environmental justice, nature play

Moving the Starting Line

I suppose I got into outdoor education (a.k.a .forest schooing, nature play, etc.) in a completely backwards way. Rather than be in a place in nature and decide to share that particular space, I identified a group of children who were underexposed to nature that came alive given the opportunity for nature play. That particular “group of children” is urban and inner city youth and you can watch me tell that story on our YouTube Channel in our Origins Story video linked here and also seen below.

I didn’t have my own farm or piece of land to share with people and invite them to experience, all I had was the idea of the opportunity to come to nature itself – but the desire to do that was VERY strong. Since that time, I’ve been educating myself about the gentle art of enticing children into natural spaces and conversations about nature through what we call “provocations.”

A provocation, in forest school practice, is a point of interest laid out to specifically spark the interest of a learner. If learning about seeds, it could be a variety of seed pods or packets. If conducting a tree study, one might set aside a variety of leaves, bark or needles from nearby trees for identification and conversation. All in all, it is a gentle introduction through natural curiosity and wonder. I have found it a refreshing way to teach and learn.

Most of the time…

I add this because I must honestly mention that in some of my more urban settings if a learner is not in the least familiar with noticing the natural world, their eyes run right over a provacation without the slightest bit of notice – even if it is laid out as a “Discovery Center” on a mat. This is not because of a lack of curisoity or a handicap in wonder. Likewise, these urban children and youth have all the same capacity to be captivated by the samples from nature that a veteran forest school attendee would have. So what is missing?

Exposure. We sometimes call this the “Starting Line.” The idea of a Starting Line refers to where we begin in a nature education program with a set of learners. It involves finding out their previous levels of exposure to the natural world so that you can spark curiosity at a level that will actually catch fire in their imagination.

This means that there are times that before a provocation, nature toy, loose part, or discovery center can be offered a simple introduction must be made. I recently began a lengthy instruction for a game where we would pretend to be squirrels hiding acorns only to find that most of the children (and a few adults present) could not identify the difference between an acorn and a pinecone. Both were frequently seen in the parking lots and driveways where they live. Learners reported that they both crunch when they are run over by a car. But other than that, they were the same thing, or even interchangeable. I quickly realized that I was in error and needed to move my Starting Line.

Tips for Moving the Starting Line:

  • Do it respectfully. There is a good chance this is a case of under-exposure and NOT ignorance. When remediating instruction, avoid demeaning your learner with materials designed for very young children.
  • Use relationship. In the acorn versus pinecone lesson, I just started talking about the yard I played in where I grew up. I told them that in the front yard we had lots of acorns because oak trees grew there. I explained how we played with them and how it was always full of squirrels. But our backyard was full of pine trees and a great place for pine cone battles. I even mentioned getting in trouble for nailing people in the face with them. Was it technical – no! But it introduced the difference through a story about myself.
  • Be available. These introductions might not stick with all of your learners. So when you have to make a correction for the twentieth time don’t sigh, roll your eyes, or put your hand on your temples. Remind yourself to intentionally smile and retell how it comes from an oak like the one that grew in your front yard. Leave out the comparison for now it that is confusing your learner. Just be present for them in a moment of discovery.

All of this being said, though it may change your plans and wound your pride, I highly encourage you to move this line when you sense it needs adjustment. While it may seem like an initial “hassle,” the rewards are just too great not to do it. I’m never sorry that I took the extra time or delayed my plans to be the person who introduced a wonder of nature. Never.

And, after all, it’s not about us – it’s about the kids. Every time.

nature play, Partnership Highlights, programs

New Nature Club in East Point

We are so happy to announce a new partnership with the City of East Point Parks and Recreation Department to bring a Nature Club to children in their after school program. Some partnerships are just “made in heaven” and with a little help from a nature loving mom, Jasmine Crisp, with her own organization (The Love for Animals Outreach) who made this introduction we’re off to a great start! Check out all the great things Jasmine’s organization is up to on Instagram at @Love4paws404

We visited the Jefferson Park Recreation Center in late July for a nature play session and had a great time getting to know new friends as we talked about everything from nature at their homes, to clouds, to animals, to food! The like-minded dreamers who plan this program saw potential in getting these city kids outdoors and teaching them that there is nature all around them even in the city. Serving close to 60 children ages 6 to 8, Sparrow’s Nest Play has greatly expanded not only our program hours but our reach with this one program offering.

