Into the Woods
It was a chill February morning; a watery sun sent faint rays to the woodland floor and across the tarp laid out for us all to sit on. This was the first session of forest school for a group of twelve three and four year olds. As small groups of boys and girls, wrapped up in coats, hats and waterproofs appeared I asked each child to get settled on a sit mat. The second group to appear featured non identical but nonetheless similar twin boys. Like all the others they sat quietly, slightly awed at this change in routine. As I explained the way things would work- the Boundary, How We Look After Ourselves, various hazards and so on, the two boys gazed constantly around them. Every now and then one would touch the others hand or sleeve and point at something observed; no speech but amazed expressions. During the Boundary Walk I could see the pompoms on their hats nodding as they walked with the rest. A hum of quiet but excited chatter from the assembly rose as we walked and noticed various way markers ‘That log looks like a steam train’; we all got on board and had a ride. ‘There’s a hole here with a poo in it’; a brief stop to talk about the toilet habits of badgers. All the while the Boundary was being explored and fixed in minds.
Exploring done, we gathered ourselves back on the big tarp. The session activity was based around looking at winter colours- there were colours and shades of leaves and twigs, some tough grasses still grew green, curly brown bracken stood along one of the paths, there were alder cones and beech nuts to be found. Those who wanted it had access to paper and glue to make a collection or some art. Ten children set off happily to explore. Two little boys stayed on the tarp. As soon as the rest had departed, both lay on their backs and gazed up at the sky. Having made sure the bulk of the group were busy questing with adult helpers spread amongst them, I lay down beside the boys. I asked what they were looking at. I was told that the ‘sticks at the tops of the trees are moving so the sun is jumping about’. We chatted about the breeze and the thin branches at the top of the trees and the way the sun looks in winter. One asked what this place was. I told him it was Coombe Woods. The reply was to the effect that he didn’t want to know the name of the place but what manner of place this was. He and his brother couldn’t comprehend this place full of trees. What were the trees here for? Who had put them here? Who did the trees belong to? I found myself providing a much cut down history of woodlands. Further astonishment: people used the stuff inside trees to make things, indeed, things in their house: wooden toys, chairs, stair bannisters had all started off as wood inside a tree. Their joint astonishment astonished me. Smiles of contentment spread across their faces. I asked if they wanted to join in with the others. Both were very definite that they wanted to stay put and look at the sky.
I left them to enjoy the jumping sun and the swaying branches while I caught up with the colours hunt. Fans of rainbow leaves, a few crowns and some finds stuck on paper were eagerly displayed and discussed as we had a warm drink. Chatter about fairy houses, and possible climbing trees rose with the steam above the mugs of hot chocolate. Playtime brought the expected harvest of interesting sticks, pine cones and such like. The best climbing tree was agreed upon. The steam train took on more passengers and had a range of drivers and guards. All the while the two boys continued to sit and sit and watch and consider. Initially I was concerned that they hadn’t joined in with the rest, exploring and playing, but they were so happy and calm that I decided that they were getting just what they needed just by being where they were. In the following weeks both became as energetic as the rest- happy that this was a good place to be.
The boys described here had lived in a big rural village surrounded by woods all their lives yet they had no experience of being outside other than their own garden and public parks. We cannot assume that because we are familiar with nature that the children who join us outside have been to such places even if they live in close proximity to them. If it is the case that some children in a rural community have no experience of woodlands, how much more must we anticipate this being so for urban youngsters? For sure, some will have parents who have taken them out to the countryside but some will not have had any experience of the Great Outdoors.
While being in woodlands is ideal, we can bring forest school to children in towns and cities. We can make use of parks and playing fields, any patch of green and trees will do. We can bring greenery to make dens and do craft activities. We can find mud and puddles to jump about in. This makes a good start; it pushes open the gate. Any contact with nature brings inspiration; from it may spring the desire to reach out beyond the town or city, to commence the endless discoveries to be made in the woods with badgers, centipedes, rotting logs, bracken, the smell of the soil and the heady fresh air.
Just Add Children