Risk or benefit: using the outdoors to educate children in the early years

Risk or benefit: using the outdoors to educate children in the early years Professional Learning Sabbatical Report Rebecca Andrews 2012 Australian Early Childhood Teacher of the Year January 2014 Rebecca Andrews Professional Learning Sabbaticals 2012 i

About the Awards The Australian Awards for Outstanding Teaching and School Leadership celebrate and recognise outstanding teachers and principals for their significant role in delivering highquality education to young people in schools across Australia. The Australian Institute for Teaching and School Leadership (AITSL) manages the Awards on behalf of the Australian Government. In 2012, Awards were presented in six categories: Australian Primary Principal of the Year Australian Primary Teacher of the Year Australian Secondary Principal of the Year Australian Secondary Teacher of the Year Australian Early Childhood Teacher of the Year Australian Government Minister s Award The awards have a strong professional learning focus. Each award winner was given the opportunity to undertake a professional learning sabbatical, to investigate focus questions that were of relevance and interest to them. AITSL acknowledges the generosity of the national and international education community, and thanks each organisation, school and individual who shared their experience with the sabbatical winners. Videos featuring sabbatical participants can be viewed at AITSL s YouTube channel: http://www.youtube.com/user/aitsleduau This report contains the reflections of the sabbatical winner. It does not represent the views of AITSL or the organisations, schools and individuals who were part of the professional learning sabbatical. The Australian Institute for Teaching and School Leadership is funded by the Australian Government. ii Professional Learning Sabbaticals 2012 Rebecca Andrews

Contents About the Awards... ii Contents... iii Executive Summary... iv Sabbatical Focus... 1 Rationale and Background... 2 Methodology... 3 Background reading and conversations... 3 Reggio Emilia Study Tour... 3 Forest School Visits... 3 Findings... 5 Reggio Emilia... 5 Forest Schools in Denmark... 5 Pedagogical Practices... 5 Benefits... 6 Risk and Challenge... 6 Forest Schools in London... 7 Conclusions... 9 References... 11 Acknowledgements... 12 About the Author... 13 Rebecca Andrews Professional Learning Sabbaticals 2012 iii

Executive Summary My sabbatical explored international approaches to early childhood pedagogy and the impact they have on children s learning, in particular, the Danish Forest Schools. I wanted to learn more about this approach, its educational principles and practices. I wanted to reflect and consider how this approach could be incorporated into Australian educational settings to enhance our current practices. While I was interested in observing the Forest School philosophy in action within Denmark, I was especially interested to see how London schools in urban settings have adapted this approach. I focused my visits on elements of the approach which could be of benefit to enhance our educational practices here in Australia, as well as discussing with colleagues how this has been achieved in other urban settings. The questions I was planning to investigate during my sabbatical were: What practical strategies are currently being used overseas within Forest Schools that could be applied in Australia to strengthen learning of students in Early Childhood education? What conditions support the implementation of effective learning strategies within an Early Childhood setting? My sabbatical led me to reflect on my own personal experience - like many other adults my age, I have vivid memories of playing outdoors, in trees, creeks and rugged parks (when compared to today s overly-safe environments). Colleagues in Victoria have been paving the way for other educators in Australia with the successful implementation of both bush and beach schools. These programs are based on the Forest School approach and involve the children leaving the safe surrounds of their regular settings and interacting within their local natural community environments. Like the forest schools in Denmark and the UK, the Australian schools have found many benefits for the use of the outdoors within their early childhood programs. They have pushed the boundaries, assessed the benefit versus the risk, and they have reviewed state regulations and national frameworks to make this approach work and help children connect with nature. These colleagues with their pilot programs have inspired me to reflect on how to bring similar benefits for the children and families in our schools and communities. I intend to trial a pilot program in my school. I plan to take a group of 10 children with 2 staff into local parklands. The park has lots of natural elements such as bush, sand dunes and rugged grass lands. It is approximately 1km away from our school and we plan to walk the children to the site. We will attend every Friday from 9:30-2pm and we will go in all weather conditions, (excepting the extreme). My main conclusions from my sabbatical experience include: The use of the outdoors in all weather. We typically rush inside at the first sign of rain, heavy dew or cold. But why? It's that old saying "It's not bad weather, its bad clothing". Maybe gumboots and some waterproof clothing should be part of my next year s budget? Maybe we should be out enjoying all our seasons and learning outdoors all year round rather than hiding inside. The importance of sensory play for young children. Sand and water play are quiet common, however more natural experiences such as mud, fire and tree climbing are less common and are sometimes related to OH&S or risk. The Forest School approach has encouraged me to assess risk and benefit so as to provide a 'safe-enough' environment. Finally, I have concluded that one thing we all can do is encourage conversations and professional dialogue around aspects of this approach. Challenge each other to think outside the box, examine and reflect on why or why not, problem solve and be innovative on how we could implement aspects of this approach. iv Professional Learning Sabbaticals 2012 Rebecca Andrews

