environment Archives - Page 2 of 6

Jul 20

Sun safety

By Iain Boyle environment, family, Health, Playing, Safety, Summer, sun safety

Take extra care to protect babies and children in the sun. Their skin is much more sensitive than adult skin, and damage caused by repeated exposure to sunlight could lead to skin cancer developing in later life.

Children aged under six months should be kept out of direct strong sunlight.

From March to October in the UK, children should:
• Cover up with suitable clothing.
• Spend time in the shade, particularly from 11am to 3pm.
• Wear at least SPF30 sunscreen.

Apply sunscreen to areas not protected by clothing, such as the face, ears, feet and backs of hands.

To ensure they get enough vitamin D, all children under five are advised to take vitamin D supplements.

When buying sunscreen, the label should have:
• A sun protection factor (SPF) of at least 30 to protect against UVB
• At least 4-star UVA protection
• UVA protection can also be indicated by the letters ‘UVA’ in a circle, which indicates that it meets the EU standard.

What are the SPF and star rating?
The sun protection factor, or SPF, is a measure of the amount of ultraviolet B radiation (UVB) protection.

SPFs are rated on a scale of two to 50+ based on the level of protection they offer, with 50+ offering the strongest form of UVB protection.

The star rating measures the amount of ultraviolet A radiation (UVA) protection. You should see a star rating of up to five stars on UK sunscreens. The higher the star rating, the better. Sunscreens that offer both UVA and UVB protection are sometimes called broad spectrum.

How to apply sunscreen
Most people do not apply enough sunscreen. As a guide, adults should aim to apply around six to eight teaspoons of sunscreen if you’re covering your entire body.

If sunscreen is applied too thinly, the amount of protection it gives is reduced. If you’re worried you might not be applying enough SPF30, you could use a sunscreen with a higher SPF.

If you plan to be out in the sun long enough to risk burning, sunscreen needs to be applied at least twice:
• 30 minutes before going out.
• Just before going out.
• Sunscreen should be applied to all exposed skin, including the face, neck and ears, and head if you have thinning or no hair, but a wide-brimmed hat is better protection.

Sunscreen needs to be reapplied liberally and frequently, and according to the manufacturer’s instructions.

This includes applying it straight after you have been in water, even if it’s ‘water resistant’, and after towel drying, sweating or when it may have rubbed off.

It’s also recommended to reapply sunscreen every two hours, as the sun can dry it off your skin.

Taken from www.nhs.uk

Jul 16

Love0

Empowering our children to become change makers of the future

By Iain Boyle Education, environment, fun for children, Mental health, Relationships

by Marcus Culverwell
Headmaster of Reigate St Mary’s School

The world is changing at a phenomenal rate and the education sector needs to respond effectively to this to make sure children are being properly prepared for their future. We need to equip young people with the right skills and knowledge to help them navigate a life where sustainability and protection of the planet are fundamental to the wellbeing of society as a whole. Schools must ask themselves – what will our children be doing in five years’ time? In 10 years’ time? Midway through their career – or, more likely, careers? How will they be changing the world for the better?

So, what can we do now to prepare them for the significant challenges ahead? It is important that children are encouraged to think ‘beyond the bubble’ of traditional schooling and we can help them do this by providing an education that includes:
• Giving back to society and the planet, more than they take – we live on a finite planet and we share our planet too.
• Taking sustainability seriously – practical application now and as future leaders in society.
• Recognising the personal value and economic importance of the natural environment – how eco-systems really work.
• Understanding how STEM (science, technology, engineering and maths) can be applied, creatively, to tackle real world problems.
• Philosophy for children – to dig deep into why humanity has got into the ecological predicament we are in, and how we change the story.

At our school we have an Education for Social Responsibility programme (ESR) that encompasses all of the above and helps children to think about the core values that will lead to happy and fulfilled lives, within stable and caring communities while protecting the planet for the future. At the heart of it is a focus on the wellbeing of each of them individually, the wellbeing of teams they will work within and the wellbeing of the planet.

A community outreach programme provides children with opportunities to be part of helping and sharing with the wider community, whether locally or globally. We have a designated member of staff who oversees this and pupils run teatime concerts for the elderly, take part in a Make a Difference challenge in Year 5 and there is a whole-school sponsored walk to raise money to build water tanks in Southern Uganda as well as a dedicated charity day.