We are planning four hours of programming a week on Mondays, Thursdays and Fridays and the possibilities are endless! They have a wonderful interior courtyard that could be perfect for gardening and raised beds. I can already see a pollinator garden and vegetables growing with kids tending them as they learn where their food comes from and how to grow it. The front of the property, while it faces a fairly busy parkway is completely fenced in and shielded by overgrowth that runs along a drainage culvert. There are fruit trees growing on the hill and birds in the brush, along with evidence of rabbits and other wildlife that visit to feed in this little urban Eden.

With access to the city’s many parks, paths and new Nature Trail, we’ve got the makings of a first class Nature Club. Our sessions begin in September and run through November, with plans to extend this Nature Club into the winter beginning again in January through Spring! Now more than ever, your donations will make a lasting difference in the life of a child as they come to know the wonder of nature! Look for more details to come about Special Projects and Sponsorships for this promising program in a great community!

campfire with foil packets
nature play

What Camp Taught Me: Part Two

The Art and Skill of Letting Them Fail

I can already feel your tension as you read the subtitle of this blog. Failure? Encourage failure? But what about how they will feel about themselves? How will I manage their disappointment? This makes me feel terrible…like….a….a failure, right? Take a deep breath and keep reading. I need you to trust me. It’s gonna be okay.

While we were starting one of our many projects at camp this summer one of my counselors turned to me and said, “I’ve never done this project before. I’m so glad you’re here.” I quickly turned and reassured her, “Oh don’t worry, I’ve never done it either. We’ll figure it out together for the first time in front of the kids.”

Now know that this is a far cry from Classroom Vangie who, in addition to having Plans A, B, and C ready to be implemented at any moment, had also pre-prepped each and every craft, project, read aloud, song, finger-play, and game. There was never a margin for error, or failure, in my lesson plans. And my kids (and assistants) were astounded everything always worked the first time. But in truth, it had never worked the first time because I had failed the first three times at home where no one could see. Nature Vangie has realized that she was leaving out the most valuable part of each lesson for her students – error.

boy struggling to climb onto tire swing

So many of my “forest friends” who are new to nature play melt at the first sign of struggle because they have never experienced it before. So the first time they attempt to climb the tire swing and it moves, they are completely unprepared to adjust their strategy, ask for assistance and/or try again. Instead they give up.

At Bushcraft Camp, we spent Day One just making fire starters and learning our Fire Safety Rules in small teams. Day Two was “Fire Starting Day” and everything was ready to go – except our materials. These had gotten the first good rain we’d had in weeks this Georgia summer. I considered adding another activity because I knew excitement was high and that frustration would match that when fires would not meet expectations. But Nature Vangie prevailed over Classroom Vangie and I did the unthinkable – I let them struggle.

The photo on the left is their attempt on that day. I won’t lie, they were pretty frustrated. But we debriefed in teams afterwards and discussed what they’d do differently the next day. You can see much better results from Day Three when fires lit immediately due to troubleshooting on the part of the kids – not the adults.

So if you visit a Sparrow’s Nest Play program expect to see…

  • Children in the process of acquiring a new skill who may show frustration. Please be patient.
  • Arts and crafts that have been designed and completed by the children. Most of them aren’t going to make a Pinterest board but we love them more for that.
  • Adults who are asking questions instead of solving every quarrel and issue that arrises between children. You’ll hear, “Did you talk to your friend about it?” or “How do you think you can solve that problem?” or “What could you do differently next time?”
  • A peaceful, honest place of learning and discovery that welcomes the struggles that make our victories so much sweeter and children that own their challenges and accomplishments.
events, nature play, programs

