Karen Constable - The Outdoor Classroom in Practise Ages 3 - 7

A month-by-month guide to forest school provision

Karen Constable

Edited by Sandy Green

I was asked recently what my motivation was for teaching and writing about outdoor learning. Initially I was a bit baffled; why would you not be motivated by natures diversity? It was clear to me why I do this, why I am driven to share my passion. Shouldnt we all be aware of the benefits of being outdoors, learning new skills, sharing play with friends and enjoying our ever-changing world? Is that just for children, or cant adults gain from it as well?

Over the years I have worked with young children I have come to learn a lot about how they learn, the impact others can have on that learning, both positive and negative and the necessity of allowing children to be children.

When I was offered the opportunity to train as a Forest School Leader, the course was in its first year and was under-subscribed. I jumped at the chance to explore and learn about a new area of childrens learning. I wasnt disappointed. From the outset it was clear that this new style of learning was going to have a huge impact on early years provision.

Over the weeks of learning and working at Forest School with Bridgwater College, I learnt about self-esteem and confidence in a way that it had never been presented to me before. I learnt about using tools, keeping children safe, managing, but not removing risk. I created a bank of ideas and activities, all of which I tried out myself before taking them to the children. I took my own children out with fresh eyes, building dens, lighting fires, sawing logs and we learnt together. My own confidence grew; I felt good about my achievements and most crucially I had immense fun. If learning outdoors could have that impact on me, imagine what it could do for the children I worked with.

My life is embedded in the outdoors, both in my work and at home. Being outside I feel alive, aware of my world, in tune with the weather and the seasons. I understand the impact our over-populated world is having and strive to reduce my own footprint. Again, if I feel like this, wont the children?

I truly believe that everyone has some connection with the environment, even the most reluctant non-believer must surely feel something when they notice the frequent seasonal changes around them?

I am motivated by the ever-changing beauty, the life-cycles of the trees I pass on the way to work, the stillness of the river I stop and admire each morning. I am driven to share all this and more with my class in the hope that some of these young children will grow up acknowledging that the world is amazing; that they can recognise how they can be a part of it; that they can gain peace and calm in the tranquillity. I want them to begin to understand that somewhere in their busy, noisy lives they can be themselves, be independent and happy, be a part of something that is bigger than their everyday normality.

If just one or two of my children gain an affinity with their world then I have done my part to ensure that our world will remain as beautiful as it is now.The next generation are in charge of their own future, but if we dont teach them about it, how will they know?

What greater motivation is there than that?

The author and publishers would like to thank the following for their cooperation and support during the process of publishing this book.

The staff, children and parents at Mark Church of England First School and Mark Harvest Pre-school for their support and encouragement throughout the process and for the use of their ideas and photos and their permission to include them in the book. My family and friends for their continuing support and encouragement. To Sandy, for encouraging me to keep going and ensuring this book was finished.