It is important that sustainability is taken seriously with issues such as climate change and caring for the planet being woven into all areas of learning. Becoming an Eco school is a good start to this and having dedicated pupil Green Leaders to discuss and implement ways to reduce the school’s carbon footprint is an excellent way to stimulate debate. We also use water butts for left over drinking water, we are careful about use of paper, recycle old pens, encourage walking to school and discourage motorists from leaving car engines idling. Children even build and code model systems such as solar panels which track the sun across the sky.

There is huge personal wellbeing value within the natural environment. To harness this, children should have the chance to take their learning outside as often as possible. Concepts can be taught in relevant and practical ways and often children can solve problems and grasp concepts outside that they have had difficulty with when in the classroom. Connecting with nature is important for wellbeing. Any outside space can be used as a nature reserve for the children to learn Forest School skills, build bug hotels, and generally feel the benefit of being closer to the natural world.

Philosophy for Children (P4C) offers a way to open up learning through enquiry and the exploration of ideas. Children learn that their ideas have value, and that the ideas of other children have value too. They realise that they don’t always have to be right, but they gain the confidence to ask questions and learn through discussion. Each lesson promotes dialogue whereby participants ask questions, sift statements and explore alternatives. Above all, children will generate a greater understanding of each other and appreciate that not everyone believes the same thing, or thinks in the same way – and that is alright. Philosophy calls on imagination and reasoning and puts these capacities to work exploring values, assumptions and vital concepts like justice, truth, and knowledge.

Ultimately, all educators need to support young people to be good citizens, with the confidence to make the right decisions and the skills needed to lead happy and successful lives – lives which are significant in a positive way. We want them to be ideas generators, good listeners, open-minded, considerate colleagues, positive influences, go-getters, self-starters, good neighbours, game changers and change makers of the future.

Reigate St Mary’s is a junior school of Reigate Grammar School (RGS), rated ‘excellent in all areas’ in an ISI Inspection in March 2023. Children enjoy busy days filled with imaginative teaching and exciting adventures focusing on teamwork, creativity, digital learning and communication. www.reigatestmarys.org

Jul 10

Love0

Learning beyond the classroom walls – why Forest School is essential in education

By Iain Boyle Education, environment, Forest School, fun for children, Green

by Stuart Lee
Copthorne Prep School Forest School Leader and Outdoor Activities Instructor

As the world becomes increasingly digital and technology-driven, it’s more important than ever to ensure our children are getting enough time outside in nature. Forest Schools have been gaining popularity around the globe as a way of providing an experience that is both educational and fun for young minds.

In this article, we’ll explore why Forest School is essential in education and how it opens up new avenues for learning beyond traditional classroom walls. So put on your wellies, grab a raincoat, and let’s delve into the wonderful world of Forest Schools!

Introduction to Forest School
When most people think of school, they envision a building with classrooms, a playground, and maybe a field for sports. But what if there was another way to learn? What if students could explore and discover in a natural setting? This is where Forest School comes in.

Forest School is an approach to learning that takes place in nature. It emphasises hands-on, experiential learning in a safe and supportive environment. Forest School can be used with students of all ages, but it is especially beneficial for young children.

The benefits of Forest School are numerous. Studies have shown that time spent in nature can help reduce stress, anxiety and depression. Being in nature can also improve concentration and focus. And because Forest School encourages hands-on learning, it can help promote problem-solving skills and creativity.

Outdoor learning enables us to instil a sense of responsibility in children for their environment and sustainability, discussing how we look after the natural world around us and discussing aspects like recycling, use of plastics, saving energy, collecting water and so on. The children will explore nature, learning about trees, follow the seasons, understand plant growth, explore minibeasts and find the biggest puddle to jump in (weather dependent of course)!

The six Forest School principles are:
• Sessions are delivered on a long-term basis: Forest School needs to be regular.
• Sessions are risk-aware, not risk-averse: Meaningful activities which nurture the instinctive human ability to learn through overcoming a risk, challenge or problem. Teaching the children how to safely use tools like knives and axes for whittling or chopping wood, and how to light and safely be around campfires.
• Forest School is invested in the holistic development (emotional, spiritual, intellectual, social, physical, communication and language) of the participants.
• Forest School should take place in a natural wooded environment.
• Forest School should be run by a qualified Forest School practitioner.
• Forest School is learner-centred with learner-based outcomes.

