Forest/Bush School and nature play sessions should be child-led and focused around free play activities in nature, however a predictable rhythm and rough plan for the session helps the facilitator to prepare. This planning template is designed to allow for free play opportunities within a predictabl...
A charming story of a time long-gone and the struggles of a young man with his first teaching assignment in a village at the back of beyond. There was a bed, a timber floor, thin tar paper on one side for privacy from the nearby road but nothing else. The flimsiest of 'walls', no pegs or nails to hang even a hat, no door, no rug for cold morning bare feet, no bookshelf for a voracious reader, no bedside cupboard for a lamp or a glass of water, no light source - just a bed and a suitcase for the next two years. In 1960, newly minted teacher Peter O'Brien started work as the only teacher at a bush school in Weabonga, two days' travel by train and mail car from Armidale. Peter was only 20 years old and had never before lived away from his home in Sydney. He'd had some teaching experience, but nothing to prepare him for the monumental challenge of being solely responsible for the education of 18 students, ranging in age from 5 to 15 years old. With few lesson plans, scant teaching materials, a wide range of curious minds and ages to prepare for, Peter was daunted by the enormity of the task ahead. Because of Weabonga's remoteness, the students were already at a disadvantage, but they were keen and receptive and had been blessed with an enthusiastic and committed teacher. Indeed it was the children and their thirst for learning who kept Peter afloat during the early days of shockingly inadequate living conditions, a deficient diet and the terrible loneliness he felt being isolated so far from family, friends and his burgeoning romance. Bush School is an engaging and fascinating memoir of how a young man rose to a challenge most would shrink from today. It tells movingly of the resilience and spirit of children, the importance of learning and the transformative power of teaching. 'So many wonderful books, plays and films centre upon the importance of a dedicated and inspiring teacher in the lives of the very young. The reason is simple. Such teachers, and they are indeed rare, have a lifetime influence upon their pupils. I believe Peter O'Brien is such a teacher. Given Bush School chronicles the earliest days of Peter's teaching career, it's also interesting to note his memoir has 'a coming of age' aspect. A coming of age for Peter himself as he discovers so much about who he is in the remote community to which he's been assigned. Delightfully composed, Bush School has many voices. There is the evocation of a bygone era; there is historical and sociological comment; there is a strong sense of humanity; and above all, there is charm and warmth on every page.' - Judy Nunn, author of Khaki Town 'O'Brien's beautiful memoir Bush School takes us back to a time when students said 'good-oh' and teachers were well-respected within their communities. We watch as O'Brien becomes a teacher; placing the children and their learning at the centre of his work whilst courageously navigating the isolated life of a remote town during the early sixties. O'Brien's story is told with great integrity. He explores the unique challenges and opportunities faced by small schools as well as delving into the grand endeavour that is "teaching". Bush School reminds us that teaching is an act of service and that teachers - then and now - are indispensable.' - Gabbie Stroud, author of Teacher
"I detest schools with a passion. My main beef with schools is that they are an utter waste of young life because they don't educate. Education is preparing someone for life and schools fail to do that" Terry Deary I am in my element .....children, wild space, time, camera ........and I am in a school!! A school unlike the ones described by Terry Deary A space where you are trusted, a place for freedom, creativity and natural exploration. Spirit of Play Community School is a small rural school in a picturesque old Post Office building in Denmark, Western Australia which is situated next to bushland and a creek. The teachers, Sarah and Regi, together with an enthusiastic group of parents approached me to support them in creating an identity for the school which has always had a strong link to the natural and indigenous environment. It seemed natural to develop a Bush/Forest school as there was already such a great passion and enthusiasm for nature education within the school. I am delighted to be supporting this development - in Scotland I had helped set up the internationally renowned outdoor Nature Kindergartens as well as being the Head of the Kindergartens until I moved to Australia, I am passionate about children having the time and freedom to really investigate what is important to them in a natural environment. Feeling the natural environment - really being part of it There are of course many differences between Scotland and Australia; in climate, in fauna and in flora, in risks as well as in culture that I need to be aware of but these I can research to develop an understanding. I believe that children the world over develop, play and learn in a similar manner and that the curricular outcomes adults design and teach to, do not change that ..... children themselves are not dictated to by a changing curriculum. Deep level, long term real, contextual learning and understanding is achieved when children are motivated by the learning opportunity and this happens when children are allowed to influence the program and are also allowed to explore their interests in depth. Children do not learn in set 45 minute periods ......... that is not enough time to really explore and complete an investigation....... no wonder many children or young people struggle to complete tasks as they mature! Being able to support children’s learning in a wild space is very