Come Meet Us

Pop Up Event February 12th at Rooted Trading Company from 11am - 4pm

We’re thrilled to be partnering with our friends at Rooted Trading Company for our very first Pop-Up Event on Saturday, February 12th from 11am to 4pm. Our goal is to recreate a mini Sparrow’s Nest Play experience so families can learn about us and try us out before making a commitment to our afternoon enrichment program, Nature Play Adventures, beginning in March at Powder Springs Park. Here is what you can look forward to…

For Parents:

  • This is a great chance to meet our staff and ask questions about our program.
  • Watch your children interact with our staff and the kind of play we practice each day.
  • Pick up articles and information about the benefits of nature play and time spent outdoors for children.
  • Cash in on discounts on our annual Registration Fee!

For Kids:

  • Play in our fort with our “campfire,” small world play, and other nature toys.
  • Enjoy looking through our books about nature and the great outdoors.
  • Make a fun nature craft to take home while making new friends!

Similar events are also planned for March and April, so if you don’t catch us in February you can watch our Facebook and Instgram for announcements about upcoming events.

environmental justice, nature play, programs

For Love of Place

I’ve spent much time during the last few years bemoaning “used to be” and what we don’t have. I have grieved for the political system we haven’t had, the compassion unspent and the justice unseen. It has been a topic of constant conversation in my home and with my loved ones. We have kept our eyes on the horizon longing for a sign of hope.

Through it all, I’ve lived in the same place – the same physical location. My son finished high school and began college here in this smallish suburb of metro Atlanta. It has a rich history with which I am still acquainting myself. While tensions ran high across our country and diversity seemed to bring tension and strife in many communities, our little town just “kept on.” For the most part, white, black, and brown folk continued to wave and say “How you ta’day” when they met in the local Mexican restaurant. We don’t know one another by name, but we’re familiar enough to know where we know one another from.

Jason and I like that about our town. We like that the diversity is something that is a part of being where we are physically located in our county and state. It is in harmony with our values, and with who we wanted our children to be when they became adults and had families of their own. We aren’t naive enough to think it always works out perfectly in our community, but we do sense an intentionality here. Our love of this place is one of the reasons we’ve chosen to invest our hearts here in the name of Sparrow’s Nest Play.

The past is our definition. We may strive with good reason to escape it, or to escape what is bad in it. But we will escape it only by adding something better to it.

Wendell Berry

Born of privilege, we realize we’ve had opportunities others have not enjoyed. The realization of those inequities has made it impossible for us to continue on as if we never knew about all people on the margins. Our identification with the autistic community and those who identify as “neuro-diverse” have awarded us opportunities to experience some of those margins ourselves.

COVID has only highlighted areas of drastic inequality. When many schools went to virtual learning, it wasn’t an issue for areas with wifi access or families with technology to support that kind of learning. For others, it was impossible. Some families saw this as an excellent opportunity to try out forest schooling and nature play as alternatives. However, these programs are often expensive and comparable to private school options. For families of lower income, this was not an option.

We realize many parents in our community are working extremely hard to provide for their children. This can often mean working a job and a half, which means utilizing an after school care program to assist with childcare. Sure they’d love to pick up their children right after school and let them go home and play outside in the fresh air, but that option is simply not open to them. For those families, the school after care program is the most cost-effective option, even if it does mean three additional hours each day inside a crowded school cafeteria.

Sparrow’s Nest Play wants to partner with families in our community to change the way children spend their afternoons. Using our town as an educational hub, we want to immerse our kids in nature and creation care every afternoon, engaging them in projects that will enrich their minds and build relationships.

Through a partnership with Rooted Trading Company and the City of Powder Springs, we will be bringing our Nature Play Adventures Program in Spring 2022. We’ll be starting small, with only room for 6 students – but we’ve always believed that it is the smallest of things that really make a difference.