Benefits of Forest School for primary school students
Children who spend time in nature have shown to have increased levels of physical activity, social and emotional wellbeing and brain development. Forest Schools provide an immersive environment for children to learn about and connect with the natural world. It offers a unique opportunity for children to learn in an outdoor setting and develop a lifelong love of learning.

Other positive outcomes include:
Improved concentration and focus
Studies have shown that being in nature can help improve focus and concentration. This is especially beneficial for students who struggle with attention deficit disorders or who have difficulty paying attention in a traditional classroom setting.

Lower stress levels
Nature has a way of calming people and helping to lower stress levels. This is important for students who are dealing with anxiety or who find the traditional school setting to be overwhelming. Being in nature can help to reduce stress and promote relaxation.

Increased physical activity
Getting outdoors and being active is important for everyone, but it’s especially crucial for growing children and teens. Physical activity has been shown to improve brain function, mood, and overall health. Being outdoors gives students an opportunity to be active in a way that is fun and engaging.

Improved social skills
Outdoor learning provides opportunities for students to work together in small groups or teams. This can help them develop important social skills such as communication, co-operation, and teamwork. It can also help shy or introverted students feel more comfortable interacting with others.

Therefore, it is evident that by incorporating Forest School into primary education, children could not only improve academically but also holistically – and this is fundamental to education. It is more than classroom learning, it is a rounded enriched learning journey to develop children for modern life. With its unique curriculum based on free play and exploration, it is no surprise that Forest School has been gaining in popularity. As parents and educators become more aware of its benefits, it is likely that even more children will have access to this enriching educational experience.

Forest School is an integral part of a child’s education at Copthorne Prep – it helps them develop their social and emotional skills, increases outdoor awareness and encourages the development of knowledge that goes beyond the classroom walls. www.copthorneprep.co.uk

Jul 06

Love0

An inspirational approach to nurturing curiosity for Early Years settings

By Iain Boyle Education, environment, Forest School, fun for children, Toys

by Jovita Opio
Deputy Manager, Little Lancing Day Nursery & Forest School

It’s a fairly typical experience for many parents – you buy your small child a large toy – for example a sit on (or sit in!) car – and they are far more interested in playing with the box than with what was inside it. It’s something many of us have laughed about! It’s worth thinking about that a bit more though, why does a child do that? Is it that the box fires their imagination, it can be anything they want it to be, and that’s perhaps a more appealing object to explore at first sight than its brightly coloured contents? Another common observation we all have made is that children want to play with ‘real’ things, not just synthetic, child-sized reproductions. They see parents and other adults around them using ‘real’ things and they want to use them too. 

There is no doubt that we are all born curious; babies and small children reach out to explore the world around them and learn rapidly from those experiences. Their parents are their very first educators and babies learn so quickly, it’s no great surprise therefore that those practitioners passionate about Early Years education want to continue to nurture that natural curiosity, imagination and creative thinking in their nursery settings – for staff job satisfaction as well as for the wellbeing of all the children in their care!

There are many elements that come together to create an environment where children’s development can flourish – whether it’s the calm ambience created by a subdued colour scheme, authentic items made of organic materials, or natural objects to capture the imagination. These all play a part in creating the framework within which children’s imaginations can blossom – neutral colours allow the learning to shine through, rather than distract from it, the hands-on feel of wicker baskets, wooden objects, carvings and ornaments connects children to the natural world around them and metal pots, pans, kitchen accessories are durable and ‘real’ items to role-play with.

So-called ‘loose parts play’ is another intriguing factor – carefully supervised – children find seemingly endless joy in making things out of nuts, bolts, washers and screws. It’s amazing what can be found in charity shops, car boot sales and by turning out old cupboards at home that can be used to build a stock of such materials, and recycling these items is also a way of doing a small bit for the environment at the same time.

