A fool is someone who steps back from the everyday, who looks at it and wonders what can be done with it

A fool recognises that he is a fool and is, therefore, not so foolish as he first seems

A fool makes us laugh: frees us from the constraints of being too serious about our day to day lives

A fool is utterly serious about his foolery

A fool is the wisest person imaginable

Thanks to Simon Blakeman for performing and guiding the children through his extraordinary world!

The sessions ran as per normal – a walk down to a spot near the Brook, tucking into our delicious snacks and drinks (thanks to Val), discussing our Forest School rules then another short walk down to our little watery idyll. Although we had some mixed weather this week, when the sun shone, the dappled light reflecting on the ripples and the gentle sound of the water trickling over the stones made for a very tranquil scene…well until we arrived and started throwing stuff and generally having a whale of a time! (no pun intended – whales are salt water denizens only! Come on, keep up.)

Also this week there has been an increased focus on the Early Learning Goal of ‘Health and Self-Care’ especially getting the children to ready themselves. I can put my hands up and say on occasion I am guilty of completely changing the children in their waterproofs and wellies for speed so we can get them outside and maximise their time. However there has been more of an effort in pushing the children to put on their own waterproofs coats and wellies. Some do it anyway, but others need a little prompting and direction which is fine. It all takes practice.

Once down at the brook, the children armed themselves with a variety of different materials and one by one we examined them, thinking about what they were made of, what they looked like, and how the felt before they chucked them in the Brook. Some of the materials included plastic balls which the children enjoyed racing, plastic bottles that we filled with water and also floated empty, metal bowls and shells to mimic a boat’s structure, which we also filled with water to test it’s buoyancy, as well as wood of different sizes to challenge their conceptions of weight in water. Once I was happy the children’s understanding, I then let them experiment with their own materials lying on the bank or shore.

I was really pleased with the understanding across the week and levels of spontaneous discussion that surrounded the subject when testing their own materials, mostly leaves, stones and clumps of mud. The wider learning the occurred was also fantastic. When the children had had their fill of throwing things and soaking the adults and themselves in the expected splashes, some decided a little exploration was in order. Some went fishing, others searched for treasure in the water (mostly pottery, but one girl found a beautiful chipped marble), whilst another group did some serious discussion around a rather large single dog footprint on the shore. The discussion around this conversation is worthy of a blog post by itself, but two of the best descriptions I heard of its origin included: Water Bears (very common around the Midsomer Norton area so a possibility), and another boy decided it must belong to a tree, who had decided to move house. Fair enough.

Another wonderful week dusted off. Here’s to the weekend!

R. Fox

So this week, we continued with the slackline and an activity we tried briefly last week. As you may know if you have read either of the previous Forest School blog posts, the children have been carving new versions of themselves upon the Slackline, and this week was no exception. What started out as a simple exercise in ad hoc planning turned into something much more. Like last week, children really impressed me with their capability to push their comfort zones, as well as shattering some assumptions I had made.

We strung a lone 15m slackline (minus the ratchet), over a well positioned branch and securely attached one end to a heavy seat around our Fire Pit. Children took it in turns to walk up the softplay steps and clamber into the looped seat. Once the child was completely comfortable, and only then, did we start. Some opted to swing (and it was a good distance to swing too!), whilst others wanted to experience some height and were hoisted up until they shouted stop! They were always in control. Some stayed on for a long time, others felt it wasn’t for them and asked to get down. I continually checked to see how they were doing, reading their facial expressions, checked their seating position and where their hands were as well as asking whether they wanted to stop, go faster or higher, or if they were happy to just gently swing in the breeze.

