2.1- Assignment (Unit 5): Observe 3 individuals and assess the impact of Forest School on their behaviour and learning
- Naomi Harvey
- Aug 18, 2024
- 6 min read
During our first session of forest school, I observed the children and chose 3 different children, 1 in Year 1 and 2 from Year 2, I assessed them and wrote notes regarding their behaviour and used this information to help for an idea if what we could plan for the following session.
Child A: I chose Child A, as this particular young girl in Year 1 struggles with structure, rules and self regulation. I was intrigued to see how she coped with being in a completely different setting without the restrictions of the classroom. Within the classroom she has to have designated brain breaks, which she is able to choose whether she has these in the classroom in her quiet corner, or she is able to go outside in the playground, but this is on her own without any peers. She can find it difficult to understand others emotions and misunderstands some of the communications she has with her friends, very rarely taking responsibility and has on occasions been physical with others.
Child B: This child I chose due to the fact that although he does not cause issues in the classroom, he also does not make a huge impact within the classroom as well. He doesn’t enjoy sitting down at the table and completing work, he gets distracted easily, makes any excuse to get up and walk around the room and generally has a short attention span. He is very physical and loves to be outside on the playground and jumping and moving. Again, I was interested to see how he would be in a different, outdoor environment.
Child C: Child C is a great learner in the class, always eager to please, very eager to do the right thing. Loves to be asked to do jobs within the classroom, tries hard at everything she does, very aware of others feelings. She can be quiet at times and unsure of herself. I chose to observe her as I was interested to see if she was able to freely play when there was no structure, she is always concerned about others and if she is doing exactly what has been asked if her, and I wondered if she would exhibit any anxiety when given the option to choose what she would like to do.
Observations 1:
Child A: Started off with a positive attitude when walking to Forest School, very talkative and seems alert. Although able to verbalise thoughts, she misunderstands her own and others emotions. Once arrived at Forest school and started allowing free activities, she started to struggle to engage within the group setting and self regulate, when she felt something was not being done her way she could not control her emotions. When a friend and her were bug hunting, the friend picked up a bug first, Child A instantly said this was unfair and she shouldn’t have done it and she wasn’t her real friend. We spoke about how we speak to others and emotions, she didn’t want to talk to her friend right away and needed to self regulate. We created her a safe space that we said could just be her area when we visit the site and when she feels she needs to go there, as long as she has informed an adult, she can use the space. We have noticed a pattern that when she has not had breakfast and says she is tired, she has more of these outbursts.
Next Session: During free play next session, sit with her first and discuss what she would like to do during free time, ask who she would like to do this and then the behaviour we expect to see during free play, offer her to use her safe space when she needs to. Take a snack to help regulate.
Child B: Very engaged on initial arrival at Forest School, when spoke about what we could hear and see, he was very verbal. When instructions were starting to be given out, Child B started to struggle to follow instructions and was very distracted by surroundings. He engaged with the outside space and when he discovered a muddy puddle, he wanted to jump into it over and over, which we allowed as his free play choice, however, very unaware of his surroundings and when he splatted another child with mud, could not understand why they seemed unhappy with this. We spoke about being aware of the space and everyone is using the space at the same time and we need to respect the area. He got very fixated on just jumping in puddles and did not want to explore any further.
Next Session: Create more space and activities of choice and try to encourage to explore the area more.
Child C: Seemingly excited and positive about visiting Forest school, lots of questions about if we have remembered everything and needing reassurance what time we would get there and that we would be back in time for lunch. Upon arrival to the area, she seemed uncomfortable in having to choose where to sit and who to sit next to. She did well in planned activity of finding sticks of different sizes throughout the area and returning to base camp, however, when they were allowed their ‘free play’, she was unable to make a decision and stayed in her seat, I asked what she would like to do and she said she wasn’t sure, her friends were doing a few different activities and she couldn’t decide which she wanted to do and felt overwhelmed.
Next Session: During freeplay organise 3 different activities she could take part in, allowing her still to choose, but minimising the choices hoping to lower cognitive overload. Suggestion as sessions continue, add more choices slowly and have her input for those activity choices.
Observations 2
Child A: Unfortunately started off negatively before arrival to Forest School, did not want to attend and would not engage. Negotiation does not work with this child, on arrival at Forest school we started off straight in a safe space to help regulate before any activities. When she seemed to have calmed down and after observing her watch the rest of the group and listening to instructions she said she was ready to join in. Group activity to build stools from sticks, started off positively but as soon as one of her peers disagreed with her idea, she shut down and instantly shouted and broke the sticks they were using. Removed to safe space and to help self-regulate. After some time, we discussed her actions and how she was feeling, and spoke about how her friends may have felt during her anger and how we can make it right. She approached her group and apologised and ended up joining in.
Plan for future sessions - Administering snacks on brain breaks and safe space time helps to regulate behaviour, when we are aware of a planned group activity, her group can be chosen before going to site for reassurance of who she is working with, this helps with her regulation.
Child B: Very positive with forest school and not being in the classroom. Emotional intelligence has improved through sessions and the enjoyment of Forest school. He still very much enjoys the activities he becomes involved in, however, will usually take the easy route. Working better within groups and enjoying showing his outdoor skills to his peers, after discussion he informed me that he does spend a lot of time outside when at home with mum.
Plan for future sessions - Keep giving challenges and when put into group activities, place with different peers, as can sometimes get stuck to the same child throughout each session. Help understand when working in groups how his other group members may feel during sessions/activities.
Child C: Still positively engaged within Forest School, much happier when working in smaller groups. Although happier to choose freeplay, tends to choose the same ones, den building or bug hunting. Still uncomfortable when lots of children run around and find it hard to focus on her activities when there are loud noises around her. Chosen freeplay was den building, therefore suggested the group move to a slightly quieter space at the end of the area, therefore still able to enjoy the activities but removing any anxiety of lots of people around.
Plan for future sessions: Lots of reassurance needed, positive feedback should be presented to Child C and create challenges she is able to accomplish to help her self-esteem.
Conclusion
Although Child A did not progressively improve with her behaviour during our observation sessions, she did improve with her general outlook towards forest school and enjoyed the sessions. She started to understand the impact her actions have on others within the space and we started to see the understanding being transferred to the classroom.
Child B and C have both progressed with their self-confidence and concentration within the group sessions. Child C has come on very far since the first initial session and with continued praise and small challenges we will continue to see her growth.
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