Please consider helping us in our endeavor by sponsoring this program so that we can make it a cost friendly option for families in our community.

creation care, donate, nature play, programs

Sponsorships Change Lives

We’ve recently posted a series of articles about the Physical, Social-Emotional, and Cognitive benefits of exposure to nature. Without listing them all again, there is research-based evidence to support:

  • Extended time playing in nature creates the minds business leaders call “21st Century Leaders” creative thinkers, innovators, problem solvers and collaborators
  • Nature play promotes healthy bodies during a time in our history when childhood obesity is at an all time high
  • Place-based learning and care for the natural world create learners who are adaptable, compassionate and interconnected to their community

At Sparrow’s Nest Play, we are in the process of putting together our VERY FIRST DAY of Mini-Camp. This day of learning will expose children to nature play through crafts, den building, tracking, nature journaling, and outdoor safety lessons. But we need funding to help get things started. Listed below are some of the ways your donations will add to the experience for a child at a day of Mini-Camp.

Please consider introducing a child to the wonders of creation by sponsoring a child or activity. Donations of any amount help us further our mission at Sparrow’s Nest Play.

nature play

Cognitive Benefits of Nature Play

The benefits of nature play have been known for many years, but more recently evidence-based research is documenting groups of children that have matriculated through early childhood programs and are able to display the real benefits daily exposure to nature contributed to their physical, cognitive and social-emotional development. See notes at the end of this article for links to research confirming our passion for keeping outdoor play a part of the daily life of children.

Problem solving & Critical Thinking: The child-led method of forest schools and nature play in general promotes independent thinking as children create their own projects, encounter problems within their designs, and then use critical thinking to resolve the design to make it efficient. This process occurs multiple times an hour during a typical day, allowing those neural pathways plenty of practice to strengthen as they develop.

Creative & Divergent Thinking: So many classroom-based projects are close-ended, not by design, but by the practical limitations of the physical environment. When the natural world is your classroom, there is enough space to think not only “outside-the-box” but outside-the-walls. Ideas that might have been seen as divergent (even impossible) within a traditional setting now become serendipitous.

Increased Knowledge Base: If you are thinking, “but they’ll only learn about nature…” please stop and realize that by observing nature we can learn the following disciplines: aeronautics, agriculture, arithmetic, art, astronomy, biology, chemistry, economics, engineering, geography, history, physics, and so many more.

Communication Skills: As all of these benefits are exercised over and over again in the course of just one hour in nature play, children are communicating their thoughts, ideas, and even disputes with one another. They learn to debate the merits of one course of action over another, and then to perhaps negate that hypothesis and return to they drawing board as a collective. Civil discourse is still alive in nature play and the forest school environment!

Special thanks to Jean Lomino at the Forest Teacher Institute whose contributed to the resourcing and development of this article.

Articles for Further Study:

Why Kids Need to Spend Time in Nature, Child Mind Institute.

Nurtured by Nature, American Psychological Association.

Six Ways Nature Helps Children Learn, Greater Good Science Center, University of California, Berkeley.

Why Naturalize Outdoor Learning Environments? Natural Learning Initiative, North Carolina State University.

Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers are Equally Prepared for Kindergarten, The International Journal of Early Childhood Education.

environmental justice, justice, nature play

The Nature Gap, Environmental Justice and Why We Care

At Sparrow’s Nest Play, our tag line is Nature Play – Creation Care – Just Living. That last one highlights our focus on justice related issues as they relate to the natural world and its resources. I’ve had the honor of meeting a ton of like-minded people this summer as I’ve completed my Forest School Teacher and Director Training. This training led me to delve into researching programs across the nation, while meeting other nature play leaders from, literally, across the globe.

My research quickly led me to fully realize some great disparities that I’d been ducking and dodging for several years – unsure if they were “real issues,” or just something I was picking apart needlessly. As it happens, those issues are indeed real. They have names and movements and research to which I had never been exposed.

