Ep 176: Unconventional Essentials #1: Dressing Up Clothes

https://www.marjon.ac.uk/about-marjon/staff-list-and-profiles/leather-dr-mark.html 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 Summary In this conversation, Lewis, Wem, and Mark Leather discuss the use of swearing in forest school and academia, the feral nature of forest school research, and the upcoming forest school research symposium. They also explore the importance of asking participants for their perspectives and the need for adaptability in evidencing learning. The conversation highlights the diverse approaches within forest school and the potential benefits of different niches. Overall, the conversation emphasizes the importance of critical thinking, research, and open-mindedness in forest school and academia. The conversation explores the challenges of articulating and assessing forest school practices in a traditional written format. It discusses the need for creativity and playfulness in education and the importance of allowing for subjectivity and individuality in forest school settings. The conversation also touches on the role of research in forest school practice and the potential for a national body to establish criteria and guidelines. The symposium is seen as an opportunity to connect forest school leaders and researchers and foster collaboration and innovation. Chapters 00:00 Swearing in Forest School and Academia 02:12 The Feral Branch of Forest School Research 03:13 The Spectrum of Approaches in Forest School 09:40 The Forest School Research Symposium 28:04 Articulating Forest School Practices 29:32 Creativity and Playfulness in Education 30:01 The Challenge of Evidence in Forest School 31:39 Assessment in Forest School 34:05 Balancing Control and Playfulness 38:00 The Unique Nature of Forest School Education 49:22 Research and Collaboration in Forest School 51:03 The Symposium as a Platform for Collaboration

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 Summary In this episode of The Forest School Podcast, Lewis and Wem discuss the importance of dressing up in forest school settings. They explore the concept of modeling and how a single item can transform a person into a different character. They emphasize the value of versatile and quick-to-adapt costumes, such as rags or fabric, that allow for open-ended play. They also discuss the significance of multiple costumes in a theme, which encourages collaborative play. The hosts highlight the need for dressing up resources that are appropriate for outdoor use and can withstand wear and tear. They also touch on the idea of privacy and how having a designated dressing up area can provide a safe space for children to explore different roles before joining the wider play space. In this conversation, the hosts discuss the importance of dressing up in forest school settings. They explore various aspects of dressing up, including the role it plays in imaginative play, creating characters, and building confidence. They also discuss the practical considerations of storing and organizing costumes, as well as the importance of sensory-friendly materials. The hosts touch on the topics of gender roles and cultural dress in dressing up, emphasizing the need for inclusivity and reflection in the selection of costumes. They also explore the potential for dressing up to facilitate nature connection and animal play. Takeaways Dressing up in forest school settings allows children to explore different roles and engage in imaginative play. A single item, such as a hat or fabric, can transform a person into a different character. Versatile and quick-to-adapt costumes, like rags or fabric, are valuable resources for open-ended play. Having multiple costumes in a theme encourages collaborative play and allows for a variety of roles. Dressing up resources should be appropriate for outdoor use and able to withstand wear and tear. Providing a designated dressing up area can offer privacy and a safe space for children to try out different roles before joining the wider play space. Dressing up is an important aspect of imaginative play in forest school settings, allowing children to create characters and explore different roles. Practical considerations for dressing up include storage and organization of costumes, as well as the use of sensory-friendly materials. In selecting costumes, it is important to consider inclusivity, gender roles, and cultural dress to create a welcoming and diverse dressing up experience. Dressing up can also facilitate nature connection and animal play, allowing children to embody and explore different living creatures. Chapters 00:00 Introduction and Nostalgic Chat 02:11 Introducing the Forest School Podcast 03:05 Promoting the Podcast and Support Options 04:02 Discussion on Dressing Up and Fancy Dress 12:03 The Origins of the Dressing Up Box in the Woods 14:26 Unconventional Essentials: Dressing Up 15:49 Modeling Costumes with a Single Item 26:14 Encouraging Collaborative Play with Multiple Costumes 30:02 Choosing Dressing Up Resources for Outdoor Use 31:27 The Value of Privacy in a Designated Dressing Up Area 31:54 Sponsor Message: Children of the Forest 33:20 The Importance of Dressing Up in Forest School 34:13 Practical Considerations for Dressing Up 38:20 Inclusivity and Reflection in Costume Selection 45:37 Dressing Up for Nature Connection and Animal Play

