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This has tought me how to feel the difference textures and how to feel the Dough and how to make it so children will understand the texture and diffrent colours

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The adults role is to supervise the children and also encourage

them to do the activities.

adult role is to observe and be at the back or the front to support invisible le to their eye.

as well as being with them all the time adult should be engage with child to model skills.

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Here are six principles for how to make Forest School accessible to more children:

1. The Forest School mantra "there is no such thing as bad weather, just bad clothing" sounds good on paper, right? But what if you can't afford high-quality outdoor kit? Wellies, waterproof trousers, coats, thermals, all these things come at a high price. If you can't afford to put food on the table, providing waterproofs for your children isn't going to be a reality. How can we ensure that every child has the gear they need to focus on the learning and not get distracted by the weather?

2. Providing food. Even when it's free to attend outdoor events, food is often a barrier to participation if families must pay for it. Providing food for free ensures your sessions are inclusive.

3. Outdoor knowledge. Not all families have the opportunity to gain knowledge about the outdoors. Being judged for not knowing the names of plants or trees is going to exclude people.

4. Transport. Consider transport costs, these could stop families with a low income from accessing Forest Schools. Can you go to where participants are based or stay within walking distance of school?

5. Be careful of stigma. Inexperienced staff can sometimes judge participants for not having the right kit, outdoor knowledge or simply for what appears to be laziness. Surviving socially for young people is important. If their need to fit-in and be accepted by their peers is clashing with the aims of your outdoor session, don't blame them. Spending time in the outdoors might be alien for them and it may take time before they feel comfortable. Keep talking to them, you'll get there.

6. Procedures. Do your procedures mean that a person must identify themselves as experiencing poverty? Setting up routines and procedures to minimise poverty stigma is important. For example, asking for vouchers or filling in forms in front of other children or families can be damaging for children. Do you have systems in place to combat this?

Back to Niky Elvy who encourages us to think broadly about what outdoor education is and can be: "I don't describe what I do as Forest School and there are lots of reasons for that. Many of our staff are Forest School trained and qualified. But actually, there are lots of things in the Forest School ethos, that don't really fit with ours. For example, I'm quite happy for my outdoor work to also become curriculum-based if that's what's needed. I've got a background in education and so that makes sense to me.

"We also actively don't stay in one setting. We are semi-nomadic. Even with our groups who might have a woodland base, we make sure that each time out, we go on a couple of trips to other environments too. Because you know, being in the woods all the time is great, but that does a very specific set of things and actually, we're trying to provide a bit more.

"We want the children and young people who are with us, to understand different environments, not just woodlands. We go to the beach, we go on camps, we go and visit wetlands, and actually, we've even got on the train and gone to the museum.

"We do a version of adventure education where we take young people out on expeditions and they learn how to navigate, they learn how to use a Trangia stove and then we hammock camp in the woods and they become familiar with a variety of wild environments."

So now we've considered what Forest School is and how we might get people to consider it, let's think about the practical activities we can do to make memorable Forest School sessions for our learners.

Forest School is great for developing physical motor skills, self-confidence and an emotional awareness in the natural world. The activities in the forest can also be applied to the national curriculum, whether it's understanding the properties of shapes, doing science practicals at the fire pit, or learning the meaning of words through woodland stories. The outdoors is in fact the perfect place to see how concepts learnt in the classroom can be applied to the outdoors.

It's helpful to be aware that some practitioners prefer to keep the time spent in the woods specifically dedicated to the Forest School principals which don't necessarily mean that you to stick to the national curriculum. This issue is contentious, with lots of different opinions!

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Here are six principles for how to make Forest School accessible to more children: 1. The Forest School mantra "there is no such thing as bad weather, just bad clothing" sounds good on paper, right? But what if you can't afford high-quality outdoor kit?

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children engage in a range of activities in a natural environment through which they learn about nature and the environment, engage in creative activities, build dens, light fires and have a chance to develop skills over repeated sessions

At the same time, they are learning to cope in challenging environments, often through engaging in team work and in so doing developing social skills, resilience and perseverance. They are also challenged to use natural resources in imaginative ways as they seek to improvise in creative games and den building.

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adult role is to support, encourage, stand back and observe without interference unless the children are putting themselves or other at risk.

adult role is also to provide a set of role and act as a partner with children's. as well as modelling what is expected or providing a way for a child to stop play when they are ready.

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The adult have to ensure safety, keep an eye on the children, guide the activities and make sure everyone is takes part. - duniya

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Staff to have a risk assessment for all the children's medial needs.

To have right ration of staff to children

Children to wear correct cloth's.

Take weather in to consideration.

need to be aware of hazards such as:

Animals dropping/waste

Slips from mud and water .

Trips and falls from tree stump's

Children eating poison's berries

Beware of small wild animals(fox's).

choking on leaves and samll objects

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Adults have a key role in ensuring a child's safety during forest activities. This involves constant supervision to prevent them from straying into potentially dangerous areas. It's also important to educate kids about the forest environment, including identifying hazardous plants and potential wildlife encounters. Preparation is key, so bringing a first aid kit and ensuring everyone is appropriately dressed for the conditions can go a long way in preventing accidents.