different to working in a classroom and even in a garden. That very close connection to unprocessed nature allows us to really FEEL what nature is about, to realize and appreciate our place in it – to me it is something that is alive and is in ME and I believe children and adults can also feel that as they get to know and love the natural wild space; a spiritual connection. Children with a love and appreciation of wild nature will grow up to value and protect this environment for themselves and future generations. I arrived at the school on the first morning of the term with my prepared interest box on 'tools', the children gathered around curious to find out what was in the mystery box. As a group we created a 3D mindmap about saws to find out what knowledge the children had, then looked at the possible risks of using various different tools. We discussed and I demonstrated how to use the tools safely with children making the suggestions and rules. I demonstrated the new Treewrap™, the children helped to decide what should go into it for our adventure into the bush. ALL the tools, wire, twine, tarpaulin, shadow sheet! Gathering at the garden gate the children counted how many children were present that day, they then each picked up a special stone, placed it on a log and counted the stones. Each stone represents a child; on their return from the bush, children would take one of the stones off the log; if any stones are left they will know that somebody is missing – in this way children are part of taking care of the group's welfare. Before crossing the track children sang a song looking left and right and then listening – a large noisy digger caused excitement; on the return trip they commented on the fast speed of a white car and declared it unsafe while the other car was much slower and safer. Once over the road children were trusted to run to the area in the bush they had identified as the space to explore on this day. Children helped to wrap the Treewrap™ around a large tree rather than suspending it between two smaller trees; now they could select and have free access to the tools and resources displayed in the pockets or hung from the Velcro straps. A storage system allows adults to have an overview of what tools are in use; children are encouraged to bring tools and resources back and not to leave them lying on the ground. Sticks used to mark make and to construct, Everybody very quickly settled down – each child free to choose what they wanted to engage in and adults there to offer support if needed or requested but otherwise to record children’s comments and actions as well as observing and assessing the interaction and learning. Adults are or should be very much part of any high quality environment, observations and assessments are continuous and not intrusive to the children's play or concentration. It should not be necessary to set up activities to do this. During the nearly 3 hours we were in the bush there were no arguments, no raised voices, children naturally shared, took turns and also supported each other with self chosen projects. Adults commented on the calm purposefulness and full engagement every child displayed in their chosen activity - they all had a sense of agency. Signing the first page of the Project Book Sharing our reflections Back in the school, after lunch and playing in the naturalistic garden we again gathered to allow adults and children to reflect on their experiences of the day. All the children were very keen to share their experiences of the day which together with photographs, the children’s voices and the planning possibilities adults have reflected on that come to inform future planning. Two children who had moved away from the group in the bush and had not immediately responded to the signals from the teacher were calmly encouraged to reflect on the situation and discuss possible solutions. All the children contributed to the session in a way they were comfortable with, some more verbal than others! What did we do in the bush - did we learn anything? "The challenge for us as adults is to be able to stand back, trust that learning is happening, identifying the learning and finding an appropriate way to evidence and record this learning so that it is also meaningful to the children." Splitting reeds and removing the soft centre One child made a mini basket using reed she had picked herself. "You take out the soft in the middle, then you tear long bits until you have lots. You twist like this and then the other way, you count when you make it" I wish I had the manual dexterity she had! The baby fairy bed Two of the children created a fairy house using loose bits from their environment, while others contributed objects they had created using the tools. "The fairy house for tiny fairies. I need sticks, not those; this long and then another one the same. This is the bed, we need two [gum-nuts]. They fly here and there is a baby in that bed" Many children enjoyed exploring what the hand-drill can do and took turns with the one we had, negotiating as well as sometimes compromising! This little boy was fascinated by the mechanism and technology of the hand-drill, he carefully watched the cogs move as he turned the handle. He experimented drilling into different branches and logs - some were soft and decomposing while others were very hard or still green. He drilled through a stick and tried to simultaneously drill through a gum-nut - concentrating to position the objects so that they lined up. He did not get frustrated but quietly persevered at the tasks he had set himself. Drill through the stick and the Gum-nut Helping to change the drill bit Another little boy used the hand borer to make holes in a seedpod he had found and then pushed a piece of wire into the hole. The soft wire was used to lash sticks together, to bend and to make little figurines, to decorate the fairy house and also to bend and shape into different numbers! The files were also very popular with children