The Benefits of Den Building
I remember when I was a small child, aged five or six, building dens on the margins of the school field. There was a long privet hedge which had a series of well- worn gaps in it; children would vie for control of one of these dusty hollows in order to build a home for the play times during that day. Long grass would be plucked and used as a floor, twiggy branches were wound together to enclose the space. As well as the hedge there was also a small strip of woodland separating the infants from the thundering field sports of the older children. This woodland was the most precious part of our school world. Over the two years I was at that school I built endless nests and snugs in that wood. Life in all its aspects was explored. When I watch children in the woods today I see the same urge to build a home and to use this as part of those parts of play that are role play for later years. Recent observation has shown me that this urge is not restricted to the youngest children but that is more of a universal human trait.
Creativity and Problem Solving
As touched on above, one of the key benefits children gain from building dens is an opportunity to give their imaginations free flow. There is no prescription from a teacher, there are no limits. Recent den building with some Cub Scouts proved a fascinating chance to observe this. As the den took shape it was at first a look out post so the design incorporated these thoughts; built against a substantial yew tree and sited part way up a slope with a view over the path and with openings from which a watch could be kept. Half way through the construction it started to rain and the emphasis switched to waterproofing the den from the ‘tropical storm’ which followed a shipwreck. As the rain eased and the main form was completed, thoughts of comfort came to the fore. ‘We need some furniture.’ and ‘What about making mats?’ were among the remarks made. Fronds from some recently felled conifers became flooring and some logs were used as stools. As night crept in six Cubs were happily sitting on log stools in a dry shelter imagining they were hiding from the zombie apocalypse.
All the commonly stated benefits of den building had happened in the space of two hours. At least three story settings had been played out with all the shared imaginings of youth. A reasonably stable three dimensional design had emerged which showed an understanding of the site and the weather as well as incorporating story lines in play. Throughout the build, consideration what materials were best for what aspect of the den were discussed. All this happened from the simple instruction ‘Build a den; all six of you must be able to get inside at one time.’ Any further instructions would have diminished the experience.
Team Work
Team work and problem solving tend to go hand in hand. In the case of the Cubs, the nature of Scouting led to a high degree of co-operation and considerable leadership. It’s rather different at forest school, particularly with the youngest children. It is well known that small children will work alone or alongside one other child but without co-operative interaction. Providing the experiences to encourage realisation of the benefits of working together is an area where forest school has great strengths. Den building is a particularly good activity for developing this. This may be part of planned activity, even then it’s best left as open ended as possible; or it can result from playing and imaginary games. The best results tend to be when it results from play. Imaginations are already active and the chances are that one child will be sharing their imaginings with another. Quite often the child whose imaginings have sparked a game emerges as a leader or co-ordinator for the building. This doesn’t mean that child has turned into a bossy so-and-so but more that to advance the game, the support of others is sought. Moving unwieldy objects such as long branches or holding parts of the structure while another child ties something together require co-operation. A hierarchy may develop and the leader may be challenged or cede control to another. This can be an argumentative process but it is also a learning process. The nature of social interaction is being explored and ways to use this are discovered. Skills are learnt for discussion and negotiation. At times it can be hard for leaders to stand back and let these heated moments run on. Sometimes it is necessary to step in, but this is rare; teamwork usually wins through.
Role Play / Privacy
"In the middle childhood, ages seven to 11, a den is the child's chance to create a home away from home that is secret, and becomes a manifestation of who they are…The den is the chrysalis out of which the butterfly is born." (David Sobel, developmental psychologist, Antioch New England graduate school)
These days, chances for children to be properly away from adult supervision out in the woods are rare but by adopting a hands-off approach we can come close to providing this. For junior school aged children, a chance to be away from adult scrutiny is something to be treasured. Having a den can provide this. Even with me about, the Cubs used role play, imagine how much deeper and more meaningful that may have been without adults looking on. Given the opportunity, timid children will take on powerful personas. Being away from home and school nourishes this. The playing can involve forays away from the den and triumphant returns. With older forest schoolers who have built up a range of skills this can include searching out fire building materials then building a fire to cook on beside their den. With a hearth, food and drink, a stick shelter becomes a home.
With the creation of a home, perceived ideals of what a home should be are a common theme. It is at times like these that the child with a hidden vulnerability may choose to share this with a small group and sometimes with an adult. This is where deep feelings of safety, founded in friendships born of a shared experience are begun.
Physical Activity outside
Construction requires physical activity. Materials need moving, co-ordination is required to balance components. Through doing this children’s kinaesthetic understanding of their world and themselves grows. The challenge themselves to discover what they can do for themselves and what needs more people to achieve. Getting stuck into the activity of building may result in bumps and scratches but the emersion in the doing reduces the hurt and so resilience is built up. In a similar way, coordinated movement improves. Lifting a log may reveal insects or fungi. Inherited fears are put aside through a mixture of context, peer association and a desire to get on with building. Getting muddy is inevitable. Concerns about what Mum might say quickly fade. Social hierarchies based in physical strength are shifted in favour of the organiser who demonstrates no concern about dirt or creepy crawlies or who can think out the means to make the den stay upright.
To someone visiting a forest school it may seem that there is a bias towards dens and shelters. Indeed, building is a popular activity. I contend that this is because children gain so much from doing it. To build dens frequently is not repetition. Each time new adventures spring forth from the children’s imaginations. Each time new skills and enhanced techniques are refined. Each time new social forms are explored. There is always time for den building.