BEST PRACTICE
Risk vs reward – is it worth it?
Alliance early years development officer Ruth Richardson explains the purpose and benefits of risk through outdoor learning and the Forest School ethos
Ruth is responsible for writing and delivering CPD that supports best practice for early years professionals.
Many of you will already be aware that outdoor learning first developed in Scandinavian countries, in the shape of forest schools, where the outdoor culture is a way of life, whatever the weather.
The first Forest School in the UK in 1995, with nursery staff from Bridgewater College in Somerset becoming the first cohort to go through Forest School training.
Many early years settings are now following the Forest School approach. This is partly because outdoor nurseries have increased over the last 20 years, but also due to many settings embracing the ethos of providing outdoor learning opportunities, recognising the benefits of this holistic and sensory approach to learning.
The benefits of risk
Learning to take and manage risks is an essential part of outdoor learning, helping children to grow confident in their abilities, learn to trust their judgement, and make decisions. Children experience risk in their everyday lives (for example, learning to walk) and learn through trial and error, watching others and making decisions. The outdoors offers an abundance of opportunities for children to learn crucial skills that will stay with them for life – and, hopefully, inspire a lifelong love of being in nature, too.
The principles of Forest School support and develop all children to be confident and independent, and to develop strong self-esteem. These principles are fostered through a range of holistic and sensory experiences threaded into an outdoor curriculum where children can experience nature, the seasons, smells and textures as part of their daily experiences. At the same time, they can learn about physical boundaries, such as how high to climb, as well as social boundaries such as rules within games.
In all weathers
So far, we’ve not mentioned the weather, but we know this can be a barrier for educators and families in getting outside.
On average, around 40% of British days are likely to have wet weather of some description, so we need to learn to embrace this and celebrate what we have rather than what we would like! By not going out on wet days, we’re missing out on opportunities for children to learn about risk and embrace what we have.
So, how do we support children with risk to make it into an impactful learning experience? Language, of course, is important.
Here are some useful phrases: instead of a generic “Be careful”, try “Please find a safe spot for running”, “Do you feel balanced?” or “Before you throw that, what do you need to look for?”
Outdoor provision requirements
In the UK, paragraph 3.68 of the EYFS tells us that providers must provide access to an outdoor play area. If that is not possible, they must ensure that outdoor activities are planned and taken on a daily basis (unless circumstances make this inappropriate, for example, unsafe weather conditions).
While we have requirements for indoor space provision, outdoor provision (such as Forest Schools) or predominantly outdoor learning provision isn’t required to meet the space standard in the same way, providing children’s needs are met. Indoor space requirements can be used as a guide, however.
Being clear about the learning taking place in your outdoor environment is critical, so it’s important to be able to articulate exactly not only what you’ve planned for your children outdoors but also why.
It’s important to consider the outdoor environment when thinking about delivering an experience-based EYFS curriculum, including the resources we use, positive interactions, and the teachable moments we provide for children that occur throughout the day.
Ask yourself: “How can we use the outdoor environment to ensure children have acquired the knowledge they need and develop the skills and behaviours we want them to learn?”
An outdoor environment should provide a range of experiences that help children access different elements of all seven areas of learning and should also consider the characteristics of effective learning: playing and exploring, active learning, and creative and critical thinking.
Find out more
In the coming months, the Alliance is hosting virtual Insight sessions with Christina Dee, one of the original students from Bridgewater College and managing director of the Forest School Learning Initiative.
Over three sessions, Chris will share her expertise and experience of the Forest School approach to discuss the benefits of being outdoors, health and safety in the outdoor environment, and, in the final session, share ideas for outdoor activities.
- Tuesday 16 April: Why work outside – 6.30pm-7.30pm
- Tuesday 14 May: Health and safety – 6.30pm-7.30pm
- Wednesday 22 May: Ideas for outdoor activities – 6.30pm-7.30pm
Book your place today for just £15 for members or £30 for non-members at
bit.ly/U5-Forest-Schools.