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Carbonfarmers.world for Tawi Stoves! — Summary

In this episode of The Forest School Podcast, Lewis, Wem, Sarah, and John discuss their experiences and career paths in the field of Forest School. They touch on topics such as retirement, the interdisciplinary nature of Forest School, the future of Forest School for adults, and the benefits of mixed-age play. The conversation highlights the importance of staying connected to nature and the community, as well as the need for continued engagement and learning in the field. The conversation explores the benefits and challenges of mixed-age leadership in forest school settings. It highlights the importance of community and the need for better communication and support among individuals. The guests discuss their personal experiences with mixed-age leadership and the value of diverse perspectives and skills. They also touch on the difficulties faced by forest school practitioners, such as the lack of funding and support from local authorities. The conversation concludes with a reflection on the evolving nature of forest school and the potential for its expansion into adult and community settings.

Chapters

00:00 Introduction

12:14 The Interdisciplinary Nature of Forest School

35:13 Exploring the Benefits and Challenges of Mixed-Age Leadership

44:57 Expanding Forest School into Adult and Community Settings

Keywords

Forest School, education, nature connection, career paths, retirement, interdisciplinary, adults, mixed-age play, mixed-age leadership, benefits, challenges, community, communication, support, forest school practitioners, funding, local authorities, adult forest school, holistic approach

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Guest Info: https://lucyfjones.com/
 

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Sponsors:
Carbonfarmers.world for Tawi Stoves! Lucy Jones, author of the book Matressence, joins the Forest School Podcast to discuss the journey of becoming a mother and the lack of cultural representation and support for motherhood. Lucy shares her personal experience of feeling isolated and overwhelmed as a new mother and how the word 'matressence' provided a sense of validation. She explores the historical and cultural reasons behind the lack of focus on motherhood and childbirth in society. Lucy also discusses the importance of rituals and celebrations to honor and acknowledge the transformative experience of becoming a mother. The conversation explores the shame and stigma surrounding the challenges of becoming a parent, as well as the power of gathering and sharing stories. The guest emphasizes the importance of including dads and partners in the conversation and highlights the need for everyone to be part of the solution. They discuss the concept of matrescence and its ongoing impact throughout different stages of parenting. The guest also explains the inclusion of ecological vignettes in the book, which serve as metaphors and provide solace in the face of change and challenges.

Chapters

00:00 Introduction and Background

06:58 Exploring the Reasons Behind the Denial of the Maternal Experience

34:22 Breaking the Taboos: Addressing the Shame and Stigma of Parenthood

52:51 Nature as a Source of Grounding and Normalizing the Experience of Motherhood

59:44 Towards New Ways of Thinking and Storytelling: Prioritizing Care and the Natural World

Keywords

motherhood, childbirth, matressence, cultural representation, support, isolation, rituals, celebrations, parenting, shame, stigma, challenges, gathering, sharing stories, dads, partners, matrescence, stages of parenting, ecological vignettes, metaphors, solace

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Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com

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Sponsors: www.Carbonfarmers.world for Tawi Stoves! Summary

In this episode of The Forest School Podcast, Lewis and Wem discuss the concept of springboards in forest school sessions. They explore the idea of springboards as intentional offerings or ideas that springboard a group into action. They discuss the importance of evaluating the effectiveness of springboards and how they can vary in terms of engagement and success. They also highlight the significance of creating a safe learning community where everyone's ideas and springboards are valued and respected. The conversation emphasizes the importance of modeling pro-social behavior and being open to trying new things. The conversation explores the concept of springboards in Forest School sessions and discusses various aspects related to their effectiveness and implementation. The hosts discuss the importance of flexibility and adaptability in springboards, as well as the impact of personal biases on defining successful springboards. They also touch on the role of engagement and the measurement of success in springboards. The conversation delves into the factors that influence the choice and design of springboards, such as the age of the learners, the ease of input, and the individual flavor or style of the practitioner. The hosts also discuss the balance between over-planning and being responsive to the group's needs, as well as the importance of being able to modify or end a springboard if it's not working. They highlight the uniqueness of each practitioner's approach and the impact it has on the overall forest school experience. Takeaways

• Springboards are intentional offerings or ideas that springboard a group into action in forest school sessions.
• The effectiveness of springboards can vary in terms of engagement and success, and it's important to evaluate their impact.
• Creating a safe learning community where everyone's ideas and springboards are valued and respected is crucial.
• Modeling pro-social behavior and being open to trying new things can foster a positive learning environment.
• Springboards can be adapted and personalized by individuals within the group, allowing for individual interests and comfort levels. Springboards in Forest School sessions should be flexible and adaptable to meet the needs and interests of the learners.
• Engagement is a key factor in the success of a springboard, and it is important to consider the individual preferences and learning styles of the group.
• The age of the learners and the specific site can influence the choice and design of springboards.
• Practitioners should find a balance between over-planning and being responsive to the group's needs, and should be able to modify or end a springboard if necessary.
• Each practitioner brings their own unique flavor or style to their springboards, which contributes to the overall forest school experience.

