful life skill. Being outside provides a real context for estimating. It is hard to tell the number of birds in a flock, bricks in a wall or exactly how long it will take to walk to the shops. There is a constant need for everyone to be making estimates of amounts and activities based upon our experiences. Teachers can encourage the children estimate and then to check:

  • Number: having a guess before counting the flock of birds flying overhead – we count ten birds and then use this to count the rest in chunks of ten.
  • Money: evaluating whether we have enough money to buy something we need.
  • Distance: estimating how far away the end of the playing field is.
  • Volume: thinking about the volume of water in one bucket or watering can compared to another.
  • Weight and mass: wondering how much food the birds will eat at a bird table.
  • Time: considering how long it will take to complete a task.

It can help to make group estimates where there is a consensus. With older children, the skill of rounding up or down is a natural progression within estimation.

Playing maths games

All around the world there are strategy games, which were developed using locally found materials on a board that can be drawn onto an outdoor surface. Games involve looking for patterns and knowing the cause and effect of moves undertaken in particular sequences. This usually involves playing the game lots of times and experimenting with different moves. Some basic points include:

  • Children need time to learn each game by just enjoying the experience of playing it. Older children can assist younger ones. Hold a games session so that parents and carers can learn different games too.
  • If a game isn’t going well, ask the children for their ideas about making it better. What rules could be adapted or changed? How can they make the game more exciting?
  • Games can be adapted to help the children acquire specific skills in many areas of maths. When you do this, it can be helpful to seek the children’s thoughts and suggestions. This gives them ownership of their learning and facilitates a personal interest.
  • Children enjoy inventing their own games. Whether you have a pile of stones or a few leaves lying under a tree, challenge them to create a game to help them learn a specific maths concept or skill.

By Juliet Robertson, foMessy Maths under of Creative STAR Learning, UK.

Many of these ideas are expanded upon in her book: Messy Maths: An Outdoor and Playful Approach for Early Years.

 

Circle of Life Rediscovery provides 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.

Circle of Life Rediscovery