Sabbatical Focus I was aiming to use my sabbatical to explore international approaches to early childhood pedagogy and their impact on children s learning, in particular, the Danish Forest Schools. I wanted to learn more about this approach, its educational principles and practices. I wanted to reflect and consider how this approach could be incorporated into Australian educational settings to enhance our current practices. have the opportunity to visit Reggio Emilia and experience it first-hand. The term Forest School was developed in England to describe the Danish practice of educating young children in the outdoors all year round. In Denmark the schools are known as 'Skovboernhaver' (forest kindergarten) or "Naturbornehaver" (nature kindergarten). This approach has been implemented in Denmark and other European countries for over 50 years. The approach has spread to the UK, Canada and more recently New Zealand and Australia. While I was interested in observing the Forest School philosophy in action within Denmark, I was especially interested to see how London schools in urban settings have adapted this approach. I focused my visits on elements of the approach which could be of benefit to enhance our educational practices here in Australia, as well as discussing with colleagues how this has been achieved in other urban settings. The questions I was planning to investigate during my sabbatical were: What practical strategies are currently being used overseas within Forest Schools that could be applied in Australia to strengthen learning of students in Early Childhood education? What conditions support the implementation of effective learning strategies within an Early Childhood setting? While I was interested in observing the Forest School philosophy in action within Denmark, I was especially interested to see how London schools in urban settings have adapted this approach. At John Brotchie Preschool in Botany, our philosophy has also been strongly influenced by the Reggio Emilia approach. Our project approach, the importance of the environment and creative arts as a means for children to communicate, was inspired by the Reggio approach. Over the last 5 years, we have been researching, trialling and implementing aspects of the Reggio approach in our curriculum. As part of my sabbatical, I will Rebecca Andrews Professional Learning Sabbaticals 2012 1

Rationale and Background According to recent research, "one in ten Aussie kids play outside once a week or less. We have become a nation of indoors, not outdoors. (From Climbing Trees: Getting Aussie Kids Back Outside: 2013) In one generation, there has been a dramatic shift from outdoor play to indoor activities for our children. strengthening early childhood experiences through embracing the natural environment. While children are spending more and more time indoors, I was researching and discovering more and more about the benefits of children learning and playing in nature. This made me think about my educational practices and what we can do to provide more opportunities for children in early childhood settings. Belonging, Being & Becoming - The Early Years Learning Framework for Australia (the Early Years Learning Framework) clearly outlines the principles of early childhood pedagogy and the pedagogical practices to promote children's learning. They include but are not limited to: holistic approaches responsiveness to children learning through play learning environments - highlighting the outdoor environment and natural environments. The focus of my sabbatical and the Forest School approach were closely linked to what is outlined in the Early Years Learning Framework. What I have experienced, learned and the knowledge I gained will have a huge impact on implementing and enhancing these core pedagogical practices. The focus of my sabbatical is also strongly related to many aspects of the Melbourne Declaration on Education Goals for Young Australians but specifically to strengthening early childhood education." As the Melbourne Declaration states "children who participate in quality early childhood education are more likely to make a successful transition to school, stay longer in school and continue further education." (pg11) My sabbatical provided opportunities to investigate how international approaches such as the Forest Schools in Denmark are our In one generation, there has been a dramatic shift from outdoor play to indoor activities for children. 2 Professional Learning Sabbaticals 2012 Rebecca Andrews