Chapters

00:00 Exploring the Concept of Springboards

16:25 Creating a Safe Learning Community

39:01 Ease of Input and Springboard Design

49:25 Finding the Balance: Over-Planning vs. Responsiveness

59:45 Unique Springboards for Unique Experiences

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Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com

—

Guest Info: https://outdoorplayandlearning.org.uk/

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Summary

Michael Follett discusses the importance of outdoor play and learning in schools and the need for a structured approach to play in the curriculum. He highlights the impact of COVID-19 on children's play and the detrimental effects of limiting playtime. The report emphasizes the intrinsic benefits of play and the need for training and support for playwork in schools. The role of forest school in promoting play and the importance of a broad definition of learning are also discussed. The conversation explores the use of unconventional resources in play, the design of play spaces, the importance of the journey between activity spots, the gender bias in school playgrounds, the imbalance in sports funding, the design of play spaces for social spaces and rest, the research on loose parts and the importance of social gatherings, the balance between safety and privacy in play spaces, and the future of play and the ambition for every child to have an awesome playtime.

Chapters

00:00 Introduction and Background

00:28 Overview of Outdoor Play and Learning

01:16 Michael's Experience in Playwork and Education

02:44 Structured School Improvement Approach

03:39 Importance of Play in Schools

04:01 The Role of Playworking and Forest School

04:40 The Plan for Play and its Purpose

05:15 Collaboration with All-Party Parliamentary Group

06:21 Impact of Ratios and Clothing on Playtime

07:19 Economical Benefits of Play in Schools

07:49 Importance of Training for Playwork in Schools

08:26 Perception of Risk and Rough and Tumble Play

09:10 Importance of Rough and Tumble Play

10:14 Children's Ability to Self-Regulate in Play

12:16 Impact of Clothing on Play

14:16 Changes in Modern Childhood and Play

15:11 The Need for Play in Various Settings

18:01 Impact of COVID-19 on Children's Play

19:19 The Detrimental Impact of COVID-19 on Play

20:18 The Importance of Play in Learning

21:13 Impact of Playtime on Behavior

22:07 The Role of Forest School in Promoting Play

23:03 The Importance of Play in Learning

24:13 The Role of Play in Child Development

25:28 The Range of Play in Schools

26:29 The Overlap of Playwork and Forest School

27:36 The Importance of Intrinsic Play

28:49 The Narrow Definition of Learning and Education

30:40 Using unconventional resources to facilitate play

35:05 Designing play spaces and the importance of the journey between activity spots

36:04 Creating excellence in primary school playtimes

37:26 Gender bias in school playgrounds

40:08 Addressing the imbalance in sports funding

42:21 Designing play spaces for social spaces and rest

44:29 Research on loose parts and the importance of social gatherings

46:00 Balancing safety and privacy in play spaces

48:03 Managing risk and the perception of risk in play environments

50:35 The future of play and the ambition for every child to have an awesome playtime

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠⁠⁠

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Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com

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Guest Info:

https://tideview.com/

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Summary

Jesse Zhao discusses the blending of Reggio, and Forest School philosophies for early childhood education. She explains the differences between the Chinese and Canadian approaches to early years education. The Reggio approach is characterized by its guiding principles, including the image of the child, the 100 languages of the child, and the role of the teacher. The environment is considered the third teacher in Reggio, and it is prepared to provide opportunities for children to explore. The focus is on process over product, and education is seen as encompassing various aspects of learning and development. Collaborative partnerships with families and the wider community are also emphasized in Reggio-inspired education. In this conversation, Lewis and Jessie discuss the principles and practices of Reggio Emilia and Forest School approaches to education. They highlight the importance of reciprocal relationships and collaboration in creating a positive learning environment. They also explore the challenges of preparing children for formal education and the role of respect for the environment in both pedagogies. The conversation touches on the balance between intrinsic motivation and tidying up, as well as the challenges of implementing Forest School full-time. Jessie shares her experience setting up Tideview Nature School, a part-time Forest School program for children under five.

Takeaways

The Reggio approach to early childhood education is influenced by the image of the child, the 100 languages of the child, and the role of the teacher.

The environment is considered the third teacher in Reggio, and it is prepared to provide opportunities for children to explore.

Reggio emphasizes process over product, focusing on the learning and development that occurs throughout the journey.

Collaborative partnerships with families and the wider community are important in Reggio-inspired education. Reciprocal relationships and collaboration are key principles in both Reggio Emilia and Forest School approaches.