experimenting on different sticks and branches and using different angles of the file as they were easy to use and results were immediate. Some created patterns on sticks, while others worked on getting the wood as smooth as possible, I was impressed by the descriptive language these young children used. The saws were always in use! During the morning discussion we had examined the benefits as well as the risks and also looked at various procedure to reduce risk. In the bush most of the children chose not to wear a glove - they were gently reminded but once they confirmed that they knew what the possible risks were and what the procedures were to protect themselves against this risk and they still chose not to wear a glove the adults respected this choice. One child spent all his time in the bush creating a caterpillar world with a cocoon, a place for them to sleep or hide in as well as making a caterpillar using two sticks balanced at right angles to each other creating a triangle - very tricky until he tied them together with wire. Others joined him, contributing and then moving away again. A great deal of time was spent on a very detailed mini shelter. One of the older boys initiated this activity and very soon some of the younger ones contributed as well by finding an assortment of natural materials and making suggestions as to how they could be used. The children treated each other with respect and kindness at all times. The older boy shaped four small detailed figurines and placed all of them on tiny logs around a mini log fire. "can't leave those in there when we go as that would be littering and not good for the environment" the older boy explained to the younger children. The shelter was measured in centimeters as well as inches so that it could be recreated at a later date or place. Some children felt it would be good to have a bigger shelter in the bush. There was a discussion about increasing the dimensions so that the children could use the shelter too. This resulted in a complex problem solving mathematical discussion about ratios, percentages and surface area. The boy photographed his structure so that he could share it with his friends as well as having a copy himself as he took pride in what he had initiated. The bush site the children had chosen this day had previously been used for an Aboriginal ceremony and white beach sand had been placed in a clearing. Children started to dig in this space and were excited to discover that below the the white sand they could find dark sand, stones and even some glass and plasterboard. They wondered how this could have happened and a number of different theories were offered by the children. They did not ask any of the adult for their opinions! As they compared holes, they noticed that all the soil layers were of different depths in the sand holes so fetching the tape measure they then set about measuring the depths of the layers in the holes and then comparing the differences between the holes. One of the younger boys sat quietly gathering the different piles of sand into mini mountains next to each hole. He explained that all this sand came out of that hole and that the big hole had more sand and a bigger mountain than the small hole but if they did some more digging then they could make bigger mountains. The children discussed this with some claiming that sand from other holes could have got mixed up. I was impressed with his knowledge of displacement! When it was time to go back to the school the children all tidied up making sure all the tools were packed and that no wire or twine had been left behind that could injure any bush creatures. They ran back along the track, some of them so confident in that terrain that they walked backwards, took an exciting short cut through a dry ditch to then enjoy their lunch outdoors - they all ate very well! A new rope web was very popular and the hammock was used to lie in as well as to turn themselves into a cocoon. I thank all the children as well as parents and teachers for allowing me this opportunity to share my love of the wild space with them - I have been invited back and will most certainly be there when I have a day off .... as Wells N M (2000) stated."Proximity to, views of and daily exposure to natural settings increase children’s ability to focus and enhance cognitive abilities." I KNOW they increase mine too! “If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it. Perhaps this is what Thoreau had in mind when he said, “the more slowly trees grow at first, the sounder they are at the core, and I think the same is true of human beings.” - David Sobel, Beyond Ecophobia
"I detest schools with a passion. My main beef with schools is that they are an utter waste of young life because they don't educate. Education is preparing someone for life and schools fail to do that" Terry Deary I am in my element .....children, wild space, time, camera ........and I am in a school!! A school unlike the ones described by Terry Deary A space where you are trusted, a place for freedom, creativity and natural exploration. Spirit of Play Community School is a small rural school in a picturesque old Post Office building in Denmark, Western Australia which is situated next to bushland and a creek. The teachers, Sarah and Regi, together with an enthusiastic group of parents approached me to support them in creating an identity for the school which has always had a strong link to the natural and indigenous environment. It seemed natural to develop a Bush/Forest school as there was already such a great passion and enthusiasm for nature education within the school. I am delighted to be supporting this development - in Scotland I had helped set up the internationally renowned outdoor Nature Kindergartens as well as being the Head of the Kindergartens until I moved to Australia, I am passionate about children having the time and freedom to really investigate what is important to them in a natural environment. Feeling