Methodology Background reading and conversations In the first stage of my sabbatical, I reviewed current literature and findings around the Forest School approach. I started by looking particularly at the work by Jane Williams - Siegfredsen a Director and Consultant for Inside-Out Nature, based in Denmark. After reading her most recent publication "Understanding the Danish Forest School Approach - Early Years Education In Practice" I realised that the pedagogical practices of the approach were very similar to our Principles and Practices outlined in our national framework, "Belonging, Being and Becoming- The Early Years Learning Framework for Australia". So the next step was to contact Jane Williams - Siegfredsen who has great experience and knowledge in this approach and who also hosts visitors to Danish Forest Schools. The Forest School approach has had a large impact on early childhood education right across the world, including more recently Australia. Bush and Beach schools are emerging in Australia. Victoria's Westgarth Bush Kinder was the first pilot program here in Australia and was part of an evaluation study by the RMIT University. The children and staff spend one session per week in a play-based, child-directed program within Darebin Parklands. I spent some time reviewing their website, their pilot project and the subsequent evaluation report prepared by RMIT University. The report stated "the pilot program has exceeded all expectations" (Elliot, S & Chancellor, B 2012 Pg. 3) As part of my preparation for my sabbatical, I was also interested in how urban settings had adapted this approach to work within a city environment. Schools in the UK have been exploring this approach for many years and it has had a great impact on their practices in early childhood education. I did a thorough Internet search of Urban Forest Schools in London and how they have adapted the approach. I thought a valuable aspect of my sabbatical would be to gather insight from educators who have had to change their practices, set up such programs within their current curriculum and find suitable settings within the city. I also had professional discussion with a colleague Fran Hughes, Head Teacher at Randwick TAFE who has recently undertaken a similar investigation into Forest Schools. Conversations with Fran were very helpful due to her recent visit to Denmark, her extensive research and knowledge of the approach and the possibilities of such programs for schools in Australia. Reggio Emilia Study Tour The first part of my sabbatical was participating in the 2013 Reggio Emilia Study Tour organised by the Reggio Children organisation. I was one of over 350 delegates from around the world who travelled to the region to see the Reggio Emilia practice first hand. For years, I have been reading about this approach. I have had these words and ideas floating around in my head...malaguzzi, projects, documentation, creativity, environments, aesthetic, atelier, one hundred languages, 3rd teacher, image of the child, pedagogy. Some of these have had a huge impact on what I do at my preschool. The study tour offered an amazing opportunity to explore, discuss and critically reflect first hand with the teachers, Pedagogistas, Atelieristas and other interested colleagues. Forest School Visits I wanted to experience the original model of the Forest Schools, to see the approach in its authentic setting. I chose the Denmark Forest Schools as they have been implementing this approach for over 50 years and my research suggested that they share pedagogical practices similar to my own. From advice from my colleague, I chose Inside-out Nature - the consultancy firm that was running the residential course. As part of the residential course, we would be visiting a variety of forest or nature kindergartens and schools. We would have the opportunity to spend some The Forest School approach has had a large impact on early childhood education right across the world Rebecca Andrews Professional Learning Sabbaticals 2012 3

time observing and discussing the pedagogical practices with the different pedagogues (teachers) in each place. We would also have the opportunity to reflect and discuss the approach with Jane Williams - Siegfredsen the Director of Inside-out Nature. I had identified early in my preparation that I wanted to see the approach in more urban settings, settings that had to change the current practices and adapt them to fit their countries and school culture, policies, regulations and curriculum frameworks. The school visits in London would be extremely valuable for this. I would have the opportunity to speak to teachers who had recently set up Forest School groups within their setting. They could share stories and their reflections on how the group was started, what things they felt they had right in their approach, what they would do differently and how their school communities accepted this approach. 4 Professional Learning Sabbaticals 2012 Rebecca Andrews