Looking at this activity in development terms there was a lot happening. It was incredibly thrilling for the majority who had a go, and was simultaneously a great chance to develop their language. They decided how ‘high’ they wanted to go and how ‘fast’ with many wanting to go ‘higher and faster’ than the child before, as well as exploring the space around them as they travelled “forwards and backwards” mirroring our language work with tools. Others wanted to start a ‘little bit slow’, building up their confidence to go faster. They explored their height in relation to points of reference around them: the tall trees, houses, birds, as well their humble Forest School leader below, frantically trying to keep up with their demands (such a terrible job!). So they developed comparative language as they swung: “I’m flying like a bird!”, “I want to go taller than the trees”, “Look how far i’m going!” or (my favourite) “I’m swinging like Spiderman!”

A child’s smile doesn’t lie…

I was pleased so many tried or overcame fears, but there were obviously some who didn’t want to have a go. And that was absolutely fine. We gave them multiple chances to have a go and used encouraging language and voices, but never forced them on. This would have the completely wrong effect, not only reinforcing why they didn’t want to go on in the first place but also their trust and faith in the adults around them; something which is key to Forest School in my opinion. Developing strong and trusting relationships with children throughout the Early Years is crucial, as is developing each child holistically: in my experience the probability of a child trying a new activity or pushing themselves to overcome a problem (or seeing that problem as a challenge instead) is much greater if they feel supported by the adults and indeed children around them. This in turn will give them the ability to try new activities by themselves, with reinforced confidence in their own capabilities. It was lovely seeing some positive personal and social development as the children encouraged others and let their friend take a turn first.

So there you have it. The smiles really don’t lie. Next time you see a swing, get on it and see how high you can go…

Enjoy the photos below and have an exceptionally superb rest of the weekend and week ahead.

R. Fox

Here’s a quote from the press release:

“Teachers can currently teach up to 13 children aged 3 and 4 years. But that ratio falls to 1:8 when teachers are not present. Employing better qualified staff means young children get better quality early education that helps them to prepare for school.”

Makes sense doesn’t it? Here’s my problem with the sentence:

“”Teachers can currently teach up to 13 children aged 3 and 4 years. But that ratio falls to 1:8 when teachers are not present. Employing better qualified staff means young children get better quality early education that helps them to prepare for school”

to carry on…

“Eight 2-year-olds were happily able to sit together and watch each other’s behaviour while the teacher led the session. Free flow play, a child-centred approach where individual children choose what to do, is often considered to be a requirement in English settings. This is a myth and there are no reasons why structured teacher-led sessions can’t also be the norm here.”

I could pull this apart to my heart’s content but here’s the bottom line:

I am not a teacher

I never describe myself as a teacher. To me the term ‘teacher’ means that you have nothing left to learn, that you are just the point of contact for information, you give out knowledge for children to take on and automatically . This is not what I do. The fact is that this term and a more ‘structured’ approach is being propagated by ministers who are out of touch with current educational research and thinking, who want a quick fix to our education system and don’t recognise that the most important years of a child’s life are the first few, who still reside in the (real) myth that teachers are better at education than Early Years Practitioners. However they dress up reforms and the rational is immaterial as the rhetoric stays the same.

Please head over to the Pre-school Learning Alliance and show your support on their petition: https://www.pre-school.org.uk/rewindonratios

I want our children to stay free range.

We running sessions from the 28th (TUE IS NOW FULLY BOOKED) to 31st of May from 9am till 4pm. The pricing is £25 for each session with a £5 discount for any extra days booked. Click on the link below to see some of the activities the children get up to during one of our previous Forest School holiday clubs. I’m sure you’ll agree they look like they’re having a fantastic time!

Forest School Holiday Club

If you would like to book your child or children onto these sessions do please email here or call on 07925417261 (do leave a message if I don’t answer with a name and contact number!)

For more information on our Holiday Clubs such as what gear to bring, please visit our Holiday Club information page.

Enjoy your bank holidays!

R. Fox

I could say no, should I say no?

No, I’ll let it go

Two boys with sticks racing, chasing with sticks, poses pulled, spinning and twisting

“This is our throne, let’s go!”

I could say no, should I say no?

No, I’ll let it go

Two boys with sticks running passed others, stopping briefly, fixed stare, pose, speeding on

“we need to get the baddies into prison, the prison hole”

I could say no, should I say no?