the natural environment - really being part of it There are of course many differences between Scotland and Australia; in climate, in fauna and in flora, in risks as well as in culture that I need to be aware of but these I can research to develop an understanding. I believe that children the world over develop, play and learn in a similar manner and that the curricular outcomes adults design and teach to, do not change that ..... children themselves are not dictated to by a changing curriculum. Deep level, long term real, contextual learning and understanding is achieved when children are motivated by the learning opportunity and this happens when children are allowed to influence the program and are also allowed to explore their interests in depth. Children do not learn in set 45 minute periods ......... that is not enough time to really explore and complete an investigation....... no wonder many children or young people struggle to complete tasks as they mature! Being able to support children’s learning in a wild space is very different to working in a classroom and even in a garden. That very close connection to unprocessed nature allows us to really FEEL what nature is about, to realize and appreciate our place in it – to me it is something that is alive and is in ME and I believe children and adults can also feel that as they get to know and love the natural wild space; a spiritual connection. Children with a love and appreciation of wild nature will grow up to value and protect this environment for themselves and future generations. I arrived at the school on the first morning of the term with my prepared interest box on 'tools', the children gathered around curious to find out what was in the mystery box. As a group we created a 3D mindmap about saws to find out what knowledge the children had, then looked at the possible risks of using various different tools. We discussed and I demonstrated how to use the tools safely with children making the suggestions and rules. I demonstrated the new Treewrap™, the children helped to decide what should go into it for our adventure into the bush. ALL the tools, wire, twine, tarpaulin, shadow sheet! Gathering at the garden gate the children counted how many children were present that day, they then each picked up a special stone, placed it on a log and counted the stones. Each stone represents a child; on their return from the bush, children would take one of the stones off the log; if any stones are left they will know that somebody is missing – in this way children are part of taking care of the group's welfare. Before crossing the track children sang a song looking left and right and then listening – a large noisy digger caused excitement; on the return trip they commented on the fast speed of a white car and declared it unsafe while the other car was much slower and safer. Once over the road children were trusted to run to the area in the bush they had identified as the space to explore on this day. Children helped to wrap the Treewrap™ around a large tree rather than suspending it between two smaller trees; now they could select and have free access to the tools and resources displayed in the pockets or hung from the Velcro straps. A storage system allows adults to have an overview of what tools are in use; children are encouraged to bring tools and resources back and not to leave them lying on the ground. Sticks used to mark make and to construct, Everybody very quickly settled down – each child free to choose what they wanted to engage in and adults there to offer support if needed or requested but otherwise to record children’s comments and actions as well as observing and assessing the interaction and learning. Adults are or should be very much part of any high quality environment, observations and assessments are continuous and not intrusive to the children's play or concentration. It should not be necessary to set up activities to do this. During the nearly 3 hours we were in the bush there were no arguments, no raised voices, children naturally shared, took turns and also supported each other with self chosen projects. Adults commented on the calm purposefulness and full engagement every child displayed in their chosen activity - they all had a sense of agency. Signing the first page of the Project Book Sharing our reflections Back in the school, after lunch and playing in the naturalistic garden we again gathered to allow adults and children to reflect on their experiences of the day. All the children were very keen to share their experiences of the day which together with photographs, the children’s voices and the planning possibilities adults have reflected on that come to inform future planning. Two children who had moved away from the group in the bush and had not immediately responded to the signals from the teacher were calmly encouraged to reflect on the situation and discuss possible solutions. All the children contributed to the session in a way they were comfortable with, some more verbal than others! What did we do in the bush - did we learn anything? "The challenge for us as adults is to be able to stand back, trust that learning is happening, identifying the learning and finding an appropriate way to evidence and record this learning so that it is also meaningful to the children." Splitting reeds and removing the soft centre One child made a mini basket using reed she had picked herself. "You take out the soft in the middle, then you tear long bits until you have lots. You twist like this and then the other way, you count when you make it" I wish I had the manual dexterity she had! The baby fairy bed Two of the children created a fairy house using loose bits from their environment, while others contributed objects they had created using the tools. "The fairy house for tiny fairies. I need sticks, not those; this long and then another one the same. This is the bed, we need two [gum-nuts]. They fly here and there is a baby in that