The clues that had frustrated me for years should have been enough to send me on this search years ago. Here are a few of them I experienced daily when I lived near the edge of southwest Atlanta, where I grew up:

  • Our public parks, of which there were few, were run down and full of broken equipment with peeling paint. Most were devoid of grass and sparsely planted with trees. It was never a very relaxing or restorative place to take my small child for the afternoon.
  • Each of the grocery stores in town was small, dirty, poorly stocked and had poor quality fruits and vegetables. I didn’t know “organic food markets” existed until I moved into a wealthier and whiter zip code.
  • Even on our own street, it didn’t always feel safe for my child to play in our backyard – inside our 6 foot fence with our large dog. It wasn’t unusual to hear loud explosions and not be confident if it was a car backfiring or a gun shot. The police department was chronically underfunded, we were told.
  • When the wind blew from a certain direction you could smell the chemical plant – a sickly, sweet smell that left the inside of your mouth tasting like you’d been sucking on a penny. It wasn’t out-of-the-ordinary for a boil water notice to be issued without explanation. One night we were even evacuated to a church on the other side of town due to a chemical leak.

At the time, I reasoned that the neighborhood was just “run down” and due to complete survival fatigue, many of the residents just couldn’t summon up the initiative to change things. What I didn’t realize is that I was living in The Nature Gap – a very real place, duplicated in cities around our nation.

Read more about The Nature Gap:

In the midst of accumulating and ingesting the facts about the disparities in equitable access to nature between wealthier, white populations and those of color, I was also given an assignment to research and cultivate my own philosophy by comparing them with that of Montessori, Reggio Emilia, and Waldorf. While I will spare you the majority of my paper on the three philosophies, I do want the world to know where the study led me personally.

As I reviewed each philosophy, I found great merit within every one. However, studying the culture and time of each founding philosopher, one may also intuit how their belief system was in many ways a reaction to the societal norms, or even upheaval, of their time in history. In much the same way, I must acknowledge that the culture and philosophy of Sparrow’s Nest Play is a reaction to the trends I see in today’s American society.

So it must be said that I live in a world where:

  • it is widely accepted that children are more vulnerable than adults to the negative effects of environmental toxins because of the fundamental differences in children’s physiology, metabolism, absorption, and exposure patterns that cause children’s bodies to react to and excrete toxins differently than adults
  • increasing evidence suggests that access to nature and green space provides children with a myriad cognitive, emotional, and physical benefits, such as increased ability to concentrate, improved academic performance, reduced stress and aggression levels, and reduced risk of obesity
  • Unprecedented numbers of children in the United States suffer from asthma, cancer, low IQs, and learning disabilities each year
  • Communities of color are almost three times more likely than white communities to live in “nature deprived” areas, those that have less or no access to parks, paths, and green spaces.
  • Discrimination and racism in the United States have had profound effects on human settlement patterns and on the patterns of protections for the nation’s remaining natural areas. Redlining, forced migration, and economic segregation are just a few of the unjust policies and forces that have created barriers to, and a gradient of distance from, the United States’ remaining natural areas for people of color
  • Communities of color are three times more likely than white communities to live nature deprived places. Seventy-four percent of communities of color in the contiguous United States live in nature-deprived areas, compared with just 23 percent of white communities.
  • Seventy percent of low-income communities across the country live in nature-deprived areas. This figure is 20 percent higher than the figure for those with moderate or high incomes.
  • Nature destruction has had the largest impact on low-income communities of color. More than 76 percent of people who live in low-income communities of color live in nature-deprived places.

Sparrows Nest Play must be a place where children, regardless of ability, race or socioeconomic background…

1. Have a safe place to learn and grow.

2. Learn to care for creation through sustainable agricultural and consumer practices.

3. Learn the value of small things, such as small acts of love, kindness, and justice. 

4. Experience being part of a membership with one another and with creation. 

5. Develop and practice tools for peacemaking and reconciliation. 

I’m sure we can utilize methods from all three popular philosophies to do this, but we’ll also love our neighbor as ourselves, while we are serving and preserving the world we’ve been given. And all will be welcome, but we just can’t ignore the gaps any longer.

nature play

Social and Emotional Benefits of Nature Play

The benefits of nature play have been known for many years, but more recently evidence-based research is documenting groups of children that have matriculated through early childhood programs and are able to display the real benefits daily exposure to nature contributed to their physical, cognitive and social-emotional development. See notes at the end of this article for links to research confirming our passion for keeping outdoor play a part of the daily life of children.