But it’s so much more than muted colours, wooden crates and metal household objects that are important to a nursery that seeks to embrace this approach. It’s also a mindset. A combination of mindfulness and the Danish concept of Hygge – a sense of warmth, cosiness and homeliness, that encourage the children to develop their sense of awe and wonder in the world around them. So a nursery that seems more like an extension of home helps to promote the comfort children feel in their own homes. Working in partnership with parents is hugely important and creates a virtuous circle between nursery, child and home, with of course the child very much at its centre.

Time spent outdoors contributes significantly to nurturing a child’s sense of wonder. Forest School is now well established as a buzz word for nurseries and parents – children begin to learn how to assess risks for themselves in a safe environment, connect with nature and if they get covered in mud while doing so, so much the better! The glow of joy and pride radiating from a child’s face when they have made their very own bug hotel (it might look like a mass of mud and twigs in a jar to the rest of us!) is a powerful testament to the value of outdoor learning to building self-confidence, a sense of achievement, resilience and perseverance. This is so much more of a rewarding experience for the child than merely picking up a mass-produced article from a retailer.

In our setting, this lies at the very heart of our ethos and we are now formally working towards our accreditation with The Curiosity ApproachTM – www.thecuriositapproach.com – a programme that in its own words offers “A modern approach to Early Years. taking parts from Reggio, Steiner, Te Whariki and a sprinkle of Montessori.” It seeks to inspire early years practitioners to be thoughtful, curious and passionate in their work with the eager little learners they care for. We’re looking forward to taking this magical learning journey ourselves and to creating curiosity-driven learning journeys with our Little Lancing families.

Jovita Opio is the Deputy Manager at Little Lancing Day Nursery & Forest School. For further details please call 01273 465900 or visit www.littlelancing.co.uk or email littlelancing@lancing.org.uk

Jul 03

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The importance of children being active and socialising throughout the school holidays

By Iain Boyle environment, family, fun for children, Holiday camps, Playing, Sport

by Debbie Webb,
Founder of Activ8 For Kids

The school holidays can be a time for fun and relaxation, but it’s also important to keep children engaged and active during this time. School holidays are always an exciting time for children, but it can be a challenging time for parents who still need to work. This is where holiday clubs often come in, providing children with a safe, fun environment. There are a wide range of holiday clubs available depending on the interests of the children, but with the rising cost of living, parents may wonder whether the cost of the holiday clubs are worth it and whether trying to entertain them at home is a better option. So what do we want our children to be doing during the school holidays, what will help them to develop and grow as individuals and help them later in life?

As much as your child may push against routines, children actually thrive in a routine. It gives them a sense of purpose, clear expectations and a structure to their day. Routines can help their self-esteem and ensure they feel less anxious and more comfortable. Lie in’s, chilled time in front of the TV, playing computer games and having days out are all great and bring a range of benefits, but it is also important to build in time to be active and have opportunities to socialise with others regularly.

Current recommendations from the government are for children to take part in at least 60 minutes of moderate to vigorous activity a day. This means their heart rate should increase, they should be out of breath and feel hot after the activity. Physical activity is essential for maintaining good health, strengthening muscles and bones, enhancing motor skills and can prevent obesity and related health problems. Ensuring your child is active every day and recognises the benefits it brings (both physically and mentally), can cultivate a lifelong habit of exercise and a healthy lifestyle. As well as keeping them healthy, being active brings so many more benefits:
• Allows children to burn off excess energy; remember school is very tiring and during the holidays they need alternative ways to channel that energy.
• Boosts confidence and promotes social skills.
• Develops and improves their fundamental movement skills of balance, co-ordination and agility.
• Improves mental wellbeing and makes them feel good about themselves. Exercise can improve their mood, enable them to experience a sense of accomplishment and can also stimulate the release of endorphins, which are natural mood boosters.
• Contributes to better sleep.
• Increases self-esteem and helps to reduce stress and anxiety.
• Physical activity stimulates brain function and enhances cognitive abilities. Studies have shown that active children perform better academically and have improved attention spans. During school holidays, engaging in physical activities like sports, outdoor games or even activities that involve problem solving and critical thinking can contribute to their cognitive development.
• Engaging in different activities and exploring new places fosters creativity, stimulates imagination and curiosity and problem solving skills.