bed" Many children enjoyed exploring what the hand-drill can do and took turns with the one we had, negotiating as well as sometimes compromising! This little boy was fascinated by the mechanism and technology of the hand-drill, he carefully watched the cogs move as he turned the handle. He experimented drilling into different branches and logs - some were soft and decomposing while others were very hard or still green. He drilled through a stick and tried to simultaneously drill through a gum-nut - concentrating to position the objects so that they lined up. He did not get frustrated but quietly persevered at the tasks he had set himself. Drill through the stick and the Gum-nut Helping to change the drill bit Another little boy used the hand borer to make holes in a seedpod he had found and then pushed a piece of wire into the hole. The soft wire was used to lash sticks together, to bend and to make little figurines, to decorate the fairy house and also to bend and shape into different numbers! The files were also very popular with children experimenting on different sticks and branches and using different angles of the file as they were easy to use and results were immediate. Some created patterns on sticks, while others worked on getting the wood as smooth as possible, I was impressed by the descriptive language these young children used. The saws were always in use! During the morning discussion we had examined the benefits as well as the risks and also looked at various procedure to reduce risk. In the bush most of the children chose not to wear a glove - they were gently reminded but once they confirmed that they knew what the possible risks were and what the procedures were to protect themselves against this risk and they still chose not to wear a glove the adults respected this choice. One child spent all his time in the bush creating a caterpillar world with a cocoon, a place for them to sleep or hide in as well as making a caterpillar using two sticks balanced at right angles to each other creating a triangle - very tricky until he tied them together with wire. Others joined him, contributing and then moving away again. A great deal of time was spent on a very detailed mini shelter. One of the older boys initiated this activity and very soon some of the younger ones contributed as well by finding an assortment of natural materials and making suggestions as to how they could be used. The children treated each other with respect and kindness at all times. The older boy shaped four small detailed figurines and placed all of them on tiny logs around a mini log fire. "can't leave those in there when we go as that would be littering and not good for the environment" the older boy explained to the younger children. The shelter was measured in centimeters as well as inches so that it could be recreated at a later date or place. Some children felt it would be good to have a bigger shelter in the bush. There was a discussion about increasing the dimensions so that the children could use the shelter too. This resulted in a complex problem solving mathematical discussion about ratios, percentages and surface area. The boy photographed his structure so that he could share it with his friends as well as having a copy himself as he took pride in what he had initiated. The bush site the children had chosen this day had previously been used for an Aboriginal ceremony and white beach sand had been placed in a clearing. Children started to dig in this space and were excited to discover that below the the white sand they could find dark sand, stones and even some glass and plasterboard. They wondered how this could have happened and a number of different theories were offered by the children. They did not ask any of the adult for their opinions! As they compared holes, they noticed that all the soil layers were of different depths in the sand holes so fetching the tape measure they then set about measuring the depths of the layers in the holes and then comparing the differences between the holes. One of the younger boys sat quietly gathering the different piles of sand into mini mountains next to each hole. He explained that all this sand came out of that hole and that the big hole had more sand and a bigger mountain than the small hole but if they did some more digging then they could make bigger mountains. The children discussed this with some claiming that sand from other holes could have got mixed up. I was impressed with his knowledge of displacement! When it was time to go back to the school the children all tidied up making sure all the tools were packed and that no wire or twine had been left behind that could injure any bush creatures. They ran back along the track, some of them so confident in that terrain that they walked backwards, took an exciting short cut through a dry ditch to then enjoy their lunch outdoors - they all ate very well! A new rope web was very popular and the hammock was used to lie in as well as to turn themselves into a cocoon. I thank all the children as well as parents and teachers for allowing me this opportunity to share my love of the wild space with them - I have been invited back and will most certainly be there when I have a day off .... as Wells N M (2000) stated."Proximity to, views of and daily exposure to natural settings increase children’s ability to focus and enhance cognitive abilities." I KNOW they increase mine too! “If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it. Perhaps this is what Thoreau had in mind when he said, “the more slowly trees grow at first, the sounder they are at the core, and I think the same is true of human beings.” - David Sobel, Beyond Ecophobia
Pupils at Deep Green Bush school spend the majority of their day outdoors, exploring the countryside, learning to fish, hunt and trap possums
Barbara Bush Middle School 2012 Photos by Pam Peña
Twelve years after 9/11, The Daily Beast looks back at iconic photos from the day that changed America.
