Transforming lives through learningDocument title Forest Kindergarten Approach Professional Development Resource

Transforming lives through learningDocument title What is a Forest Kindergarten approach? All year round in almost all weather. Regular play opportunities in woodland or natural setting. Free play and child- centred. Using stimulus offered by nature. Promoting creativity, imagination and problem- solving skills. Carefully selected real tools and resources to challenge thinking. Opportunities for re-visiting problems. ? ?

Transforming lives through learningDocument title What is a Forest Kindergarten approach? All year round in almost all weather. Regular play opportunities in woodland or natural setting. Free play and child- centred. Using stimulus offered by nature. Promoting creativity, imagination and problem- solving skills. Carefully selected real tools and resources to challenge thinking. Opportunities for re-visiting problems. Think about your own setting. What would you add?

Transforming lives through learningDocument title What can adults do? Listen to and value children’s ideas and suggestions. Observe carefully children during play. Provide additional materials and resources to provoke creativity, inquiry and imagination. Allow time for children to explore and investigate their environment. Respond sensitively in play to enrich the experience for children. Use effective interactions to scaffold children’s learning and development. ? ? ?

Transforming lives through learningDocument title What can adults do? Listen to and value children’s ideas and suggestions. Observe carefully children during play. Provide additional materials and resources to provoke creativity, inquiry and imagination. Allow time for children to explore and investigate their environment. Respond sensitively in play to enrich the experience for children. Use effective interactions to scaffold children’s learning and development. Think about the role you play. What would you add?

Transforming lives through learningDocument title April participated in two blocks of visits to the forest and would use her time in there to consolidate her learning from previous weeks. One of April’s most significant achievements was learning different ways to use ropes to solve problems. She learned to tie knots, to climb trees and make tightropes. Example from practice – April’s story

Transforming lives through learningDocument title As part of their approach, staff at Newmains are keen that children develop important life skills. They teach children how to safely build fires and talk to them about the importance of managing risks. When on holiday, April demonstrated that she had learned these essential skills by gathering appropriate materials to start the fire and by keeping her little brother safe from harm. Example from practice – April’s story

Transforming lives through learningDocument title Let’s talk about planning How do you plan for children’s experiences outdoors? In what ways does your planning support the purposes of a Forest Kindergarten approach as set out in slide 2.

Transforming lives through learningDocument title Let’s talk about progress In your own approach, what skills do you look for children to develop over time? In what ways have you shown that your forest kindergarten approach has contributed to children’s progress and development?

Transforming lives through learningDocument title Staff at Newmains have found the Forest Kindergarten approach to be effective in providing opportunities for children to engage in more imaginative role-play. For example, staff noticed that children wanted to use sticks and ropes to create pretend pets. Now each time they visit the forest children immediately make an imaginary pet to play with. They talk to each other about their pet and even discuss the similarities and differences of their pets. As a group, children take their pets for walks and make up games for them to play. Example from practice – stick dogs

Transforming lives through learningDocument title Let’s talk about challenge In what ways do you use prior learning and interests developed by children when outdoors to offer motivating, challenging indoor experiences?

Transforming lives through learningDocument title Examples from practice – James’s Story Newmains staff believe that the Forest Kindergarten approach has been instrumental in helping them to meet the needs of one of their children. James is a little boy who was selective mute, spending considerable periods of time on his own while at nursery and at home. However, when at the forest James gradually started to initiate play with an adult. He would communicate by touching them or looking at them to catch their gaze. Staff noted this as a significant progress in James’s development and concluded that the forest provided for him a safe, secure environment that they could use to support his communication skills.

Transforming lives through learningDocument title Examples from practice – James’s Story Staff agreed a number of strategies to support James’s keenness to interact when at the forest. They would sit close to him and imitate his play. They used communication techniques to help James gain the confidence to interact with adults and other children. Staff narrated their actions, gradually involving James in the narration by complimenting him on his play and achievements. Staff were delighted when after a few weeks James, through vocalisations and laughter, showed that he was beginning to enjoy the company of others.

Transforming lives through learningDocument title Let’s talk about supportive environments What was it about the forest that provided such an enabling environment for James? In your own setting, do children play differently outdoors? Is it better? What do you think are the reasons for this? Is there learning in this for you?

Transforming lives through learningDocument title Want to talk some more? Sign into Glow and then Use #learningoutdoors

Transforming lives through learningDocument title

Transforming lives through learningDocument title