Children who get to be active everyday alongside other children will also benefit in the following ways:
• Develop new skills.
• Develop team work and leadership skills.
• Make new friends.
• Develop independence.
• Develop their social interaction skills.
• Learn how to transfer skills across activities.

Socialising with others during school holidays is crucial for children’s social development. It provides opportunities for them to practice communication, co-operation, teamwork and conflict resolution. Participating in group activities and interacting with others helps children build friendships, develop empathy and understand diverse perspectives.

Overall, children being active and socialising during school holidays is essential for their physical health, mental wellbeing, cognitive development, social skills and creativity. Parents, carers and communities should provide opportunities and support for children to engage in a variety of activities that promote physical activity.

Debbie Webb is a qualified teacher and sports coach. She runs Activ8 For Kids and has developed programmes of activity for the different ages and stages between two and sixteen years old based on the fundamental movement skills. Visit www.activ8forkids.co.uk for more information.

Jul 01

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FREE holiday clubs for eligible children: What is HAF and how can it help me?

By Iain Boyle Childcare and Nannying, Education, environment, family, Finance, Holiday camps

Since 2021 the government has funded a programme called HAF (Holiday, Activities and Food programme) across all areas of the country.

Research has shown that the school holidays can be pressure points for some families. For some children this can lead to a holiday experience gap, with some children being:
• Less likely to access organised holiday activities.
• More likely to experience ‘unhealthy holidays’ in terms of nutrition and physical health.
• More likely to experience social isolation.

In response to this research there are now a large number of holiday club providers who are offering HAF places to eligible children (from reception to year 11).

The aims of the programme are to ensure children:
• Eat healthily over the school holidays.
• Are active during the school holidays.
• Take part in engaging and enriching activities which support the development of resilience, character and wellbeing.
• Be safe and not to be socially isolated.
• Have a greater knowledge of health and nutrition.

Currently a very low percentage of those eligible are actually using their free places. It is really important to raise the profile of this programme across all areas to ensure it reaches as many children and families as possible. The benefits and opportunities this programme offers are huge, however many families are put off because they do not realise they are eligible or because they don’t understand what it means.

For any parent or carer who receives any financial support for their children it is worth exploring this further. There are a wide range of clubs that offer HAF spaces and we need to make sure these places are filled to ensure the continued funding of the programme. Whenever you see HAF activities being advertised please help spread the word and let’s get this great programme out to as many families as possible.

For further information please visit www.gov.uk/government/publications/holiday-activities-and-food-programme/holiday-activities-and-food-programme-2023

Mar 30

Love0

10 tips to get your child outside this winter

By Iain Boyle Education, environment, Forest School, fun for children, Gardening, Green, Mental health, Playing, Winter

by Heather Cavanagh
Head of Pre-Prep & Prep Burgess Hill Girls

I think most parents would agree that outdoor play is a good idea for young children. The NCT, for example cites the following benefits of outdoor play; better sleep, a fun way to learn, development of motor skills, encouraging a healthy lifestyle, environmental awareness, making new friends and positive effects on parents too.

However, as the days get shorter and the weather colder and wetter, we are all probably guilty of opting to stay inside in the warm when deep down we know we would feel a lot better if we spent more time outside.

Here are some of our tips to help you and the family benefit from getting outside in the fresh air all year round:

1. There is no such thing as bad weather
As Alfred Wainwright, the famous walker and writer, once said, “There is no such thing as bad weather, only unsuitable clothing”. If you can kit your children out with the correct warm clothes, waterproofs and wellies they will be able to play outside happily for hours. You might be able to cut down on some washing too!

2. Pack a thermos
During winter walks with my children and now my grandchildren, I always like to pack a thermos with a hot drink. The Owen family from Our Yorkshire Farm enjoy tea in theirs but you could opt for hot chocolate or even some hot blackcurrant or orange squash, and if you are feeling really generous, maybe a few biscuits or a bit of chocolate. I find it to be a useful little incentive to add a bit of excitement to a winter walk. It often provides a special family moment where we can all have a chat together.

3. Leaves, leaves, glorious leaves
Autumnal walks have to be some of my favourite. All the trees are a beautiful array of colours and there is so much you can do with leaves; see if you can catch them as they fall, build big piles and dive into them or take them home for some crafting. Or why not incentivise your children to clear up all the leaves in your garden or drive for some pocket money.