Backyards are havens for children’s creative play and imaginative adventures so here’s how to create a cubby or play house for a bush setting that could easily fit into any backyard.
"I detest schools with a passion. My main beef with schools is that they are an utter waste of young life because they don't educate. Education is preparing someone for life and schools fail to do that" Terry Deary I am in my element .....children, wild space, time, camera ........and I am in a school!! A school unlike the ones described by Terry Deary A space where you are trusted, a place for freedom, creativity and natural exploration. Spirit of Play Community School is a small rural school in a picturesque old Post Office building in Denmark, Western Australia which is situated next to bushland and a creek. The teachers, Sarah and Regi, together with an enthusiastic group of parents approached me to support them in creating an identity for the school which has always had a strong link to the natural and indigenous environment. It seemed natural to develop a Bush/Forest school as there was already such a great passion and enthusiasm for nature education within the school. I am delighted to be supporting this development - in Scotland I had helped set up the internationally renowned outdoor Nature Kindergartens as well as being the Head of the Kindergartens until I moved to Australia, I am passionate about children having the time and freedom to really investigate what is important to them in a natural environment. Feeling the natural environment - really being part of it There are of course many differences between Scotland and Australia; in climate, in fauna and in flora, in risks as well as in culture that I need to be aware of but these I can research to develop an understanding. I believe that children the world over develop, play and learn in a similar manner and that the curricular outcomes adults design and teach to, do not change that ..... children themselves are not dictated to by a changing curriculum. Deep level, long term real, contextual learning and understanding is achieved when children are motivated by the learning opportunity and this happens when children are allowed to influence the program and are also allowed to explore their interests in depth. Children do not learn in set 45 minute periods ......... that is not enough time to really explore and complete an investigation....... no wonder many children or young people struggle to complete tasks as they mature! Being able to support children’s learning in a wild space is very different to working in a classroom and even in a garden. That very close connection to unprocessed nature allows us to really FEEL what nature is about, to realize and appreciate our place in it – to me it is something that is alive and is in ME and I believe children and adults can also feel that as they get to know and love the natural wild space; a spiritual connection. Children with a love and appreciation of wild nature will grow up to value and protect this environment for themselves and future generations. I arrived at the school on the first morning of the term with my prepared interest box on 'tools', the children gathered around curious to find out what was in the mystery box. As a group we created a 3D mindmap about saws to find out what knowledge the children had, then looked at the possible risks of using various different tools. We discussed and I demonstrated how to use the tools safely with children making the suggestions and rules. I demonstrated the new Treewrap™, the children helped to decide what should go into it for our adventure into the bush. ALL the tools, wire, twine, tarpaulin, shadow sheet! Gathering at the garden gate the children counted how many children were present that day, they then each picked up a special stone, placed it on a log and counted the stones. Each stone represents a child; on their return from the bush, children would take one of the stones off the log; if any stones are left they will know that somebody is missing – in this way children are part of taking care of the group's welfare. Before crossing the track children sang a song looking left and right and then listening – a large noisy digger caused excitement; on the return trip they commented on the fast speed of a white car and declared it unsafe while the other car was much slower and safer. Once over the road children were trusted to run to the area in the bush they had identified as the space to explore on this day. Children helped to wrap the Treewrap™ around a large tree rather than suspending it between two smaller trees; now they could select and have free access to the tools and resources displayed in the pockets or hung from the Velcro straps. A storage system allows adults to have an overview of what tools are in use; children are encouraged to bring tools and resources back and not to leave them lying on the ground. Sticks used to mark make and to construct, Everybody very quickly settled down – each child free to choose what they wanted to engage in and adults there to offer support if needed or requested but otherwise to record children’s comments and actions as well as observing and assessing the interaction and learning. Adults are or should be very much part of any high quality environment, observations and assessments are continuous and not intrusive to the children's play or concentration. It should not be necessary to set up activities to do this. During the nearly 3 hours we were in the bush there were no arguments, no raised voices, children naturally shared, took turns and also supported each other with self chosen projects. Adults commented on the calm purposefulness and full engagement every child displayed in their chosen activity - they all had a sense of agency. Signing the first page of the Project Book Sharing our reflections Back in the school, after lunch and playing in the naturalistic garden we again gathered to allow adults and children to reflect on their experiences of the day. All the children were very keen to share their experiences of the day which together with photographs, the children’s voices and the planning possibilities adults have reflected on that come to inform future planning. Two children who had moved away from the group in the bush and had not immediately responded to the signals from the teacher were calmly encouraged to reflect on the situation and discuss possible solutions. All the children contributed to the session in a way they were comfortable with, some more verbal than others! What did we do in the bush - did we learn anything? "The challenge for us as adults is to be able to stand back, trust