The Forest School Podcast Lewis Ames and Wem Southerden

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School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠

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podcast player!

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Forest School Leader Training in Devon, UK at
www.children-of-the-forest.com

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Guest
Info: https://lucyfjones.com/ 

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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

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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

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Guest Info: https://outdoorplayandlearning.org.uk/

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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

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Guest Info:

https://tideview.com/

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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

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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 🌲🎧. 

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Guest Info: www.robertpoynton.com

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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

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Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at ⁠

www.patreon.com/theforestschoolpodcast⁠ 🌲🎧. 

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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

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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