4. Get sporty
Encourage your children to take part in a sport that can be played in the winter. Most can, and I genuinely believe there is something for everyone. Team sports are a great way for children to make friends and a great incentive for children to want to go out and play or practise in the winter months.

5. Seafront walks
Being in Burgess Hill, we are fortunate that Sussex’s beaches are close by. Children love a seafront walk when the waves are crashing over the seawall and there’s a chance to get wet. If you do not have beaches nearby, get your appropriate waterproofs on and seek out some muddy puddles, if it is good enough for Peppa Pig, it has to be fun!

6. Pop to the shops
If your children are old enough and you feel it is safe to do so why not encourage them to run an errand to the local shop for you, maybe with a few pence for some sweets in it for them. Or perhaps you can all venture out together. Visiting the shop and buying some items is also a good opportunity for some impromptu maths too!

7. Borrow a dog
You may already have a dog, but if not I am sure you know someone who has one and most dog owners I know would be glad of your offer to take their pet for a walk. If your child is anything like our pupils who adore our school dog Jasper, they will jump at the opportunity to take a dog for a walk with you.

8. Night time adventures
For young children, being outside at night has something magical about it, especially if you can combine your adventure with a clear starry night, or a full moon, or just simply to go and check out your neighbourhood’s Christmas lights in December!

9. Painted rock trails
You might have heard of geocaching but did you know there are now painted rock trails popping up all over the country. Search out your local area’s web or social media pages and you will probably find details. Even better, paint your own, outside of course, and hide them for people to find on the trail.

10. Walk to school
Some families are lucky enough to be able to walk the whole journey to their school but everyone can walk at least some of the way. Just park a few streets away or further if you are feeling energetic. This will enable your child to notice the environment around them.
It will also teach them about road safety and allow you all to take part in a healthy activity together.

To find out more about Burgess Hill Girls, visit www.burgesshillgirls.com

Mar 14

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How to deal with eco-guilt

By Iain Boyle environment, family, Green

In a world where we see climate change problems every day, it can be easy to develop some eco-guilt for your lifestyle. With 75% of adults in Great Britain worrying about climate change, we can wonder what we can do to change our habits and contribute to a better environment both for us and our children.

Eco-guilt comes from our ability to do something good for the environment, but the conscious decision not to. Whether this is due to convenience, such as purchasing new plastic bags, or necessity sometimes. However, there are ways that your eco-guilt can be reduced.

Guilt is a natural feeling and one that we all experience at some point or other. However, you don’t have to feel this way. Here, we will explore some ways you can cope with your eco-guilt.

Understand your carbon
One way to start feeling better about your eco-guilt is to understand your carbon better. Calculating your carbon footprint can help highlight how much you are producing, or saving from being produced, through your daily life.

This might show you a higher figure than you anticipated, giving you a push in the right direction to reducing your carbon and where to target – such as your commuting distance, if possible. Or it might show you a lower unit than expected and can help ease some of the eco-guilt you have been harbouring. If you don’t know how to figure out your carbon usage, then you can calculate it with the WWF Footprint Calculator.

Build a sustainable routine
Another way to reduce eco-guilt is to establish a sustainable routine. This way, you are continually having a positive effect on the environment, as opposed to if you did not make any changes. Rather than being disheartened by your eco-friendly ways, make sure to maintain a routine with them. Lifestyle changes, such as using a reusable travel coffee cup rather than plastic ones, can mean you are positively impacting the environment and your community without causing extra problems for yourself.

This will also teach your children to be more eco-friendly in their lives – grab those children’s wellies and start harvesting your own allotment – promoting sustainability and resourcefulness in your children while keeping your eco-guilt at bay. By making this a routine, rather than a concerted one-off effort, you will regularly impact your carbon footprint as well as find that, over time, the practice of being sustainable will become an unconscious, long-term habit.

Don’t compare
As with any part of life, you shouldn’t compare your journey to others. While it can be difficult to ignore the sustainability measures of many, and there is a lot of pressure to be sustainable, you should do so at your own pace. Don’t allow the eco-guilt to diminish the work you have done so far. As with all lifestyle changes, little movements can create big changes – especially if you have children. The small efforts you are making towards being more sustainable can mean they are learning life-changing habits for their futures.