Supporting the podcast at www.patreon.com/theforest school podcast Get in touch at www.theforestschoolpodcast.com Train with us at www.children-of-the-forest.com Summary The conversation explores the decline in nature connection among teenagers and the challenges of engaging adolescents with nature. It delves into the impact of autonomy, rebellion, and social acceptance on nature connection, as well as the need for outdoor spaces for teenagers to congregate without judgment. The discussion also highlights the importance of intrinsic motivation and play in fostering nature connection in adolescents. The conversation explores the impact of social expectations and judgment on teenagers' nature connection, the role of technology in forging new connections with nature, and the changing definition of nature connection as individuals transition from childhood to adolescence. It also delves into the need to remove moral judgments from assessing nature connection and the importance of research in understanding and providing opportunities for nature connection. Takeaways Teenagers experience a decline in nature connection, with a significant dip between the ages of 13 and 18, followed by a gradual climb back up to early childhood levels by the age of 30. The need for autonomy, rebellion, and social acceptance influences teenagers' engagement with nature, and providing outdoor spaces for teenagers to congregate without judgment is crucial for fostering nature connection. Intrinsic motivation and play play a significant role in nurturing nature connection in adolescents, and the focus should be on facilitating spaces for teenagers to engage with nature on their own terms. Social expectations and judgment can impact teenagers' nature connection, leading to a shift in the definition and experience of nature connection during adolescence. Technology can be used to forge new connections with nature, and its role in facilitating global nature connection should be recognized and studied. Removing moral judgments from the assessment of nature connection is essential, and research is needed to understand and provide opportunities for nature connection, especially for teenagers. The changing definition of nature connection as individuals transition from childhood to adolescence highlights the need for a broader understanding and approach to nature connection at different life stages. Chapters 00:00 Introduction and Sunday Sessions with Lewis and Wem 03:17 The Decline in Nature Connection Among Teenagers 07:31 Challenges of Engaging Adolescents with Nature 15:14 The Impact of Autonomy and Social Acceptance on Nature Engagement 24:12 The Impact of Social Expectations on Teenagers' Nature Connection 37:20 Technology and Nature Connection: Forging New Connections 45:35 The Changing Definition of Nature Connection in Adolescence

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 Summary The Forest School Podcast discusses the concept of biophilia and the healing bond between humans and nature. They explore the non-judgmental nature of the natural world and how it allows individuals to be themselves without conforming to societal expectations. The hosts also discuss the physiological effects of spending time in nature and the importance of creating inclusive and accepting spaces in outdoor education. In this conversation, the hosts discuss various themes related to the perception of the outdoors and the benefits of being in nature. They explore the idea of biases and misconceptions about what outdoor spaces should be like, emphasizing the importance of creating inclusive and comfortable environments. They also touch on the topic of humans' innate attraction to nature and the calming effects it has on our minds. The hosts delve into the concept of fascination and how it differs from attention, as well as the evolutionary perspective on human behavior and attention. They discuss the complex relationship between the body, mind, and nature, highlighting the interconnectedness of all living things. The conversation concludes with a lighthearted discussion about unconventional topics such as intimate experiences in nature and the sensory associations with colors and smells. Keywords biophilia, healing bond, non-judgmental, nature, inclusive, accepting, outdoor education, outdoors, perception, biases, inclusive spaces, comfort, nature, attraction, calming effects, fascination, attention, evolutionary perspective, body-mind connection, interconnectedness, intimate experiences, sensory associations Chapters 00:00 Introduction and Content Warning 00:26 Forgive Me Forest School 02:14 The Mystery of Owls 03:03 How Many Owls Would It Take? 04:22 Supporting Owl Chat on Patreon 05:09 Biophilia: A Scientific and Spiritual Exploration 06:06 The Biophilia Effect and Catathym Imaginative Psychotherapy 08:00 The Language of Fragrances 10:01 Visualization and Nature Therapy 13:28 The Evolutionary Preference for Savanna Landscapes 28:18 Challenging Biases in Outdoor Spaces 30:39 The Benefits of Being in Nature 31:09 Attention and Fascination 32:09 Exploring the Eco-Psychosomatic System 36:08 Nature and Death 44:45 Intimate Encounters in Nature 48:16 The Association Between Smells and Colors 56:20 Gratitude to Patreon Supporters

Get your Forest School Confessions in at www.theforestschoolpodcast.com 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! Sponsors: Carbonfarmers.world for Tawi Stoves! Guest Info: https://www.hackneyoutdoors.co.uk/services Summary In this episode of The Forest School Podcast, Lewis Ames and Wem Sutherland discuss urban forest school with guest Nina Lovelace. They explore the challenges and opportunities of bringing nature and forest school principles to urban environments. Nina shares her experience of re-naturing school playgrounds and engaging children and families in nature connection. They also discuss the importance of relationships with nature-connected adults and the value of a holistic approach to education. In this conversation, Nina talks about her experience with urban forest school and the challenges and opportunities it presents. She discusses the importance of engaging children with the natural environment and how she encourages them to see the playground differently. Nina also addresses the issue of limited resources in urban areas and the need to be creative in providing nature-based experiences. She emphasizes the importance of building relationships with parents and staff to navigate the challenges of integrating forest school principles into a school setting. Nina also highlights the significance of considering microclimates and climate resilience in urban forest school projects. Keywords urban forest school, nature connection, re-naturing, school playgrounds, holistic education, urban forest school, engaging children, natural environment, playground, limited resources, creativity, relationships, parents, staff, microclimates, climate resilience Chapters 00:00 Introduction and Background 01:22 Defining Urban Forest School 05:35 Renaturing Urban Spaces: The William Patten School Project 08:37 Corporate Partnerships and Fundraising 12:08 Applying Skills from a Corporate Background 13:11 The Value of Urban Forest School in Education 18:05 Challenges and Insights of Designing Small Spaces 23:06 The Social Aspects of Forest School 31:35 Creating Nature-Rich Spaces in Urban Environments 36:43 Engaging Parents and Teachers in Urban Forest School Initiatives 40:41 Climate Resilience in Urban Forest School 45:31 The Value of Herbs and Native Plants in Urban Forest School 49:29 Storytelling and Learning in Urban Forest School

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