Independence: One of the most important tenants of forest school and nature play is child initiated instruction. This is sometimes also referred to as child centered learning or child directed learning. Unlike the traditional classroom setting where a teacher decides the lessons and goals for the day, the children are not passively receiving information. Instead, lessons are based on their encounters with nature and the interests that develop from those encounters. This alone, fosters a spirit of independence, question asking, and innovation.

Respect and Compassion: It is not unusual for nature play environments to include multi-age groupings. In this way, older children are compelled to assist younger children as they remember the near past when they learned whatever skill with which a younger friend might struggle. Younger children are able to see the differences in physical, cognitive, and other kinds of development (even if they can’t name them) between them and the older children and learn respect, looking forward to learning these skills. This “give and take” among the children creates a peaceful environment where collaboration instead of competition is the rule of the day.

Photo by Nurpalah Dee on Unsplash

Resilience & Perseverance: One inevitable side-effect of child directed learning is the use of the scientific method in problem solving. Of course, rarely are we 100% correct on our very first trial. This healthy perspective of trial and error builds a reliance missing in the educational processes found in many traditional classroom settings.

Self-confidence: The fertile soil of resilience is a wonder place for self-confidence to flourish. If trying and not accomplishing your goal isn’t really “failing,” then the possibilities for how we feel about ourselves are endless. Think of the important question: What would you do if you knew you could not fail? In this instance, there is no failure daily in the nature play or forest school experience.

Sound judgement: As children make decisions and learn the value of taking calculated risks (see Risk Taking below) they develop a sense of sound judgement about their own abilities and boundaries. Climbing a tree and testing branches involves taking risks. Assessing which branches will hold you and which aren’t sturdy enough to bear your weight require the development of sound judgement.

Cooperation: Building forts, recreating “Bug Hotels,” damning creeks, and many other projects children undertake during the course of nature play foster collaboration and cooperation. Children learn the give and take of ideas and solutions for problems. As they grow closer in community and learn that everyone is heard and all ideas are valued, they realize that even if their strategy isn’t used in a particular situation, there will be other opportunities.

Leadership: Because children create many of their own projects, they are often source of leadership for them as well. Opportunities to learn how to lead abound daily. Adults serve as guides and resources, not the leaders – making room for the children to learn this important skill.

Photo by Annie Spratt on Unsplash

Adaptability: If children aren’t learning adaptability through project-based learning, they certainly are observing it through the lessons of nature. Studying animals that have adapted through camouflage or migration reminds them that living things must learn to observe the world around them and watch for the need to make changes. In nature, the inability to do so often leads to life and death consequences – for humanity, it leads to frustration.

Risk Taking: Not enough can be said about the need for children to be exposed to opportunities for decision making and risk taking. Not scary, haphazard, dangerous risks that put them in harm’s way, but calculated choices that lead to discovery. Because the primary method of instruction and guidance (we don’t even like to call ourselves “teachers”) in forest school and nature play is open-ended questioning, children are allowed to explore their own conclusions and ideas without fear of failure or being wrong. This leads to innovation, creativity, self-confidence and is, I think, the key building block for healthy self-image.

Special thanks to Jean Lomino at the Forest Teacher Institute whose training contributed to the resourcing and development of this article.

Articles for Further Study:

Why Kids Need to Spend Time in Nature, Child Mind Institute.

Nurtured by Nature, American Psychological Association.

Six Ways Nature Helps Children Learn, Greater Good Science Center, University of California, Berkeley.

Why Naturalize Outdoor Learning Environments? Natural Learning Initiative, North Carolina State University.

Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers are Equally Prepared for Kindergarten, The International Journal of Early Childhood Education.

nature play

Physical Benefits of Nature Play

The benefits of nature play have been known for many years, but more recently evidence-based research is documenting groups of children that have matriculated through early childhood programs and are able to display the real benefits daily exposure to nature contributed to their physical, cognitive and social-emotional development. See notes at the end of this article for links to research confirming our passion for keeping outdoor play a part of the daily life of children.