Findings Reggio Emilia We sometimes have an idealistic view of the Reggio Emilia approach in Australia. We desire this approach, we try to emulate what they do and how they present their environments. But one thing the study tour showed me is that this approach is not perfect. It's not one size fits all; you can't pick it up and blop it in Botany. This understanding was accepted and promoted by the Reggio teachers also, as they encouraged us to reflect, to question and to continue questioning. They spoke about 'argumenting' encouraging us to discuss, disagree and argue about what we see, hear and think. They want us to go home with as many questions as we came with if not more. As the Reggio teachers explained "an excessive easiness, an excess of simplicity does not help us to have complex thinking." As teachers, we have a responsibility to reflect, question and argue this approach to make it work for our settings in Australia, not try to make a carbon copy. Forest Schools in Denmark Before I arrived in Denmark, I assumed that all child care centres in this country were Forest Schools and they would all be generally the same, all outside in the forest - rain, hail or shine! I quickly found out that there are many different types of Forest Schools and different ways to implement this approach. Specifically designated forest nursery schools are usually located in a woodland but others develop their own natural environments in areas around their schools. Some might have "wood groups" which is a set group of children who one day a week (or more) have a day outside the school in the local community, normally a natural area. However, all nursery schools in Denmark have a strong connection with nature and will have large natural outdoor spaces for the children. Pedagogical Practices All the Danish schools have a shared vision. The Danish early years pedagogical practice of using the outdoors has been influenced and supported by a number of theorists from around the world. The theories have led to the following seven pedagogical principles of practice. 1. a holistic approach to children's learning and development 2. each child is unique and competent 3. children are active and interactive learners 4. children need real-life, first hand experiences 5. children thrive in child centred environments 6. children need time to experiment and develop independent thinking 7. learning comes from social interactions. As I read about these seven pedagogical practices in Williams - Siegfredsen's book (2012) and as I listened to the pedagogues working within the Nursery Schools I visited, I quickly recognised the links with our own Early Years Learning Framework. Our principles and practices are based on similar theories and underpin our professional practice, curriculum decision-making, how we teach and how children learn. My research into the Forest School approach has encouraged me to think about my everyday practices and challenged my idea of using the outdoors to help children achieve and learn. Drawing on a range of perspectives and theories can challenge traditional ways of seeing children, teaching and learning. My research into the Forest School approach has encouraged me to think about my everyday practices and challenged my idea of using the outdoors to help children achieve and learn. Rebecca Andrews Professional Learning Sabbaticals 2012 5

Benefits There is a growing body of research, which strongly indicates that the benefits of active outdoor play are profound. Using the outdoors has been shown to improve children's physical, cognitive, social and emotional development as well as improving their health. The research is showing that children who spend a significant amount of time outdoors each day have the following attributes: better social skills - a positive effect on children s social behaviour more attentive - outdoors children are more attentive, have better powers of memory and concentrate for longer periods fewer infections, better general health and less days away from school. fewer conflicts - being outdoors helps children learn how to work together, follow rules and negotiate better brain function and memory better language development - outdoors children use more complex language and construct longer sentences better life skills - by taking risks and challenges outdoors children learn how to take care of themselves. Williams-Siegfredsen (2012:82) Children with significant time outside each day demonstrated greater development in concentration, play, creativity, physical development and social skills. From an Children with significant time outside each day demonstrated greater development in concentration, play, creativity, physical development and social skills. environmental perspective, children who learn outdoors develop a deep understanding of conservation and environmental issues. "We need to give them (children) time to connect with nature and love Earth before we can ask them to save it" (Sobel:1998) Children need experiences in nature that allow them to form connections. Sobel believes that talking to trees and hiding in trees comes before saving trees. So if young children spend time in nature and connect with nature they will grow up to be environmentally aware and passionate. The term Nature-Deficit Disorder has been used to describe the effects of enforced alienation from nature. Aspects of this include a diminished use of the senses, attention difficulties and higher rates of physical and emotional illnesses. The benefits of learning outdoors are enormous for a child's wellbeing. These include minimising anxiety, repression, aggression and sleep problems. Risk and Challenge David Gill ( 2010:) said "One of the key benefits (for learning outside the classroom) is the opportunity for children and young people to learn about risks for themselves, to experience a degree of freedom and to take more responsibility for their own safety and well-being as they grow up." In Danish Forest schools, risk and challenge are vital elements. When we first arrived in the Forest Schools, we were overwhelmed by the element of risk. Our first school was situated 100m from a Fjord (a large body of water). This school had no fences, large outdoor areas and roughly 3-4 staff members for 30 children. Children were spread out across the large outdoor area, some deep in the trees, some up the hill sitting in tee-pees while others were climbing trees. None was being closely supervised by an adult. Pedagogues in these schools spoke about 'safe-enough' environments, where children can learn to keep themselves safe by taking manageable risks. Here in Australia we talk about risk assessment but in Denmark they used the term 'Risk - Benefit' assessment. "Risk-benefit assessment starts with identifying the benefits or objectives of an activity. It then considers the potential risks, and reviews the possible responses to these risks before reaching a judgement on the actual measures that will be taken." (Gill 2010:16) 6 Professional Learning Sabbaticals 2012 Rebecca Andrews