that learning is happening, identifying the learning and finding an appropriate way to evidence and record this learning so that it is also meaningful to the children." Splitting reeds and removing the soft centre One child made a mini basket using reed she had picked herself. "You take out the soft in the middle, then you tear long bits until you have lots. You twist like this and then the other way, you count when you make it" I wish I had the manual dexterity she had! The baby fairy bed Two of the children created a fairy house using loose bits from their environment, while others contributed objects they had created using the tools. "The fairy house for tiny fairies. I need sticks, not those; this long and then another one the same. This is the bed, we need two [gum-nuts]. They fly here and there is a baby in that bed" Many children enjoyed exploring what the hand-drill can do and took turns with the one we had, negotiating as well as sometimes compromising! This little boy was fascinated by the mechanism and technology of the hand-drill, he carefully watched the cogs move as he turned the handle. He experimented drilling into different branches and logs - some were soft and decomposing while others were very hard or still green. He drilled through a stick and tried to simultaneously drill through a gum-nut - concentrating to position the objects so that they lined up. He did not get frustrated but quietly persevered at the tasks he had set himself. Drill through the stick and the Gum-nut Helping to change the drill bit Another little boy used the hand borer to make holes in a seedpod he had found and then pushed a piece of wire into the hole. The soft wire was used to lash sticks together, to bend and to make little figurines, to decorate the fairy house and also to bend and shape into different numbers! The files were also very popular with children experimenting on different sticks and branches and using different angles of the file as they were easy to use and results were immediate. Some created patterns on sticks, while others worked on getting the wood as smooth as possible, I was impressed by the descriptive language these young children used. The saws were always in use! During the morning discussion we had examined the benefits as well as the risks and also looked at various procedure to reduce risk. In the bush most of the children chose not to wear a glove - they were gently reminded but once they confirmed that they knew what the possible risks were and what the procedures were to protect themselves against this risk and they still chose not to wear a glove the adults respected this choice. One child spent all his time in the bush creating a caterpillar world with a cocoon, a place for them to sleep or hide in as well as making a caterpillar using two sticks balanced at right angles to each other creating a triangle - very tricky until he tied them together with wire. Others joined him, contributing and then moving away again. A great deal of time was spent on a very detailed mini shelter. One of the older boys initiated this activity and very soon some of the younger ones contributed as well by finding an assortment of natural materials and making suggestions as to how they could be used. The children treated each other with respect and kindness at all times. The older boy shaped four small detailed figurines and placed all of them on tiny logs around a mini log fire. "can't leave those in there when we go as that would be littering and not good for the environment" the older boy explained to the younger children. The shelter was measured in centimeters as well as inches so that it could be recreated at a later date or place. Some children felt it would be good to have a bigger shelter in the bush. There was a discussion about increasing the dimensions so that the children could use the shelter too. This resulted in a complex problem solving mathematical discussion about ratios, percentages and surface area. The boy photographed his structure so that he could share it with his friends as well as having a copy himself as he took pride in what he had initiated. The bush site the children had chosen this day had previously been used for an Aboriginal ceremony and white beach sand had been placed in a clearing. Children started to dig in this space and were excited to discover that below the the white sand they could find dark sand, stones and even some glass and plasterboard. They wondered how this could have happened and a number of different theories were offered by the children. They did not ask any of the adult for their opinions! As they compared holes, they noticed that all the soil layers were of different depths in the sand holes so fetching the tape measure they then set about measuring the depths of the layers in the holes and then comparing the differences between the holes. One of the younger boys sat quietly gathering the different piles of sand into mini mountains next to each hole. He explained that all this sand came out of that hole and that the big hole had more sand and a bigger mountain than the small hole but if they did some more digging then they could make bigger mountains. The children discussed this with some claiming that sand from other holes could have got mixed up. I was impressed with his knowledge of displacement! When it was time to go back to the school the children all tidied up making sure all the tools were packed and that no wire or twine had been left behind that could injure any bush creatures. They ran back along the track, some of them so confident in that terrain that they walked backwards, took an exciting short cut through a dry ditch to then enjoy their lunch outdoors - they all ate very well! A new rope web was very popular and the hammock was used to lie in as well as to turn themselves into a cocoon. I thank all the children as well as parents and teachers for allowing me this opportunity to share my love of the wild space with them - I have been invited back and will most certainly be there when I have a day off .... as Wells N M (2000) stated."Proximity to, views of and daily exposure to natural settings increase children’s ability to focus and enhance cognitive abilities." I KNOW they increase mine too! “If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it. Perhaps this is what Thoreau had in mind when he said, “the more slowly trees grow at first, the sounder they are at the core, and I think the same is true of human beings.” - David Sobel, Beyond Ecophobia
Nature crafts for kids: how to make a journey stick on a nature walk. A fun nature activity to help children learn about nature and their environment.
