Unit 3 Section 2.3 How is holistic development facilitated through Forest School?
- Naomi Harvey
- Aug 10, 2024
- 5 min read
Picture - Dan Hoye - Instagram
As discussed in my last blog, SPICES is something we are able to focus on and base our sessions on to make sure we are helping to enhance the children in our sessions on all holistic bases. Using SPICES we can incorporate into our sessions a creative project, reflective walk, group discussion or physical game.
A baseline assessment is a crucial starting point for understanding the initial abilities, characteristics and skills of our children during our sessions. This can help us adapt our sessions to involve the needs of individuals and tailor activities. It can help us track progress for each of the children and measure the impact of Forest School experiences.
During our sessions at Trent we try and encourage group activities, this may be building a den, bug hotel or creating an art piece from our natural surroundings, this helps build on social skills, communication, physical and emotion.
By working with others, the children have to communicate with each other to create something together, they learn to negotiate, share and to resolve any conflicts with adults to support anything if needed. Continuing group activities throughout our sessions can build a sense of community and teamwork.
Session example: Den building - Children are required to statergise of what part they will take in building the den, collecting branches, working out shape, creating a space, they need to communicate and cooperate, therefore strengthening relationships and teamwork skills.
Our sessions are heavily child centred. At the beginning of each session, there is a small amount of structured learning, we start off with ‘what can we hear and see today?’ this is a good reflective state, children to be able to ground themselves and feel a connection with nature around them, this can foster a sense of wonder, appreciation and connection with the natural world.
Session example: A mindfulness walk where children can focus on the sounds, sights and smells of the forest to create a deeper connection to our surroundings and have a sense of grounding.
Reflection is a large part of forest school, not just for the children, but also as a leader, we need to reflect on the session and have our assessments of the children to make sure we are promoting holistic development as much as we are able to.
Session example: At the end of each session we go around to each child and ask them to tell us one thing from the session, this may be something they have learnt, discovered or just found interesting during the session, this helps us as leaders review the session and understand what we may need to incorporate in our next session(s).
During sessions learners will naturally develop critical thinking, problem solving and intellectual curiosity. Our sessions can provide opportunities for exploration and discovery and foster a love for learning.
By introducing inquiry based learning this can allow an opportunity for exploration, stimulating curiosity and intellectual engagement. Creating activities that involve challenges promote problem solving and critical thinking.
Session example: Children participate in a scavenger hunt, this may be looking for different leaves or flora, then challenge themselves to identify these, enhancing their observational skills and botanical knowledge. This could be a singular activity or working in pairs.
Forest school can create and enhance self-esteem through activity achievements and reflection. As we create ‘risk taking’ activities such as building and crossing a bridge, which may take a few times to accomplish, building resilience and confidence. This can support and build upon emotional awareness. Creating moments where we can be quiet in nature, encouraging reflection, mindfulness and emotional regulation can also build upon emotional awareness. The sense of achievement and completing challenges can boost self-esteem and give a great sense of accomplishment.
Session example: As mentioned before, at the end of each session we have circle time, to reflect on what we have created and accomplished in the session. We try to encourage the children to name a feeling or sense they have felt during the session and also name an accomplishment, however small, they feel they have overcome during the session. It provides them with an opportunity to share their feelings and thoughts and understand what others feel at the same time, this can help build emotional intelligence.
Creativity is a huge part of Forest School sessions, this can be expressed in many different ways, creating a safe space for the children to expand their creativity through activities and experiences that stimulate their imaginations and artistic expression. The children are encouraged to look at things differently and to see the many possibilities nature gives us. It allows the children to have open-ended play and their not being right or wrong, but for them to be proud of anything that they can create.
Session example: We asked the children to write their name, using anything from the nature around, this could of been from twigs, leaves, flowers or written in the mud either dug down or making mounds of mud to create their name, they were all so pleased with their work and how different each of them were.
Forest school activities promote positive physical health, strength, coordination and motor skills. As discussed before, Forest school is long term, this can encourage an active lifestyle and be appreciated for physical activity. This doesn’t just enhance their lifestyle during school hours, but has a greater effect for their whole life and can also transfer a positive lifestyle to the children's families and friends. During our sessions the children tend to run around nature and explore, they climb trees, jump in puddles and balance on logs. We have also carried out activities such as building a stool to hold the child, this enhances their motor skills and challenges them, helping with resilience as well, as many did not succeed on their first try, however, after assessing what they had done, they were able to change their design and create a new one, feeling a sense of accomplishment. Taking part in regular outdoor activity promotes physical health, stamina and overall health.
Session example: We had one session where they were tasked to build a den, however, they had no guidance and no goal, it could be a den big enough for themselves down to a den for a ladybird! Giving them this ‘challenge’ meant they could be creative and work to the best of their abilities, if they did not feel confident enough to build a big den then they could start off small, and then challenge themselves to build upon that next time.
Throughout the whole of the forest school sessions we aim to plan it with a child-centred approach. Children are allowed to select the activities they wish to take part in, and even if they choose something that we have not offered, they are still able to take part in those activities, we are there to ensure that their individual developmental needs and preferences are met.
In our forest school sessions, we set up different activities, such as mud kitchen, creating something (artwork, story-telling etc), mini beast hunting and tree climbing. Children are able to choose any of these activities or if there is something else they would particularly like to try they are allowed to carry this out as well. We as leaders are there to encourage, observe and help build on their interests and observations. We try and encourage anything that may be seasonal, for example during our winter session, the children discovered ice on our site, they enjoyed looking at how it had settled, the different patterns it was making, touching it, jumping on it and seeing if they could make anything from the ice and other items around. This encourages curiosity, appreciation of nature and different seasons and creativity.
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