Gross Motor Skills & Coordination: It seems counter-intuitive at first, but constant exposure to walking on uneven trails, while navigating roots, rocks and other obstacles is a real boost to one’s sense of balance and coordination. Children who have struggled with clumsiness and general lack of coordination are challenged at first, but soon “get new legs” beneath them.

Upper Body Strength: Extended time in nature allows for all kinds of movement that we might typically restrict during inside play including climbing. Whether they scale a tree, using their arms to fully pull their own body weight, or just gain more use of their upper body by using their arms and shoulders as they navigate tree trunks on the forest floor, it takes little time to see an increase in upper body strength. It is very rewarding to witness the moment when a child realizes they have more strength than they once had.

Photo by Jeremiah Lawrence on Unsplash

Core Strength: As children increase in movement, they will naturally be performing activities that enhance overall strength. However a specific contributor to core strength are the types of projects children find themselves collaborating on as they engage in nature play. Building forts and bridges involved carrying and lifting – sometimes over distances as they port materials across their playspace. These kinds of movements go a long way to building up important core muscles.

Endurance: Each child arrives to a forest school or nature play setting with their own tolerance threshold for temperature and physical activity. Part of the journey as a nature guide is helping children stretch those thresholds in safe ways in order to build endurance. Modeling appropriate clothing for both staying warm and keeping cool, for instance, goes a long way to helping children self-regulate their own levels of endurance. Teaching them to drink to stay cool in the summer months and find sunny spots to keep warm in the winter to warm themselves allow them to stretch their personal boundaries and accomplish things they never thought possible of themselves.

Postural Control: As core strength, upper body strength, and gross motor coordination improve, we also see an increase in postural control. This refers to a child’s ability to sit upright without support without experiencing fatigue, while using the arms and legs to move freely. As children build more and more muscle tone in their daily nature play, so increases their postural control. This is also connected to an increased sense of equilibrium and balance.

Fine Motor Skills: In addition to the increase of Gross Motor Development, children will also develop their fine motor skills through the use of tools. The grasping rope, string, or twine in a construction or weaving project is a great example. The use of many gardening tools, as well as the act of weeding and delicately planting seedlings is another way children intricately use their developing fine motor skills. And don’t forget all the time touching, feeling and foraging as we let our imaginations and curiosity run wild identifying plants, trees and animals. Thumbing though field guides can also be a real workout.

Photo by Caroline Hernandez on Unsplash

Development of the Senses: Sensory integration is, perhaps, one of the greatest gifts of a forest education! Allowing the nervous system to “reset” and integrate the sensation of light filtering thought the leaves, the spicy smell of vegetation underfoot, the sound and feel of a breeze, as well as the sense of the weight of our own bodies as we move along an unpaved path is a true vitamin for the nervous system. Even for the neurodivergent, introducing these times of sensory awareness in small increments is an organically friendly way to open their Sensory Awareness to a fuller experience.

Risk Taking: Not enough can be said about the need for children to be exposed to opportunities for decision making and risk taking. Not scary, haphazard, dangerous risks that put them in harm’s way, but calculated choices that lead to discovery. Because the primary method of instruction and guidance (we don’t even like to call ourselves “teachers”) in forest school and nature play is open-ended questioning, children are allowed to explore their own conclusions and ideas without fear of failure or being wrong. This leads to innovation, creativity, self-confidence and is, I think, the key building block for healthy self-image.

Special thanks to Jean Lomino at the Forest Teacher Institute whose contributed to the resourcing and development of this article.

Articles for Further Study:

Why Kids Need to Spend Time in Nature, Child Mind Institute.

Nurtured by Nature, American Psychological Association.

Six Ways Nature Helps Children Learn, Greater Good Science Center, University of California, Berkeley.

Why Naturalize Outdoor Learning Environments? Natural Learning Initiative, North Carolina State University.

Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers are Equally Prepared for Kindergarten, The International Journal of Early Childhood Education.