No, I’ll let it go

Two boys with sticks see the others up a slope and charge towards them, weapons brandished…

I could say no, should I say no?

Two boys with sticks get to the bottom of the slope, their eyes fixed on the children up above, sticks in the air…

I could say no, should I say no?

“We’re ninja turtles, we’re here to help you cos you’re stuck

No, I’ll let it go

So this week we have extended this activity to make it slightly more challenging. Last week the children had to tackle mostly a straight slackline, so this week we decided to wrap them around the trees to make the route more of a challenge. It proved far too easy for some and real problem for the less confident, but all the children that attempted it got passed with some form of assistance or all by themselves.

This week has also reminded me of just what a wonderful resource the woods is. Although it isn’t huge, it proves an endless source of fascination for the children when they have had their fill of the Forest School activities. Whether the children are exploring the water in the brook, finding their way through the maze of thick dog rose bushes, or climbing up the steep muddy paths to find the trolls house, they thoroughly enjoy having free time in the woods alongside the activities I plan for them. And it’s even better when it’s in the warm dappled light of the sun as well. Glorious.

Have a superb bank holiday weekend and see you all next week!

R. Fox

So this week for Forest School we decided to revisit Otter Brook Wood to continue the children’s familiarisation with this environment, as well as to provide a slightly different challenge to the Timber Trail. The slackline is simply a long piece of nylon webbing with a ratchet so it can be tensioned between two solid points to create a sort of very narrow trampoline. We had two set up, one for feet, another for hands. Check out this YouTube video to see one in action (ours were totally higher than this…) We start the session, by introducing what the slackline is, what they think it’s for, and how we navigate it. Then we discussed about taking turns and the Golden Rule being: “If feet are on, hands are off” to prevent those waiting from shaking the slackline when others are balancing on it. Lastly we stress they can travel as far as they feel comfortable, and the adults can help them down when they would like to make a sharp exit.

Not only is their balance and coordination tested on a slackline, but also their strength, stamina and possibly most importantly, their desire to succeed. This was highlighted on nearly every day, where a few of the children really pushed themselves to fulfil the challenge of clambering onto the slackline by themselves, and then navigating its length without any adult assistance. Although this activity has been used before, this week has really highlighted to me the children’s tenacity to push themselves onwards to achieve despite the situation in which they find themselves: in this instance being over a metre off the ground and wobbling around uncontrollably! This did get me thinking as to why some children push themselves: was it for self motivation to boost their own self worth? or were they simply trying to impress and earn the praise of the adults around them? Perhaps both? I certainly saw plenty of proud faces from some of the children after reaching the end of it. After the children had a few attempts, we decided to ‘gently persuade’ a few of the not too confident children to get to the end (although to note they actively wanted to get back on themselves as opposed to us forcing them back on). Some really didn’t want go further (and consequently higher) so they were helped down, but others despite being obviously nervous, pushed on and I’m glad to say conquered it. This might seem mean (it’s definitely mean), but when the children finished, it was very easy to see the children’s glee and confidence in themselves. One particular little boy especially was very proud of himself and after nursery was heard recounting what he had achieved to his parents.

This is why I love my job…

So the next time you’re faced with a challenge or a problem that perhaps you’re not too keen on, think about these 3, 4 and 5 year olds pushing themselves to overcome theirs, and remember these words from Frank Sinatra: (Click the lyrics to watch the video!)

 “So any time your gettin’ low

‘Stead of lettin’ go

Just remember that ant!

Oops there goes another rubber tree plant…”

Have a super weekend everyone, and don’t forget to play outside!

R.Fox

To start: what is pride, how do we develop it as a creative feeling and how, as adults, did we develop in ourselves? The first thing to break down is the idea of pride being a purely adult, or ‘learned’ trait:

• At birth the human brain is one third the size of an adult brain, but has all the parts in place for a creative human life, including a unique human face, eyes, voice and hands for sharing emotions, intentions & states of consciousness. They wait for bright company.