Ongoing and anticipated climate change problems have been known to cause eco-paralysis, but it is important that rather than judging your achievements against others, you focus on what good you do. Avoiding eco-paralysis can involve maintaining a routine and avoiding comparing the efforts of others to yourself. Rather than it appearing as a competition, making positive changes towards the climate should be seen as a collaboration. As such, you should focus on progression rather than perfection.

Some 63% of people surveyed said they have negative feelings towards the future as a result of climate change. It isn’t easy maintaining a sustainable lifestyle, and with pressure from climate change activists, social media, and even your community, you can find yourself struggling to stay motivated. However, eco-guilt shouldn’t be the end of your climate change journey. Focus on you and your family, the small changes you can make, and believe that they are contributing.

For further information please visit www.muddypuddles.com

Feb 21

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Childhood development and the benefits of Forest Schools

By Iain Boyle Education, environment, family, Family Farms, Forest School, fun for children, Gardening, Green

Forest Schools are an exciting opportunity for children to learn with their hands. The sessions, which are non-academic and led by a qualified instructor, encourage outdoor education in a controlled setting. This can come in a range of forms, from group treasure hunts to woodland building exercises.

These schools encourage children to ditch the computer screen and spend more time outdoors – and considering children aged five to seven years old spend an average of four hours behind a screen every day, the need for outdoor education has never been clearer.

In fact, Forest Schools are actually becoming an increasingly popular choice for parents across the UK. According to a survey of 200 establishments by the Forest School Association (FSA), two-thirds have seen a rise in requests for places since March 2020.

Here, we will explore four skills that children develop when attending Forest Schools. If you’re a parent searching for ways to stimulate your child’s development, these schools may be the solution for you and your family.

Social and communication skills
Forest Schools are a great way for children to socialise with their peers. Whether they’re jumping in muddy puddles or foraging for wild berries, children are able to work within a team and complete their tasks. In fact, research from Plymouth University found that 93% of Forest Schools believed children developed their social skills whilst enrolled.

Moreover, Forest Schools are an opportunity to meet new children. The average number of pupils in Reception and KS1 classrooms is 26.6, according to GOV UK. Forest Schools introduce a new selection of children who may be from different backgrounds or be of different ages. This better prepares children for meeting more diverse groups of people in later life.

Confidence and independence
If your child exhibits any signs of social anxiety, it may be harder for them to take part. However, participating in Forest Schools can actually boost confidence. This is a slow process that will progress over time, and it is different for each child.

A sense of independence is particularly important for children. As well as building the social skills to work well within a team, Forest Schools offer children the chance to complete tasks by themselves. This includes a range of activities, such as charting the species of plants or flowers they find in a specific outdoor area.

Motor and cognitive abilities
More often than not, traditional schools focus on academic education. There are physical education (or PE) lessons, but these do not make up the bulk of the day. Instead, children practise their literacy and numeracy skills within the confines of a classroom.

In comparison, Forest Schools allow children to stay active. Not only is this regular exercise important for bone and muscle strength, but it is also instrumental in developing childhood motor skills. It doesn’t matter if the sun is shining or rain clouds are looming, children are able to boot up in wellies and let the outdoor learning commence.

Physical activity could also improve cognitive function in children. These include the ability to recall information and flexible thinking. This is beneficial for many areas of life, including excelling in traditional schools.

A sustainable mindset
Sustainability is at the forefront of society. As the nation strives to achieve net-zero, teaching children about the environment has never been more important. After all, they are the future minds of tomorrow, and we should continue to educate them as best as we can.

Forest Schools may be the answer. During these lessons, children develop a sustainable mindset. This is a lot more likely than a child who spends most of their time inside, whether this is at home or in a classroom.

These are four skills children can attain after attending Forest Schools. In addition to the many benefits, this is a time for children to have fun. If they learn something along the way – from the importance of ecology, to the ability to work well in a team – that is a welcomed bonus. When will you enrol your child in Forest Schools?

