With everything in life there is risk and challenges, but many of these risks have a beneficial side to them. Forest Schools are a great way for children to discover the world and the environment around them in a controlled manner. Within present times, children are seen to be at risk with everything, and some parents and carers have gone to extreme measures, to provide their child with a risk free and nurtured environment. Can you think of times when you were younger, where you were able to venture to different things and areas that children can’t do in present times?
The benefits of risky play outweigh the challenges that practitioners and carers face. When tackling risk play, indoors or outdoors, we need to look at – Whether that risk will cause serious harm? And will that risk benefit the children? To answer the first question that people may ask, a simple task of conducting a risk assessment will rank the risk if it’s in a professional place. When answering the question of risk benefitting children, we can consider all areas of children’s development, and children’s learning needs. For all areas of development we can look at Development Matters (Early Education, 2012), where the guideline for normative development is outlined in key sections.
“Rich, challenging, engaging play environments allow children to test themselves and explore their abilities. They can learn the penalties of misjudging a risk - or simply having bad luck - in managed environments that reduce the likelihood of serious harm” (Ball, Gill, and Spiegal, 2008), this quote shows that children need the risk to be able to expand their skills and cognitive development. The understanding of judgement and making decisions is crucial for a child, and with risky play, especially outside in forest schools, children can make judgements on all activities and challenges they may come across. Which will then lead onto problem solving, and thinking for themselves which is also an important skill to have.
Physical development is a major area that forest school can have an impact on, Children can explore moving in different ways, and interpreting how they travel whilst interacting with nature. Climbing over tree stumps, or climbing over a tree trunk, wading their way through long grass and weeds, crawling across the floor whilst being a snake. There are many ways children can move, and a forest can just enhance their play and movement whilst exploring their imagination. “Movements that are often associated with risky play, such as, swinging, climbing, rolling, hanging, sliding, are not only fun for children but also essential for their motor skills, balance, coordination, and body awareness” (Wilkinson, 2013), to support this the Development Matters (Early Education, 2012) states that at 30 to 50 months a child may “Move freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping” (Early Education, 2012). Also at 40 to 60 plus months, a child may be able to “Travel with confidence and skill around, under, over and through balancing and climbing equipment.” (Early Education, 2012). Communication and Language ca be enhanced through Forest Schools. The sights and sounds that differ from inside views can encourage children to describe and communicate what they can see and hear and touch with their senses. The forest is filled with sensory items that children can explore, and develop their language through. Bringing vocabulary that children may not use on a day to day basis can really progress their learning in a new environment.
There are many ways that Forest Schools can benefit a child’s progress and development through all of the key areas, and here is just a selection. Has anyone ever thought of any activities that they do inside that they can bring outside to enhance different areas of development? Does anyone have any new ideas that they may do within setting or at home? Tomorrow will be about the challenges that we may face during forest school, and the understanding of the practitioner in supporting this.
The benefits of risky play outweigh the challenges that practitioners and carers face. When tackling risk play, indoors or outdoors, we need to look at – Whether that risk will cause serious harm? And will that risk benefit the children? To answer the first question that people may ask, a simple task of conducting a risk assessment will rank the risk if it’s in a professional place. When answering the question of risk benefitting children, we can consider all areas of children’s development, and children’s learning needs. For all areas of development we can look at Development Matters (Early Education, 2012), where the guideline for normative development is outlined in key sections.
“Rich, challenging, engaging play environments allow children to test themselves and explore their abilities. They can learn the penalties of misjudging a risk - or simply having bad luck - in managed environments that reduce the likelihood of serious harm” (Ball, Gill, and Spiegal, 2008), this quote shows that children need the risk to be able to expand their skills and cognitive development. The understanding of judgement and making decisions is crucial for a child, and with risky play, especially outside in forest schools, children can make judgements on all activities and challenges they may come across. Which will then lead onto problem solving, and thinking for themselves which is also an important skill to have.
Physical development is a major area that forest school can have an impact on, Children can explore moving in different ways, and interpreting how they travel whilst interacting with nature. Climbing over tree stumps, or climbing over a tree trunk, wading their way through long grass and weeds, crawling across the floor whilst being a snake. There are many ways children can move, and a forest can just enhance their play and movement whilst exploring their imagination. “Movements that are often associated with risky play, such as, swinging, climbing, rolling, hanging, sliding, are not only fun for children but also essential for their motor skills, balance, coordination, and body awareness” (Wilkinson, 2013), to support this the Development Matters (Early Education, 2012) states that at 30 to 50 months a child may “Move freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping” (Early Education, 2012). Also at 40 to 60 plus months, a child may be able to “Travel with confidence and skill around, under, over and through balancing and climbing equipment.” (Early Education, 2012). Communication and Language ca be enhanced through Forest Schools. The sights and sounds that differ from inside views can encourage children to describe and communicate what they can see and hear and touch with their senses. The forest is filled with sensory items that children can explore, and develop their language through. Bringing vocabulary that children may not use on a day to day basis can really progress their learning in a new environment.
There are many ways that Forest Schools can benefit a child’s progress and development through all of the key areas, and here is just a selection. Has anyone ever thought of any activities that they do inside that they can bring outside to enhance different areas of development? Does anyone have any new ideas that they may do within setting or at home? Tomorrow will be about the challenges that we may face during forest school, and the understanding of the practitioner in supporting this.
- Ball, D., Gill, T. and Spiegal, B. (2008) Managing Risk in Play Provision: Implementation guide. Nottingham: DCSF Publications.
- Early Education, 2012. Development Matters in the Early Years Foundation Stage (EYFS). London: Early Education.
- Wilkinson, R. (2013) ‘Outdoor Risky Play for All’, Outdoor leaning in the early years, Available at: https://earlyyearsoutdooreducation.wordpress.com/outdoor-risky-play-for-all/ (Accessed: 29 September 2015).