Educators and parents will be inspired by these 20 ways to create outdoor sensory paths for children in your own outdoor yard or play area.
Treehouses for schools which can be used for outdoor play and outdoor learning and which are available in a range of sizes and designs
Find out how easy and fun it is to take learning outside with 9 inspiring outdoor activities for kids.
Fun science experiment! Invite your kiddos to use their STEM skills to build a catapult with outdoor materials! This science project is perfect for kids in preschool, elementary school, and older!
Print out this free nature scavenger hunt and head outside with the kids on an adventure! This Nature Scavenger Hunt for kids is designed for a variety of outdoor experiences, whether it is a walk around your neighbourhood or a fun activity during a family bush walk. Also our Nature Scavenger Hunt includes both the picture and the word so that all the kids can play, even if they haven’t learned to read. To download and print the scavenger hunt: right-click on the picture below, save it to your computer, and print it like a regular image.
At a time when many children are being wrapped up in too much cotton wool
Foraging and Food Fun Outdoors.Campfire Sieve Popcorn, Chocolate Brownie Oranges, Wildberry Jam, Toasted Marshmallow Fluff Strawberries.
The forest school movement is sweeping across North America. Here's how children can benefit from natureplay and outdoor learning.
Try this sit spot mindfulness activity for forest school with your children and encourage peace and connect with nature. Sit spot mindful forest school activity Have you tried the practice of spending time in a sit spot to connect with nature and to develop a greater awareness of the landscape? It’s a wonderfully […]
Den building in the woods in wales greenwood forest park - Building dens with kids over the summer holidays - Outdoors play with #countrykids
Inside: Can you build an Ewok catapult from sticks and stones with your little Star Wars fan? You bet! Plus, learn the science behind this wonder of mechanical engineering and try the Types of Energy word search and Kinetic/Potential Energy crossword puzzle. Disclaimer: this post contains Amazon affiliate links. Star Wars movies offer plenty of
The concept of forest schools has been around for some time, but many parents are just now finding out how an all-outdoor education may help their child.
Who doesn't like shooting acorns out of a catapult across the yard?! This acorn catapult is easy to make with things you already have handy.
Educators and parents will be inspired by these 20 ways to create outdoor sensory paths for children in your own outdoor yard or play area.
Sticks. Big or small, they've made their way home. I've lost count of the sticks we've 'collected' over the years. Do you have a stick-obsessed child like we do? Here are some of our favourite sticky learning, activities and crafts...
Arbusto espinoso cerca de Debaga, Montañas del Aïr Thorny bush near Debaga, Aïr Mountains (December 2006) www.vicentemendez.com Please don't use this image on websites, blogs or other media without my explicit permission. © All rights reserved
Have your children or students ever wondered how high a particular tree is, but felt they had no way to measure it? Never fear, you don't need a crane, hot
Ahh, there’s nothing better than some time with Mother Nature. Breathing the fresh air, being unplugged and disconnected, experiencing the peacefulness of the outdoors ... it’s pretty fantastic. When kids go outside and play in nature, there are real benefits to both physical health and emotional w...