In the Forest School approach, they don't allow risk assessment to stop their experiences and opportunities. Within a riskbenefit assessment, they clearly and explicitly outline the benefit which might come from a learning situation that carries an acceptable level of risk. This form of assessment highlights the educational and developmental reasons for children participating in these activities and validates the risk. When identifying the benefits, the hazards and control measures you have provide what the Danish called a 'safe enough' environment. I saw children participating in these 'safeenough' environments in which they were developing the skills to manage their own risk assessment. They made valid choices or decisions based on their own judgment, how safe they felt, what knowledge they had, previous experiences and their own skills to complete the experiences. The pedagogues supported the children to develop the skills and knowledge they needed to make safe choices. The pedagogues spoke very little of injuries, no more than any other nursery school. A few band-aids here and there, maybe a graze or two but just part of a day outside. Tim Gill (2007: 15) identifies four arguments in support of risk in childhood: helping children to learn how to manage risk (understanding safety) feeding children s innate need for risk with reasonable risks in order to prevent them finding greater unmanaged risks for themselves health and developmental benefits the building of character and personality traits such as resilience and self-reliance. It's not just international professionals and researchers that support risk as an important part of young children's development. As I was reflecting on risk, I went back to our own Early Years Learning Framework and found many references to risk. The Framework mentions spontaneity and risk-taking (EYLF p16); while outcomes 1, 3 and 4 specifically refer to decision-making and children taking considered risks (EYLF p.22, 31). It is important we consider how we are providing children with opportunities to learn and develop these skills. Forest Schools in London Over the last decade, there has been a growing interest in using the outdoor environment for teaching and learning. The Forest School approach has now been taken up right around the world. In the second part of my sabbatical, I visited London to see how urban settings were implementing this approach. Each outdoor environment is unique and this approach is about connecting with your local community. So even if you are in the inner city, it's about finding and using the natural environment, be it a forest, woodland, parkland, beach or grassy field. Knight (2011:2) summarises the key elements to setting up a Forest School and they included: The setting is not the usual one, it is wilder and more elemental than the setting in which the children are usually cared for. It is a 'safe-enough' environment, where children can learn to keep themselves safe by taking manageable risks. Forest School happens over time, at least a half a day a week for 10 weeks. Participants go out in all weather. Trust is central, of and by the practitioners, of and by the participants. Learning is, as far as possible, initiated by the participant. The schools I visited who have taken up the Forest School approach have undergone a very similar journey to mine. They had heard about the approach, undertaken some research, visited Scandinavian countries for observation and training and decided that they wanted to include it in their educational program. They started by finding suitable natural environments in their local areas, conducting risk assessments, collected the suitable equipment such as wet weather gear, safety equipment and first aid. The next challenge was getting the families on board, explaining the approach, the benefits and what was involved in a day at Forest School. The staff in the London schools all reported that the children were hesitant at first as they had little or no experience playing in the Rebecca Andrews Professional Learning Sabbaticals 2012 7

natural environments. Yet after their experience in Forest School, they were more confident, adventurous and keen to be in nature. It had a ripple effect and as the children came back and spoke about their adventures in Forest School, all the children wanted to have a go and get involved. They noticed an increase in their children's language skills, they had to use a lot more language when they were out in the natural environment. There was so much for the children to talk about and experience, they needed to communicate more with their teachers and work together with their peers. The one thing that they all commented on was that the children were much more confident, resilient and willing to try new things. The teachers in these London schools made a commitment to this approach. They pushed the boundaries of their normal educational settings and they built a sense of trust with the families in their school community. Setting up a Forest School in London can be challenging, but in an attempt to address concerns about children's lack of connection with nature, schools in London are embracing this approach. Now at least 15 out of 32 boroughs in London contain educational settings undertaking the Forest School approach. (Knight 2011:14) I believe we need to closely observe our current educational environments and how they are contributing to the decline in natural outdoor play. Our settings can be 'over' safe with little or no natural materials. Our playgrounds are covered with soft fall surfaces and structured play equipment. When it is cold or raining we quickly retreat to the indoors. There was so much for the children to talk about and experience, they needed to communicate more with their teachers and work together with their peers. The one thing that they all commented on was that the children were much more confident, resilient and willing to try new things. 8 Professional Learning Sabbaticals 2012 Rebecca Andrews