Creating a positive learning environment involves involving parents, educators, and the community.

Preparing children for formal education requires a balance between autonomy and structure.

Respect for the environment is emphasized in both pedagogies, with a focus on natural materials and sustainable practices.

Chapters

00:00 Introduction and Background

01:14 Overview of Reggio and Forest School

04:34 Reggio Approach: Guiding Principles

06:18 Importance of the Environment in Reggio

07:04 Preparing the Environment in Reggio

09:08 Provocations and Invitations in Reggio

11:22 Process over Product in Reggio

13:05 Education and Learning in Reggio

15:11 Regulating and Social-Emotional Development

21:51 Involving Families and the Community

22:56 The Importance of Reciprocal Relationships

24:09 Creating a Collaborative Learning Environment

25:09 Preparing Children for Formal Education

28:35 Respect for the Environment

30:17 Balancing Intrinsic Motivation and Tidying Up

36:36 Challenges of Implementing Forest School Full-Time

41:20 Setting Up Tideview Nature School

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠

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—

Guest Info: www.robertpoynton.com

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Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠

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---

Summary

In this episode, Lewis and Wem discuss the concept of pulses in play. They explore how different play types and containers have their own unique pulse, and how individuals within a group may have different pulses as well. They discuss the role of play workers in observing and supporting these pulses, and the challenges of enforcing a pulse on a group. The conversation highlights the importance of co-regulation and individual needs in play.

Takeaways

Play types and containers have their own unique pulse.

Individuals within a group may have different pulses.

Play workers play a role in observing and supporting pulses.

Enforcing a pulse on a group can be challenging.

Chapters

00:00 Introduction

00:48 Sticker Correction

01:37 Reading a Poem

06:06 Pulse of Play

10:27 Play Rhythms and Co-regulation

13:13 Different Pulses in Play Types

15:31 Pulses in Performance Play

19:15 Weak Pulse and Individual Experience

23:01 Conducting and Enforcing Pulses

26:08 Observing and Adapting to Pulses

28:01 Closing and Patreon Thanks

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠⁠⁠

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Summary

This conversation explores the intersection of outdoor education and spirituality within a church setting. Rachel, a forest school leader and ordained clergy member, discusses how she incorporates elements of nature and mindfulness into her forest school sessions. She highlights the importance of finding peace and connection in the outdoors and how the church can offer wisdom and guidance in this regard. Rachel also shares her experiences creating stoles, which are symbolic garments worn by clergy, and how they reflect her role as a pioneer clergy member. The conversation concludes with a discussion on engaging with faith groups and demystifying church sites to create welcoming spaces for outdoor education. In this conversation, Rachel, Wem, and Lewis discuss various aspects of death and burial practices. They explore the societal taboo around death and the lack of contact with death in modern society. The conversation delves into the fascination with graves, symbolism, and Victorian burial practices. They also discuss the historical use of churchyards as community spaces and the connection with ancestors. The finality of death and changing funeral practices are explored, along with the concept of forest burial sites. The conversation touches on controversies surrounding the management of churchyard sites and the intersection of spirituality and nature. Rachel shares her work and contact information, and the conversation ends with humorous insights on burial traditions and rituals.

Chapters

00:00 Introduction and Setting

01:10 The Connection Between Outdoors and Church

03:02 The Wisdom of the Church and Forest School

04:43 Exploring Spirituality in Forest School

06:09 Navigating the Spiritual Element in Forest School

08:21 Moments of Peace and Connection in Forest School

11:32 Creating Stillness and Peace in Forest School

12:31 Navigating the Spiritual Element in Forest School (Continued)

