Play the Forest School Way - A Review

 


Play the Forest School Way

 

Written by Jane Worroll & Peter Houghton

Published by Watkins, 2016

 

May’s environmental read for children is a non-fiction text that explores nature-based play in the Forest School tradition, and is written by two Level 3 Forest School leaders. It can be read by adults looking to inspire children to learn and play in an outdoor setting or by children themselves. It offers many ideas for groups of different sizes or individuals and can be used in schools or for providing opportunities for family time and days out, ‘whether your local woodland is a forest or a strip of trees along the edge of an urban park.’ It’s perhaps a surprising boast that the book was the first one to share Forest School games, crafts and skill-building activities with families and friends on its publication, considering the Forest School concept has been around in the UK since 1993.

 

The text is divided into four sections: Nature Explorers, Forest Arts, Survival Skills and Wildlife Team Games. In Nature Explorers, children are inspired to investigate their natural surroundings as well as explore their thoughts and feelings, whether these are their own or those of different species. Imagining the behaviour of different animals or taking away one of the senses to open up new ways of perceiving are all encouraged. In Forest Arts, the natural materials found on the forest floor are used in activities such as jewellery making and designing a working bow and arrow. I was particularly taken by some of the ideas for younger children, e.g. the creation of mud faces involves an exploration of the textures of many forest elements as well as the freeing up of children’s imaginative expression. The Survival Skills section covers how to build a shelter, light a fire and gather food from the wild, and in Wildlife Team Games children are encouraged to occupy a range of roles to see how all things in nature, including ourselves, are connected, helping to build relationships, confidence and a sense of belonging. Throughout the text, the instructions and illustrations are simple and easy to follow which will help draw children in and encourage them to try out the different ideas. 

 

The blurb on the back of the book says that it’s aimed at children aged 3-11, but for school-aged readers I would recommend this book for children in Years 3 to 6 in primary. I reviewed Wild Child by Dara McAnulty in January, and this book provides many similar varied practical opportunities and more. It’s highly relevant to the teaching of English, Geography, Art and Science learning throughout Key Stage 2, and like McAnulty’s text it will help educate young people about our stewardship of the world around us. So, this is not just a book for Forest School professionals. Its appeal will be much wider, making it an excellent addition to the growing hive of non-fiction texts aimed at reconnecting young people with their natural surroundings. 

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