The Forest School Podcast
By Lewis Ames and Wem Southerden
The Forest School PodcastNov 30, 2018
Ep 171: Matrescence and Forest School with Lucy Jones
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Guest
Info: https://lucyfjones.com/
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Sponsors:
Carbonfarmers.world for Tawi Stoves!
Lucy Jones, author of the book Matressence, joins the Forest School Podcast to discuss the journey of becoming a mother and the lack of cultural representation and support for motherhood. Lucy shares her personal experience of feeling isolated and overwhelmed as a new mother and how the word 'matressence' provided a sense of validation. She explores the historical and cultural reasons behind the lack of focus on motherhood and childbirth in society. Lucy also discusses the importance of rituals and celebrations to honor and acknowledge the transformative experience of becoming a mother. The conversation explores the shame and stigma surrounding the challenges of becoming a parent, as well as the power of gathering and sharing stories. The guest emphasizes the importance of including dads and partners in the conversation and highlights the need for everyone to be part of the solution. They discuss the concept of matrescence and its ongoing impact throughout different stages of parenting. The guest also explains the inclusion of ecological vignettes in the book, which serve as metaphors and provide solace in the face of change and challenges.
Chapters
00:00 Introduction and Background
06:58 Exploring the Reasons Behind the Denial of the Maternal Experience
34:22 Breaking the Taboos: Addressing the Shame and Stigma of Parenthood
52:51 Nature as a Source of Grounding and Normalizing the Experience of Motherhood
59:44 Towards New Ways of Thinking and Storytelling: Prioritizing Care and the Natural World
Keywords
motherhood, childbirth, matressence, cultural representation, support, isolation, rituals, celebrations, parenting, shame, stigma, challenges, gathering, sharing stories, dads, partners, matrescence, stages of parenting, ecological vignettes, metaphors, solace
Ep 170: Measuring a Springboard's Success
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Sponsors: www.Carbonfarmers.world for Tawi Stoves! Summary
In this episode of The Forest School Podcast, Lewis and Wem discuss the concept of springboards in forest school sessions. They explore the idea of springboards as intentional offerings or ideas that springboard a group into action. They discuss the importance of evaluating the effectiveness of springboards and how they can vary in terms of engagement and success. They also highlight the significance of creating a safe learning community where everyone's ideas and springboards are valued and respected. The conversation emphasizes the importance of modeling pro-social behavior and being open to trying new things. The conversation explores the concept of springboards in Forest School sessions and discusses various aspects related to their effectiveness and implementation. The hosts discuss the importance of flexibility and adaptability in springboards, as well as the impact of personal biases on defining successful springboards. They also touch on the role of engagement and the measurement of success in springboards. The conversation delves into the factors that influence the choice and design of springboards, such as the age of the learners, the ease of input, and the individual flavor or style of the practitioner. The hosts also discuss the balance between over-planning and being responsive to the group's needs, as well as the importance of being able to modify or end a springboard if it's not working. They highlight the uniqueness of each practitioner's approach and the impact it has on the overall forest school experience. Takeaways
- Springboards are intentional offerings or ideas that springboard a group into action in forest school sessions.
- The effectiveness of springboards can vary in terms of engagement and success, and it's important to evaluate their impact.
- Creating a safe learning community where everyone's ideas and springboards are valued and respected is crucial.
- Modeling pro-social behavior and being open to trying new things can foster a positive learning environment.
- Springboards can be adapted and personalized by individuals within the group, allowing for individual interests and comfort levels. Springboards in Forest School sessions should be flexible and adaptable to meet the needs and interests of the learners.
- Engagement is a key factor in the success of a springboard, and it is important to consider the individual preferences and learning styles of the group.
- The age of the learners and the specific site can influence the choice and design of springboards.
- Practitioners should find a balance between over-planning and being responsive to the group's needs, and should be able to modify or end a springboard if necessary.
- Each practitioner brings their own unique flavor or style to their springboards, which contributes to the overall forest school experience.