Article supplied by www.muddypuddles.com

Sources: www.positive.news – www.ecoactive.org.uk – www.explore-education-statistics.service.gov.uk – www.highspeedtraining.co.uk – www.ntu.ac.uk www.rubicon.com

Feb 15

Love0

The benefits of bonding with animals for children’s emotional development

By Iain Boyle Education, environment, Family Farms, fun for children, Gardening, Green, Mental health

by Nicola Henderson
Godstone Farm

For many of us, our first friends in life might be a sibling or cousins, but more often than not, it is a furry friend in the form of a family pet. A dog, cat or even a pet fish can teach children so much about caring for others, helping young children learn to express empathy for another soul and understanding the responsibilities required to look after an animal. This is the core principle behind the ethos of many family farm attractions across the UK and accounts for the demand from parents for their children to attend farm-based nurseries and preschools too.

Typically, farm parks and farm-based nurseries are an ideal way for children to learn about how to care for a huge variety of animals – quite literally ‘all creatures great and small’ in a safe way. Many childcare experts have extolled the benefits of sensory play, but in many respects, learning to interact with animals is the original sensory play. For young children who are interested in, and emotionally invested in animals, it can also be a highly effective learning ‘tool’. Utilising things that drive learning and follow a child’s interests can really fast-track a child’s learning and can be much more effective than a prescribed curriculum.

Today, a number of family farm attractions now offer one-to-one hands-on animal experiences from goat herding to meerkat feeding, to help small children learn about the needs of animals, whilst farm based nurseries make daily visits to the animals’ pens, ponds, sties or hutches. Animal encounters are a fantastic way to provoke all-important curiosity, and illicit conversations about a variety of scenarios and new vocabulary to small children. When it comes to emotional development especially, the role of animals positively correlates with feelings of importance, social competence, and self-esteem. When children learn to care for animals they also learn that treating them nicely and patiently is an invaluable experience in learning to treat people the same way. Animals teach kids about patience and self-control, animals don’t always behave the way we want them to be. Animals can get over excited, scared and bite or peck but learning how to deal with these behaviours teaches children to be patient and have self-control. Children learn to have soft but firm voices and how to be gentle and careful. Animals have proved to be incredibly therapeutic for the children and can reduce stress and anxiety. It’s also recognised that animals give children an understanding of our natural world and how we can look after it. Looking after wildlife’s habitats such as building hedgehog houses or bug hotels, supports complementary discussion about recycling and being resourceful.

Animals also provide children with lessons about life (reproduction, birth, illnesses, accidents, death, and bereavement). Children have the opportunity to see lambs being born and eggs hatching. Animals provide knowledge in biology. When children spend time around the different animals they begin to understand basic biology and how that translates between animal species. Activities like grooming animals and feeding them, understanding what they eat and how food is digested, develops children’s knowledge and of course, children love discussing poo!

Indeed, ask any farmer and they will tell you that they are always busy! Animals create a constant stream of jobs; day in day out, there is something to be done. Rain or shine, from season to season, dawn until dusk, there are animal caring tasks which children can get involved in. With the support of experienced enthusiastic practitioners, children are often excited and look forward to new and alternative experiences that come from time spent with farm animals.

Obviously, a key part of any animal experience is to ensure children feel secure and confident. A cheeky piglet or an inquisitive pony can create opportunities for children to challenge themselves and experience careful risk taking in a positive way. A landmark study by Williams-Siegfredsen (2011) believed that, if children were not exposed to risk, they were denied the opportunity to learn to address everyday challenges and problems. Moreover, the Health and Safety Executive argued that ‘the goal is not to eliminate risk, but to weigh up the risks and benefits. No child will learn about risk if they are wrapped in cotton wool!’ (HSE, 2012, p.1).

Risky play is seen as an important element in animal experiences and naturally, animals can sometimes be unpredictable. In this instance, young children learn about keeping safe when handling and feeding and are taught about infection control measures, how to use equipment safely such as closing gates, how to brush a horse or move around animals safely. As evidenced from a number of Early Years studies, children need personal contact with real animate people and creatures before play can become rich and satisfying (White, 2011).

Godstone Farm in Surrey offers a wider range of animal experiences allowing children (and adults) the chance to go behind the scenes and experience the many benefits of animal contact. www.godstonefarm.co.uk