Conclusions I, like many other adults my age, have vivid memories of playing outdoors, in trees, creeks and rugged parks (when compared to today s overly-safe playgrounds) for long periods of time. We would play with the other kids in the street, away from the safe gaze of our parents, just as long as we were home before the street lights came on. An Australian survey showed a substantial decline in just one generation, with 73% of parents saying that from memory of their own childhood, they played outdoors more often than indoors. Compare this with only 13% of their children who would say the same. I want to move out of the manicured, overly safe play spaces we provide in today s child care centres and into wilder areas. I believe that play in its true form should be freely chosen, self-directed and intrinsically motivated. I believe that this Forest School approach encompasses real play and would allow children to be involved in wilder 'safe - enough' play. Colleagues in Victoria have been paving the way for other educators in Australia with the successful implementation of both bush and beach schools. These programs are based on the Forest School approach and involve the children leaving the safe surrounds of their regular settings and interacting within their local natural community environments. Like the forest schools in Denmark and the UK, the Australian schools have found many benefits for the use of the outdoors within their early childhood programs. They have pushed the boundaries, assessed the benefit versus the risk, and they have reviewed state regulations and national frameworks to make this approach work and help children connect with nature. These colleagues with their pilot programs should inspire us to reflect on how we can bring similar benefits for the children and families in our schools and communities. I have been truly inspired and the more I research and talk with colleagues, the more my passion grows. I intend to trial a pilot program in my school. I plan to take a group of 10 children with 2 staff into local parklands. The park has lots of natural elements such as bush, sand dunes and rugged grass lands. It is approximately 1km away from our school and we plan to walk the children to the site. We will attend every Friday from 9:30-2pm and we will go in all weather conditions, (excepting the extreme). The focus of the visits will be to connect the children with the local nature areas, for the children to become comfortable and confident in the natural environment, to discover and explore the local flora and fauna and to allow time for the children to 'be' in nature. For our pilot year, we will keep the same group of children to experience the whole year, all the seasons and have ample time to develop confidence. We plan to document our forest school experience and collect data to see the benefits and the effect of the experience on our children. We can then share this journey with other colleagues who might also like to trial a 'bush' school. This is a big undertaking and we are fortunate enough to have the means and staff to trial a project like this but there are other ways you could incorporate aspects of the forest school approach into your everyday curriculum. How about reflecting on some of these aspects of the forest school approach: How much time do you spend outside? Is your day a true balance of indoor and out? I use to say we value the outdoors and there is equal time inside and out. However on closer reflection of our daily timetable, we really only had an hour of outdoor play. We made a change to our timetable so that the children spend 9am 12noon outside and then 12 noon 3pm inside. Maybe you could reflect on your use of the outdoors. If you truly believe in the benefits of children learning outdoors you could start by using your outdoor area more. How natural is your outdoor area? For children to connect with nature you will need to evaluate what is in your outdoor space and does it provide nature and elements of nature. Kidsafe NSW has an information sheet on Natural Playspaces and it lists some suggestions: water and sand loose equipment/ parts/ found items climbing rolling down hills growing plants/vegetables Rebecca Andrews Professional Learning Sabbaticals 2012 9