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Adults have a key role in ensuring a child's safety during forest activities. This involves constant supervision to prevent them from straying into potentially dangerous areas. It's also important to educate kids about the forest environment, including identifying hazardous plants and potential wildlife encounters. Preparation is key, so bringing a first aid kit and ensuring everyone is appropriately dressed for the conditions can go a long way in preventing accidents.

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Adults got to ensure the safety of children and supervise them -dua

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There are many risks and health and safety things that should be taken into accountability when doing activities in the forest , such as sudden changes in weather. This is very important to keep in mind as for example rain can affect the ability to do activities that are normally auditable for dry weather. However sunny or dry weather can give you a better chance of being able to carry out activities. For example making a den or tent would be perfect in dry weather however would be inappropriate in wet and dull weather.

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This will help through the senses because it can do with their smell and touching the flowers as well as it can help the children develop new textures and smells because it will help them in life what flowers and things they have used and saying what they used. As well as children can use imagination to create different creations and making a colour scheme they can use throughout. Children could also use social and language by communicating with their peers about their creation and asking questions to peers.

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Children can learn about all different

sesnses

Touch learning about textures.smell learning about the different scent they give out.sight looking at different colours . Learning new words and interacting and sharing ideas with each other in fun way .

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This shows the different sense used:

Touch: touch the different textures.for example the dough and flowers they have different textures.

Smell: the children can smell the different scents of the flowers.

Sight: the different colours of the flowers and patterns are shown.

Children will also learn about the changes of the different seasons. Children also have fun exploring the natural environments around them

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The sense I have used was touch such as the pettles being smooth and soft to touch. The beans are hard to touch.

Children will learn by smelling the different flowers scents their make.

Children with learn about nature and interact with different things.

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This introduces children to the wider world by using their senses such as sight , this will help them look at different colours and shapes. Touch , such as a feel of different textures (smooth, soft) smell such as the different senses the flowers give of. It also introduces children to the wider world by helping them understand the differences between seasons. Also helps children learn and understand fun manner while exploring nature and looking at the health and safety around them.

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Observation

Experimenting

Creative play

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Physical development

Intellectual development

Emotional development

Social development

Language and communication

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this activity can support children’s learning by teaching them how to make the dough, this supports their sense of smell, sight and touch. their sense of touch is supported by the different textures of the dough whilst making it, their sense of smell is supported by the smell of the different flowers and their sense of sight is supported by introducing the colours of the flowers to the children. it also encourages children to explore the natural world and get used to different environments around them.

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The senses I have used is touch by feeling different textures like smooth and rough looking at flowers that give out different scents introducing different colours and words encourages the children to get involved with each other and learn new skills getting use to new environments

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It encourages children to use their senses such as its encouraging their smell, textures when they are feeling the petals and flowers, this also promotes children to understand the wider world, interacting with others learning how to share and do things safely.

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The children will touch the dough and feel the texture on the dough and they can play with it. The children use there sight to see different colors and smell different things on the dough like flowers. and they can explore different things on it.

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Children learn about senses smell different flowers, touch different colours and making playdough different colours, children will help for making dough and give equipment and texture

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Children will learn by touching the dough .There are different textures it smelt like water and flour . It’s a face , with beans and the cookie if the beans is red . Children will also learn new skill whilst exploring natural environment. Looking at different seasons and things changing , for example flowers blossoming in the summer.

PILE

PHYSICAL

INTELLECTUAL

LANGUAGE

EMOTIONAL

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Experimenting - learning new things

Observing - watch other children playing a game or doing an activity

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Play-based Learning: Children learn through play, which allows them to explore, experiment, and make sense of the world around them. Play helps develop their cognitive, social, and emotional skills while fostering creativity and problem-solving abilities.

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Physical development - playing around

Intellectual development - imaginative play

Social development- communicating with people

Emotional development- sharing toys with others

Language development

# data[].attributes.body
Physical

Intellectual

Language

Emotional

Social

# data[].attributes.body
Experimenting

Observation

# data[].attributes.body
Observation

Imaginative and creative play

Experimentation

# data[].attributes.body
Physical Development: This includes gross motor skills (like crawling, walking, and running) and fine motor skills (like grasping objects and using utensils).

# data[].attributes.body
Experimenting

Imagination

Creative play

# data[].attributes.body
Experiment

Observation

Creative play

# data[].attributes.body
Observation

Experimenting

Imaginative and creative

# data[].attributes.body
Physical development

Intellectual development

Emotional development

Social development

Language and communication

# data[].attributes.body
Physical development

Intellectual development

Language development

Emotional development

Social development

# data[].attributes.body
Zunaira

Physical development

Intellectual development

Emotional development

Social development

Language and communication

# data[].attributes.body
Physical

Intellectual

Social

Emotional

communication

# data[].attributes.body
Through observing, listening and expressing

# data[].attributes.body
Physical

Intellectual

Emotional

Social

# data[].attributes.body
Physical development

Intellectual development

Emotional development

Social development

Language development

# data[].attributes.body
Children learn through observation, listening, exploring, experimenting, and by asking questions.

# data[].attributes.body
creative

Experiment

Observation

# data[].attributes.body
Physical

Intellectual

Emotional

Social

# data[].attributes.body
physical development

Intellectual development

Language development

Emotional development

# data[].attributes.body
experiments

imagination

observation

# data[].attributes.body
P-physical

I-intellectual

L-language

E-emotional

S-social

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physical development

intellectual development

language development

emotional development

social development