Chapters
00:00 Exploring the Concept of Springboards
16:25 Creating a Safe Learning Community
39:01 Ease of Input and Springboard Design
49:25 Finding the Balance: Over-Planning vs. Responsiveness
59:45 Unique Springboards for Unique Experiences
Ad Free: Promoting Play in Schools: A Conversation with Michael Follett of Opal Outdoor Play and Learning
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Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com
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Guest Info: https://outdoorplayandlearning.org.uk/
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Ep 170: Measuring a Springboard's Success - Ad Free
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Sponsors: www.Carbonfarmers.world for Tawi Stoves! Summary
In this episode of The Forest School Podcast, Lewis and Wem discuss the concept of springboards in forest school sessions. They explore the idea of springboards as intentional offerings or ideas that springboard a group into action. They discuss the importance of evaluating the effectiveness of springboards and how they can vary in terms of engagement and success. They also highlight the significance of creating a safe learning community where everyone's ideas and springboards are valued and respected. The conversation emphasizes the importance of modeling pro-social behavior and being open to trying new things. The conversation explores the concept of springboards in Forest School sessions and discusses various aspects related to their effectiveness and implementation. The hosts discuss the importance of flexibility and adaptability in springboards, as well as the impact of personal biases on defining successful springboards. They also touch on the role of engagement and the measurement of success in springboards. The conversation delves into the factors that influence the choice and design of springboards, such as the age of the learners, the ease of input, and the individual flavor or style of the practitioner. The hosts also discuss the balance between over-planning and being responsive to the group's needs, as well as the importance of being able to modify or end a springboard if it's not working. They highlight the uniqueness of each practitioner's approach and the impact it has on the overall forest school experience. Takeaways
- Springboards are intentional offerings or ideas that springboard a group into action in forest school sessions.
- The effectiveness of springboards can vary in terms of engagement and success, and it's important to evaluate their impact.
- Creating a safe learning community where everyone's ideas and springboards are valued and respected is crucial.
- Modeling pro-social behavior and being open to trying new things can foster a positive learning environment.
- Springboards can be adapted and personalized by individuals within the group, allowing for individual interests and comfort levels. Springboards in Forest School sessions should be flexible and adaptable to meet the needs and interests of the learners.
- Engagement is a key factor in the success of a springboard, and it is important to consider the individual preferences and learning styles of the group.
- The age of the learners and the specific site can influence the choice and design of springboards.
- Practitioners should find a balance between over-planning and being responsive to the group's needs, and should be able to modify or end a springboard if necessary.
- Each practitioner brings their own unique flavor or style to their springboards, which contributes to the overall forest school experience.
Chapters
00:00 Exploring the Concept of Springboards
16:25 Creating a Safe Learning Community
39:01 Ease of Input and Springboard Design
49:25 Finding the Balance: Over-Planning vs. Responsiveness
59:45 Unique Springboards for Unique Experiences
Promoting Play in Schools: A Conversation with Michael Follett of Opal Outdoor Play and Learning
Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at
www.patreon.com/theforestschoolpodcast 🌲🎧.
Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com
—
Guest Info: https://outdoorplayandlearning.org.uk/
—
Sponsors:Carbonfarmers.world for Tawi Stoves!Visit HelloFresh to get 60% off your 1st box + 25% off for 2 months + free gifts!
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Summary
Michael Follett discusses the importance of outdoor play and learning in schools and the need for a structured approach to play in the curriculum. He highlights the impact of COVID-19 on children's play and the detrimental effects of limiting playtime. The report emphasizes the intrinsic benefits of play and the need for training and support for playwork in schools. The role of forest school in promoting play and the importance of a broad definition of learning are also discussed. The conversation explores the use of unconventional resources in play, the design of play spaces, the importance of the journey between activity spots, the gender bias in school playgrounds, the imbalance in sports funding, the design of play spaces for social spaces and rest, the research on loose parts and the importance of social gatherings, the balance between safety and privacy in play spaces, and the future of play and the ambition for every child to have an awesome playtime.
Chapters
00:00 Introduction and Background
00:28 Overview of Outdoor Play and Learning
01:16 Michael's Experience in Playwork and Education
02:44 Structured School Improvement Approach
03:39 Importance of Play in Schools
04:01 The Role of Playworking and Forest School
04:40 The Plan for Play and its Purpose
05:15 Collaboration with All-Party Parliamentary Group
06:21 Impact of Ratios and Clothing on Playtime
07:19 Economical Benefits of Play in Schools
07:49 Importance of Training for Playwork in Schools
08:26 Perception of Risk and Rough and Tumble Play
09:10 Importance of Rough and Tumble Play
10:14 Children's Ability to Self-Regulate in Play
12:16 Impact of Clothing on Play
14:16 Changes in Modern Childhood and Play
15:11 The Need for Play in Various Settings
18:01 Impact of COVID-19 on Children's Play
19:19 The Detrimental Impact of COVID-19 on Play
20:18 The Importance of Play in Learning
21:13 Impact of Playtime on Behavior
22:07 The Role of Forest School in Promoting Play
23:03 The Importance of Play in Learning
24:13 The Role of Play in Child Development
25:28 The Range of Play in Schools
26:29 The Overlap of Playwork and Forest School
27:36 The Importance of Intrinsic Play
28:49 The Narrow Definition of Learning and Education
30:40 Using unconventional resources to facilitate play
35:05 Designing play spaces and the importance of the journey between activity spots
36:04 Creating excellence in primary school playtimes
37:26 Gender bias in school playgrounds
40:08 Addressing the imbalance in sports funding
42:21 Designing play spaces for social spaces and rest
44:29 Research on loose parts and the importance of social gatherings
46:00 Balancing safety and privacy in play spaces
48:03 Managing risk and the perception of risk in play environments
50:35 The future of play and the ambition for every child to have an awesome playtime
Surprise Student: Logan/James Howlett/Wolverine!