observing insects, animals and birds digging patch. One of the first things we started reflecting on was the use of the outdoors in all weather. We typically rush inside at the first sign of rain, heavy dew or cold. But why? It's that old saying "It's not bad weather, its bad clothing". This winter in Sydney our average temperature was 14.9C. In Denmark s winter it is 0C and below and they average 170 rainy days per year! So rather than hiding from the weather in Australia, maybe we need to get more prepared for it. Maybe gumboots and some waterproof clothing should be part of my next year s budget? Maybe we should be out enjoying all our seasons and learning outdoors all year round rather than hiding inside. Earth, water, air and fire. We talk about the importance of sensory play for young children. Sand and water play are quite common, however more natural experiences such as mud, fire and tree climbing are less common and are sometimes related to OH&S or risk. The Forest School approach has encouraged me to assess risk and benefit so as to provide a 'safe-enough' environment. Fire is an element we never consider including within our educational programs. Fire however was common in both Denmark and London Forest Schools. The experiences I saw around the campfire were remarkable - the concentration, the amazement, the conversation and chance just to be. Fire is an element we are considering including as a planned experience within our preschool. Now, fire might be too 'out there' for everyone s educational setting, but maybe you could re-assess some experiences using the 'risk-benefit' model. There might be a way you could climb that tree or explore running water in dirt or if you re brave, a campfire. One thing that we all can do is encourage conversations and professional dialogue around aspects of this approach. Challenge each other to think outside the box, examine and reflect on why or why not, problem solve and be innovative on how you could implement aspects of this approach. I have enjoyed reading and researching around this approach so maybe even read a book or article about this approach. Let's all start thinking how we can play a part in reconnecting children with nature. It's that old saying "It's not bad weather, its bad clothing". This winter in Sydney our average temperature was 14.9C. In Denmark s winter it is 0C and below and they average 170 rainy days per year! So rather than hiding from the weather in Australia, maybe we need to get more prepared for it. 10 Professional Learning Sabbaticals 2012 Rebecca Andrews

References Williams-Siegfredsen, J (2012) Understanding the Danish forest school approach - early years education in practice. Oxen: Routledge. DEEWR (2009) Belonging, Being & Becoming - the early years learning framework for Australia. ACT: Commonwealth of Australia. Elliot, S and Chancellor, B (2012) Westgarth Kindergarten Bush Kinder Evaluation Report. Melbourne: RMIT University. (2008) Melbourne Declaration on Educational Goals for Young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affairs Planet Ark (2011) Climbing trees getting Aussie kids back outdoors Gill, T (2010) Nothing Ventured: Balancing risks and benefits in the outdoors. available from the English Outdoor Council at www.englishoutdoorcouncil.org Knight, S (2011) Risk and Adventure in the Early Years outdoor Play: Learning from forest schools. London: Sage Knight, S (2011) Forest School for All. London: Sage Sobel, D (1998) Beyond Ecophobia. Orion viewed at www.orinmagazine.org/index.php/education/item/3539/ Sobel, D (2008) Childhood and Nature. Stenhouse: Maine Rebecca Andrews Professional Learning Sabbaticals 2012 11

Acknowledgements Jane Williams-Siegfredsen Director Inside-Out Nature Tjele DENMARK Fran Hughes Head Teacher Child and Family Service Sydney Institute: Randwick TAFE Resen Daycare Forest Kindergarten Skive DENMARK Hondruphus Nature Kindergarten Lindum DENMARK Ulbjerg School Skals DENMARK Laerkereden Integrated Day Centre Skive DENMARK Myretuen Kindergarten Kjeldberg DENMARK Mary Patterson Nursery School Maida Vale London UK Eastwood Nursery School Wandsworth London UK Old Church Nursery School Tower Hamlet London UK Westgarth Kindergarten - Bush Kinder Westgarth Melbourne Victoria AUSTRALIA 12 Professional Learning Sabbaticals 2012 Rebecca Andrews

About the Author Rebecca Andrews: Australian Early Childhood Teacher of the Year John Brotchie Nursery School is acknowledged as an outstanding example of high standards a status that reflects the vision, innovative thinking and inspirational leadership of teacher-in-charge Rebecca Andrews. Rebecca is passionate about play-based learning. She has a deep knowledge of the theoretical and practical base of early years students and their learning styles, and provides rich and well-planned learning experiences. Reflective of this is the school s stimulating indoor and outdoor environment, where students can interact and learn independently and in groups, supporting their social, physical, cognitive and emotional development. Rebecca s commitment to continual improvement is evident in the positive culture of reflective practice she has fostered. A mentor within her team, she led the introduction of the Early Years Framework, National Quality Standards and the school s Quality Improvement Plan, which has a strong focus on a whole-school approach to curriculum. Rebecca is a highly regarded role model and example to her teachers and parent community. This high esteem extends beyond the school. She often receives requests to present at conferences and regularly hosts school-based visits so that others can benefit from her knowledge, experience and enthusiasm. Rebecca Andrews Professional Learning Sabbaticals 2012 13