4.1- Assignment (Unit 3): Explain the role of the Forest School Programme Leader in promoting learning and development
- Naomi Harvey
- Aug 20, 2024
- 4 min read
The role of a Forest School leader is crucial in promoting the learning and development of children and young people. The role is very diverse, encompassing the creation of a safe and nurturing environment, facilitating child-led learning, creating appropriate challenges, and encouraging holistic development.
As a leader, I am there to ensure that the physical environment is safe, risk-assessed, and conducive to exploration and learning. This may include managing any hazards that have arisen, providing safety equipment, and setting clear boundaries while also allowing children the freedom to explore and take appropriate risks. Enabling the children to feel safe in their environment allows them to engage confidently in activities, knowing that they are supported. Confidence is key to their willingness to take part, explore, try new things, and learn from experiences. Before each session, we carry out a dynamic risk assessment and make contact with the Trust to ensure that the site is safe to use.
As learned, Forest School is child-led learning, where children are encouraged to follow their interests, make choices, and direct their learning experiences. As a leader, I am there to observe, listen, and respond to any needs and interests of the children rather than imposing a rigid curriculum. Child-led learning fosters intrinsic motivation, creativity, and a love for learning. It allows children to pursue their curiosities and engage deeply with subjects that interest them, leading to more meaningful and lasting learning experiences. Although sessions are planned, they are planned with flexibility in mind, we make suggestions of activities, gauge the response, and may adapt the plan depending on what the children may be interested in that day.
We are able to design activities that are challenging yet achievable, promoting the development of new skills and the expansion of knowledge. These activities can often be tailored to the individual needs and developmental stages of the child. By providing the children with these experiences that may be just beyond a child's current ability, it may help the child build resilience, problem-solving skills, and a sense of achievement. Overcoming challenges also enhances self-esteem and confidence. During one session, a child had made a lovely small den for a ladybird; it was well-designed and stood well. We challenged her to make the den big enough for just her to fit into. Although nervous, she used her small den as a prototype, following her design, she managed to make it larger and sit inside herself.
Forest School also promotes holistic development, which includes social, emotional, physical, intellectual, and spiritual growth. Activities are designed to engage all aspects of the child, from physical tasks like climbing and building to reflective discussions about nature and feelings. Concentrating on the holistic development of a child ensures that the child grows in a balanced way, developing not just educationally but also socially, emotionally, and physically.
The well-rounded approach supports their overall well-being and prepares for life beyond the school setting. During our sessions, children are presented with a range of activities such as den building, bug hunting, tree climbing/balancing, or digging in our dig pit. Children can choose any of these or create their own, which we will encourage.
As part of holistic development, a leader should always model positive behavior and values, demonstrating respect for the environment, others, and themselves. Children are always watching the leader's behavior, language, and attitude, which can influence how children perceive and engage with the world around them. By modeling positive behaviors, the leader instills values such as respect, responsibility, cooperation, and empathy in the children.
Positive behavior will also include promoting environmental awareness. It is important for children to understand the impact we have on our natural surroundings, not just within our forest school setting. Whether they are in their garden or visiting a park, we may have an environmental impact every day, and we as humans need to learn the impact and how to help preserve it.
At the end of each of our sessions, we have reflection time. This can encourage the children to reflect on their experiences, discussing what they have learned and felt throughout the session. This helps the children internalize their learning and understand their development. Allowing the children to reflect promotes a deeper understanding and self-awareness, helping children make positive connections between their experiences and learning. At the end of one session, a child had asked why we had not seen any ‘big animals’ in the forest. Although we had seen birds and insects, she wanted to see deer and foxes. We explained that due to our visits, they were a bit nervous, so we may not be able to see them.
However, for the following session, we used animal puppets and hid them around the forest school area, where the mammals would usually be, for example, deer, badgers, squirrels, and hedgehogs. We then challenged the children to find them within the space. After they had found the animals, we then discussed where they found them and each habitat.
An important and crucial role of the leader is to recognize that each child is different and unique, with different learning styles, needs, and interests. The leader adapts activities and approaches to accommodate these differences, ensuring that every child is included and supported. By catering to these individual needs, the leader helps each child reach their full potential, ensuring the children feel valued and understood, which is critical for their engagement and development.
Finally, Forest School, in general, is about building strong relationships. The leader builds strong, trusting relationships with the children. The children need to build strong relationships with the adults, and both the adults and children build strong relationships with the nature they are lucky enough to be surrounded by. The foundation is a foundation for effective learning and development, as it encourages open communication and a sense of security. As we move throughout the Forest School space and the children are all taking part in their activities, we make sure adults are throughout the space, not just for safety, but allowing those adults to engage with the children, build a relationship, have the children explain their experience, and allow them to ask any questions they may have.
Overall, a forest school leader plays a vital part in a child's life and helps to promote a positive outlook on life and create a well-balanced, confident child to help carry that child through not only school but life.
References:
Wildly Educated
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