Summary
In this conversation, Lewis and Wem discuss how to approach a session with Wolverine, a surprise student who has the ability to produce sharp blades from his hands. They explore Wolverine's background, history, and abilities, as well as the social and emotional needs he may have. They discuss the importance of trauma-informed care, polyvagal approaches, and practical accommodations to create a safe and supportive environment for Wolverine. They also consider the potential risks and disclosure in group settings, and the possibility of specialized programs for veterans. The conversation highlights the intersection of physical accessibility and emotional risk in supporting individuals with unique abilities and experiences.
Takeaways
When working with a student like Wolverine who has unique abilities, it is important to consider their social and emotional needs alongside their physical attributes.
A trauma-informed approach, including polyvagal techniques and open communication, can help create a safe and supportive environment for students with traumatic experiences.
Accommodations should be made to ensure the physical accessibility of the environment, while also addressing emotional risks and triggers.
It is important to have open and honest discussions with the student to understand their preferences, potential risks, and goals for the session.
Chapters
00:00 Introduction and Surprise Student
00:20 Guessing the Surprise Student
00:47 Discussion on Wolverine and Social Emotional Needs
03:09 Wolverine's Enemy: Sabretooth
04:10 Wolverine's Abilities and Traits
05:34 Preparing for a Session with Wolverine
06:32 Understanding Triggers and Trauma
07:37 Polyvagal Approach and Mind-Body Check-ins
08:38 Practical Approaches and Accommodations
09:39 Group Dynamics and Trauma-Informed Care
11:03 Disclosure and Risk Management
12:10 Considering Other Providers and Options
13:04 Supporting Emotional Regulation in Group Settings
14:27 Open Communication and Accommodations
15:52 Exploring Specialized Programs for Veterans
19:14 The Intersection of Social and Emotional Needs
19:47 Humorous Take on Wolverine's Therapy Journey
20:05 Conclusion
Reggio and Forest School with Jessie Zhao
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Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com
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Guest Info:
https://tideview.com/
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Summary
Jesse Zhao discusses the blending of Reggio, and Forest School philosophies for early childhood education. She explains the differences between the Chinese and Canadian approaches to early years education. The Reggio approach is characterized by its guiding principles, including the image of the child, the 100 languages of the child, and the role of the teacher. The environment is considered the third teacher in Reggio, and it is prepared to provide opportunities for children to explore. The focus is on process over product, and education is seen as encompassing various aspects of learning and development. Collaborative partnerships with families and the wider community are also emphasized in Reggio-inspired education. In this conversation, Lewis and Jessie discuss the principles and practices of Reggio Emilia and Forest School approaches to education. They highlight the importance of reciprocal relationships and collaboration in creating a positive learning environment. They also explore the challenges of preparing children for formal education and the role of respect for the environment in both pedagogies. The conversation touches on the balance between intrinsic motivation and tidying up, as well as the challenges of implementing Forest School full-time. Jessie shares her experience setting up Tideview Nature School, a part-time Forest School program for children under five.
Takeaways
The Reggio approach to early childhood education is influenced by the image of the child, the 100 languages of the child, and the role of the teacher.
The environment is considered the third teacher in Reggio, and it is prepared to provide opportunities for children to explore.
Reggio emphasizes process over product, focusing on the learning and development that occurs throughout the journey.
Collaborative partnerships with families and the wider community are important in Reggio-inspired education. Reciprocal relationships and collaboration are key principles in both Reggio Emilia and Forest School approaches.
Creating a positive learning environment involves involving parents, educators, and the community.
Preparing children for formal education requires a balance between autonomy and structure.
Respect for the environment is emphasized in both pedagogies, with a focus on natural materials and sustainable practices.
