The Play Cycle: Theory, Research and Application by Pete King and Gordon Sturrock

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠ www.patreon.com/theforestschoolpodcast⁠ 🌲🎧. Leave this episode a review on your podcast player! Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com — Sponsors: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

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠ www.patreon.com/theforestschoolpodcast⁠ 🌲🎧. Leave this episode a review on your podcast player! Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com — Guest Info: https://lucyfjones.com/  — 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

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠⁠⁠ ⁠www.patreon.com/theforestschoolpodcast⁠⁠ 🌲🎧. Leave this episode a review on your podcast player! Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com — 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

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠⁠⁠ ⁠www.patreon.com/theforestschoolpodcast⁠⁠ 🌲🎧. 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/ — Sponsors:Carbonfarmers.world for Tawi Stoves!Visit ⁠HelloFresh⁠ to get 60% off your 1st box + 25% off for 2 months + free gifts! Sign up with ⁠Skillshare⁠ for 30% off annual membershipProtect your computer with ⁠Nord VPN⁠ --- 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 ⁠⁠⁠ ⁠www.patreon.com/theforestschoolpodcast⁠⁠ 🌲🎧. Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com — Guest Info: https://tideview.com/ — Sponsors:Visit ⁠HelloFresh⁠ to get 60% off your 1st box + 25% off for 2 months + free gifts! Sign up with ⁠Skillshare⁠ for 30% off annual membershipProtect your computer with ⁠Nord VPN⁠ --- 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 ⁠ www.patreon.com/theforestschoolpodcast⁠ 🌲🎧.  — Guest Info: www.robertpoynton.com — Sponsors:Visit HelloFresh to get 60% off your 1st box + 25% off for 2 months + free gifts! Sign up with Skillshare for 30% off annual membershipProtect your computer with Nord VPN ---

Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠ www.patreon.com/theforestschoolpodcast⁠ 🌲🎧.  — Sponsors:Visit HelloFresh to get 60% off your 1st box + 25% off for 2 months + free gifts! Sign up with Skillshare for 30% off annual membershipProtect your computer with Nord VPN --- 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 ⁠⁠⁠ ⁠www.patreon.com/theforestschoolpodcast⁠⁠ 🌲🎧.  — Sponsors:Visit ⁠HelloFresh⁠ to get 60% off your 1st box + 25% off for 2 months + free gifts! Sign up with ⁠Skillshare⁠ for 30% off annual membershipProtect your computer with ⁠Nord VPN⁠ --- 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 ⁠ www.patreon.com/theforestschoolpodcast⁠ 🌲🎧.  — Guest Info: https://sarahockwell-smith.com/ — Sponsors:Visit HelloFresh to get 60% off your 1st box + 25% off for 2 months + free gifts! Sign up with Skillshare for 30% off annual membershipProtect your computer with Nord VPN --- 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 ⁠⁠⁠ ⁠www.patreon.com/theforestschoolpodcast⁠⁠ 🌲🎧.  — Guest Info:⁠https://peterkindfieldphd.substack.com⁠⁠ https://hilltopeducation.com⁠ — Sponsors:Visit ⁠HelloFresh⁠ to get 60% off your 1st box + 25% off for 2 months + free gifts! Sign up with ⁠Skillshare⁠ for 30% off annual membership --- 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