Clearly we need to be passed the point of thinking that at birth and even beforehand, babies are blank slates, waiting to communication to be acted on them rather than with them. What is it that allows young children to be creative and have the awareness to interact with others from birth and before, in Prof. Trevathon’s words;

“There is something to life that is: Adventurous, Speculative, Hopeful, Imaginative”

Children are not born with memories to draw upon and enact, this means that they are born with the imagination to move, interact and predict the results of their movements and interactions…

Life is creative because it is imaginative

pretty hard hitting stuff: we were 5 minutes into the lecture.

Every movement we make is based on internal rhythms and sequence, those same rhythms we learned when we were still in the womb growing from part of our mother’s body into a foetus that lives in amphoteronomic ‘shared regulation’ and finally sharing expressions by moving syn-rhythmically, ‘in synch’ with our mother before joining the world and our families to share our learning with a wider audience. So even before we have been born, the building blocks have been put in place for us to be interactive, imaginative and creative beings. During our time in the womb we are also developing a sense of ourselves physically, research has shown how foetus’ will explore themselves using their hands being more gentle when we touch delicate areas e.g eyes. Research also shows that twins the womb will explore each other more gently than they explore themselves… if you had listened hard when I was told that, you would have heard the sound of my brain exploding.

This is where the lecture opened up into the world of shared experiences and conversations between parents and children that had been recorded and analysed in terms of the rhythm and pitch of the adult and child: children just a few weeks old were shown lecturing and conversing with adults, giving equal amounts of time between speech, filling in pauses offered by parents and moving rhythmically, it’s far too much to try and bring across in this post but head HERE to check out the slides and data from the talk.

• Moving in sympathy – Creating stories of life with people we love

This talk opened my eyes and mind further to the way that we process information and apply it communicatively in an incredibly effective way from a very young age. We all love to talk and love hearing the voices of our children, we always need to make sure that we are ready to listen as we can’t ever be quite sure when it’s going to appear.

I started writing up notes for the final talk by Prof. Vasudevi Reddy but Pen Green have been ever so helpful and put all of the videos up online! Click the link an have a look: Understanding Children’s Development slides and videos

I would love to hear you thoughts, please get in touch!

A massive thanks to all of the speakers at the conference and the team at Pen Green for putting the event on.

Tim

Forest School has been an extension of last week’s where we have been working hard to reinforce the basic rules and procedures around our sessions not only to refresh the children who are already well established, but also for the new children to Free Rangers who are still learning and developing an understanding. Thankfully we have been blessed with spells of sunshine amongst some short sharp rain bursts and some rather unforgiving cloud cover, but on the whole the weather has meant our waterproofs also took a break from their usual abuse, allowing us to get down to Otter Brook Woods nice and quickly. The woods is either a short walk down the cycle track, or across one of our Nursery Paddocks. The walk in itself is an opportunity for learning as there and many sensory distractions for the children to investigate, like horses, interesting plants, dog walkers (although their dogs are for more interesting), and the swishing Brook and its little weir.

Once there, it was a similar setup of having our snack time, going through our Forest School rules (See here for a recap of last weeks) and then playing 1, 2, 3, Where Are You?! The children were once again very imaginative in the spaces where they hid, and interestingly there was less ‘herd-mentality’ opting for single trees, or completely disappearing behind thickets and bushes with only a little pair of eyes peeking around the side. When running something like this, it’s important to establish the boundaries of the playing area, so the children know where the acceptable distance is for them to reach. We have easy marking points in OBW as it has many natural boundaries, but in a larger woodland, perhaps have the children set their own with marking sticks which is an excellent way of developing responsibility.

Once they have had their fill, usually after 3 or 4 games, we allow them some free time in the woods for them to further explore, or this week, many wanted to go ‘fishing’, finding some long sticks and seeing what they could fish out of the brook. What a lovely week.

Enjoy your weekends, and get out in that sunshine whilst it’s here!

R. Fox