Chapters
00:00 Introduction and Background
01:14 Overview of Reggio and Forest School
04:34 Reggio Approach: Guiding Principles
06:18 Importance of the Environment in Reggio
07:04 Preparing the Environment in Reggio
09:08 Provocations and Invitations in Reggio
11:22 Process over Product in Reggio
13:05 Education and Learning in Reggio
15:11 Regulating and Social-Emotional Development
21:51 Involving Families and the Community
22:56 The Importance of Reciprocal Relationships
24:09 Creating a Collaborative Learning Environment
25:09 Preparing Children for Formal Education
28:35 Respect for the Environment
30:17 Balancing Intrinsic Motivation and Tidying Up
36:36 Challenges of Implementing Forest School Full-Time
41:20 Setting Up Tideview Nature School
Ad Free: Reggio and Forest School with Jessie Zhao
Support The Forest School Podcast on Patreon for bonus episodes and ad-free episodes at
www.patreon.com/theforestschoolpodcast 🌲🎧.
Find out about our sessions and Forest School Leader Training in Devon, UK at www.children-of-the-forest.com
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Guest Info:
https://tideview.com/
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Sponsors:Visit HelloFresh to get 60% off your 1st box + 25% off for 2 months + free gifts!
Sign up with Skillshare for 30% off annual membershipProtect your computer with Nord VPN
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Summary
Jesse Zhao discusses the blending of Reggio, and Forest School philosophies for early childhood education. She explains the differences between the Chinese and Canadian approaches to early years education. The Reggio approach is characterized by its guiding principles, including the image of the child, the 100 languages of the child, and the role of the teacher. The environment is considered the third teacher in Reggio, and it is prepared to provide opportunities for children to explore. The focus is on process over product, and education is seen as encompassing various aspects of learning and development. Collaborative partnerships with families and the wider community are also emphasized in Reggio-inspired education. In this conversation, Lewis and Jessie discuss the principles and practices of Reggio Emilia and Forest School approaches to education. They highlight the importance of reciprocal relationships and collaboration in creating a positive learning environment. They also explore the challenges of preparing children for formal education and the role of respect for the environment in both pedagogies. The conversation touches on the balance between intrinsic motivation and tidying up, as well as the challenges of implementing Forest School full-time. Jessie shares her experience setting up Tideview Nature School, a part-time Forest School program for children under five.
Takeaways
The Reggio approach to early childhood education is influenced by the image of the child, the 100 languages of the child, and the role of the teacher.
The environment is considered the third teacher in Reggio, and it is prepared to provide opportunities for children to explore.
Reggio emphasizes process over product, focusing on the learning and development that occurs throughout the journey.
Collaborative partnerships with families and the wider community are important in Reggio-inspired education. Reciprocal relationships and collaboration are key principles in both Reggio Emilia and Forest School approaches.
Creating a positive learning environment involves involving parents, educators, and the community.
Preparing children for formal education requires a balance between autonomy and structure.
Respect for the environment is emphasized in both pedagogies, with a focus on natural materials and sustainable practices.
Chapters
00:00 Introduction and Background
01:14 Overview of Reggio and Forest School
04:34 Reggio Approach: Guiding Principles
06:18 Importance of the Environment in Reggio
07:04 Preparing the Environment in Reggio
09:08 Provocations and Invitations in Reggio
11:22 Process over Product in Reggio
13:05 Education and Learning in Reggio
15:11 Regulating and Social-Emotional Development
21:51 Involving Families and the Community
22:56 The Importance of Reciprocal Relationships
24:09 Creating a Collaborative Learning Environment
25:09 Preparing Children for Formal Education
28:35 Respect for the Environment
30:17 Balancing Intrinsic Motivation and Tidying Up
36:36 Challenges of Implementing Forest School Full-Time
41:20 Setting Up Tideview Nature School
Pop Culture Pedagogy: Kindergarten Cop!
Summary
The conversation revolves around the experience of teaching and the challenges faced by teachers. The speakers discuss the portrayal of a teacher in a film and reflect on their own experiences in the classroom. They explore the importance of building relationships with students, managing emotions, and finding effective strategies to gain students' attention. The conversation also touches on the use of signals and systems to maintain order in the classroom.
Takeaways
Building relationships with students is crucial for effective teaching.
Managing emotions and finding appropriate ways to express them can have a powerful impact on students.
Using signals and systems can help maintain order and gain students' attention.
Developing strategies to effectively communicate with different age groups is important in teaching.