14:39 The Symbolism of Stoles and the Church Year

19:09 Navigating Authority and Knowledge Sharing

22:41 Creating Stoles and Symbolism

28:39 Participants Moving Between Indoor and Outdoor Settings

29:56 Incorporating Ceremonies from Different Faiths and Cultures

32:40 Engaging with Faith Groups and Opening Spaces

35:19 Demystifying Church Sites and Welcoming People

37:00 Exploring Death and Society

38:00 Fascination with Graves and Symbolism

39:00 Historical Use of Churchyards

40:00 Connection with Ancestors

41:00 The Finality of Death

42:00 Changing Funeral Practices

43:00 Forest Burial Sites

44:00 Controversies and Emotional Arguments

45:00 Managing Churchyard Sites

46:00 Spirituality and Nature

47:00 Intersection of Nature and Spirituality

48:00 Rachel's Work and Contact Information

49:00 Burial Traditions and Rituals

50:00 Humorous Insights on Burial Practices

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠

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—

Guest Info: https://sarahockwell-smith.com/

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Summary

Sarah Ockwell-Smith discusses the concept of childism and how children are discriminated against based on their age. She explains that childism is prevalent in society and affects various aspects of children's lives. Sarah also addresses the challenges of breaking the cycle of childism and the reactions she has received for discussing this issue. She emphasizes the importance of parental self-regulation and the power of apologizing to children. Sarah highlights the difficulties parents face in balancing work and parenting, as well as the need for self-compassion. She also explores the potential for change in the corporate world and the importance of raising children who challenge societal norms. The conversation explores the topic of childism and the rights of children in terms of privacy and consent. It discusses the oversharing of children's photos and videos on social media and the need for parents to be aware of their children's rights to erasure and the right to be forgotten. The conversation also delves into the comparison between childcare and assisted living, highlighting the importance of respecting children's emotions and not mocking their experiences. It addresses the issue of parenting influencers exploiting their children for financial gain and the potential need for laws to regulate their actions. The conversation emphasizes the importance of empathy, setting boundaries, and creating supportive communities to address childism in society.

Chapters

00:00 Introduction and Overview

00:59 Understanding Childism

02:32 Reactions to Discussing Childism

03:02 Internalizing Childism

04:09 Challenges of Breaking the Cycle

05:43 Parenting Books and Tribalism

06:33 Struggling with Parenting

10:09 Supporting Teachers

11:05 Government's Attendance Campaign

12:26 Parental Self-Regulation

15:03 The Power of Apologizing

19:33 Parenting Teenagers

20:19 Sibling Relationships

22:06 Struggling with Self-Regulation

23:14 Challenges of Parenting in Difficult Times

25:46 The Pressure to Work and Parent

27:31 Being Kind to Ourselves

28:31 Changing the Corporate Image

30:07 Emotional Regulation and Gender

32:20 Troublemakers and Change

33:01 Privacy and Rights of Children

34:00 Sharing Children's Moments on Social Media

35:09 Comparing Childcare to Assisted Living

36:07 Balancing Sharing and Mockery in Parenting Spaces

37:22 Respecting Children's Consent and Right to Erasure

38:43 Parenting Influencers and Exploitation of Children

39:24 The Need for Laws to Protect Children's Privacy

39:57 Perceiving Children as Extensions of Ourselves

40:38 Boundaries in Childcare Settings

42:06 Setting Boundaries and Avoiding Burnout

44:47 Showing Empathy and Support to Address Childism

48:32 Creating and Joining Communities to Address Childism

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠⁠⁠

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—

Guest Info:⁠https://peterkindfieldphd.substack.com⁠⁠ https://hilltopeducation.com⁠

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---

Summary

In this conversation, Lewis, Peter Kindfield, and Wem discuss the merging of indigenous and modern knowledge in outdoor programs. They explore the importance of accessing and valuing different forms of knowledge, such as cultural and land-based knowledge. The conversation highlights the need for a holistic approach to education and learning, where children have the freedom to explore and engage with nature. They also discuss the significance of cooperation and mutualism in nature, as well as the balance between conservation and human interaction with the environment. Overall, the conversation emphasizes the importance of feeling connected and at home in the natural world. The conversation explores the connection between children and nature, the difference in adults' relationship with nature, the importance of interdependence and feeling safe in nature, the tendency to mask feelings in nature, the use of stories to connect to nature, and teaching science through storytelling.

Takeaways

Valuing and integrating indigenous and modern knowledge in outdoor programs

The importance of accessing and valuing different forms of knowledge, such as cultural and land-based knowledge

The need for a holistic approach to education and learning, allowing children to explore and engage with nature

The significance of cooperation and mutualism in nature and the balance between conservation and human interaction with the environment Children who choose to engage with nature have a different relationship with the natural world compared to adults.

Interdependence and feeling safe are crucial for individuals to fully connect with nature.

Some people may initially mask their true feelings about nature but may require support to feel comfortable and develop a genuine connection.

Storytelling can be a powerful tool to connect individuals to nature and teach scientific concepts.

Chapters

00:00 Introduction and Background

03:15 Merging Indigenous and Modern Knowledge

06:19 Accessing Knowledge through Education

09:21 Cooperation and Mutualism in Nature

12:59 Cultural Knowledge and Observations

18:15 Gratitude and Connection with Nature

21:29 Balancing Conservation and Human Interaction with Nature

24:39 Holistic Approach to Education and Learning

26:41 Shared Focus and Engagement in Learning

29:58 Observing Children's Experiences and Knowledge

34:23 Cultural Knowledge and Individual Comfort

39:04 Importance of Land-Based Skills and Interdependence

44:29 Feeling at Home in the World

45:05 Children's Connection to Nature

46:28 Adults' Relationship with Nature

47:59 Interdependence and Feeling Safe

49:27 Masking Feelings in Nature

50:26 Using Stories to Connect to Nature

51:11 Teaching Science through Storytelling

53:37 Finding More Information

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