Chapters
00:00 Introduction and Arnold Schwarzenegger Impression
01:05 Discussion of the Film 'Kindergarten Cop'
04:02 Arnold's Reaction and the Power Dynamics
05:10 Authority and Age
06:24 Emotional Control and Building Relationships
08:13 Using Emotion to Gain Attention
09:10 Attention Signals and Pavlovian Responses
10:08 Balancing Emotional Responses
11:23 Non-Verbal Attention Signals
12:02 Developing Systems for Classroom Management
12:38 Challenges of Physical Size in Teaching
13:30 Appropriate Clothing for Teachers
14:20 Discussion on Teachers Wearing Scrubs
14:37 Conclusion
Embracing the Pause: A Conversation on Improvisation, Leadership and Discovering Your Flow with Robert Poynton
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Guest Info: www.robertpoynton.com
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Ad- Free: Embracing the Pause: A Conversation on Improvisation, Leadership and Discovering Your Flow with Robert Poynton
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Guest Info: www.robertpoynton.com
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Corvid Corrections & The Pulse of Play
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Summary
In this episode, Lewis and Wem discuss the concept of pulses in play. They explore how different play types and containers have their own unique pulse, and how individuals within a group may have different pulses as well. They discuss the role of play workers in observing and supporting these pulses, and the challenges of enforcing a pulse on a group. The conversation highlights the importance of co-regulation and individual needs in play.
Takeaways
Play types and containers have their own unique pulse.
Individuals within a group may have different pulses.
Play workers play a role in observing and supporting pulses.
Enforcing a pulse on a group can be challenging.
Chapters
00:00 Introduction
00:48 Sticker Correction
01:37 Reading a Poem
06:06 Pulse of Play
10:27 Play Rhythms and Co-regulation
13:13 Different Pulses in Play Types
15:31 Pulses in Performance Play
19:15 Weak Pulse and Individual Experience
23:01 Conducting and Enforcing Pulses
26:08 Observing and Adapting to Pulses
28:01 Closing and Patreon Thanks
Surprise Student! : Hermione Granger
Summary
In this conversation, Lewis and Wem discuss a surprise student named Hermione Granger. They explore Hermione's academic achievements, vulnerability, and concerns about her mental health. They also discuss her perfectionism, insecurities, and the pressure she puts on herself. Lewis suggests using open-ended activities and observing Hermione's response to different interventions. They consider the benefits of mixed age groups and the importance of providing support for Hermione's transition period. Overall, they aim to create a supportive and nurturing environment for Hermione to explore her interests and connect with nature.
Takeaways
Academic achievement does not always indicate mental well-being, and it is important to consider the vulnerability of high-achieving students.
Perfectionism can lead to high levels of stress and anxiety, and it is crucial to provide support and create a balanced environment.
Mixed age groups can offer opportunities for both academic and social growth, allowing students to learn from and support each other.
Creating a structured yet flexible approach to activities can help students with anxiety and perfectionism find a balance between autonomy and guidance.
Supporting students through transition periods requires understanding their unique needs and providing appropriate resources and support systems.
Chapters
00:00 Introduction and Alliteration
02:16 Introducing Surprise Student
03:00 Concerns for Hermione Granger
04:14 Family Background and Insecurities
05:19 Perfectionism and Validation
06:36 Nature Connection and Empathy
09:23 Structured and Open-Ended Activities
10:20 Autonomy and Justice
11:31 Defiance and Independence
13:23 Mixed Age Groups and Rest
16:35 Nurturing and Responsibility
18:38 Transition Period and Support
19:53 Conclusion
Exploring Spirituality, Death, and Nature with Rachel Summers
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Summary
This conversation explores the intersection of outdoor education and spirituality within a church setting. Rachel, a forest school leader and ordained clergy member, discusses how she incorporates elements of nature and mindfulness into her forest school sessions. She highlights the importance of finding peace and connection in the outdoors and how the church can offer wisdom and guidance in this regard. Rachel also shares her experiences creating stoles, which are symbolic garments worn by clergy, and how they reflect her role as a pioneer clergy member. The conversation concludes with a discussion on engaging with faith groups and demystifying church sites to create welcoming spaces for outdoor education. In this conversation, Rachel, Wem, and Lewis discuss various aspects of death and burial practices. They explore the societal taboo around death and the lack of contact with death in modern society. The conversation delves into the fascination with graves, symbolism, and Victorian burial practices. They also discuss the historical use of churchyards as community spaces and the connection with ancestors. The finality of death and changing funeral practices are explored, along with the concept of forest burial sites. The conversation touches on controversies surrounding the management of churchyard sites and the intersection of spirituality and nature. Rachel shares her work and contact information, and the conversation ends with humorous insights on burial traditions and rituals.
Chapters
00:00 Introduction and Setting
01:10 The Connection Between Outdoors and Church
03:02 The Wisdom of the Church and Forest School
04:43 Exploring Spirituality in Forest School
06:09 Navigating the Spiritual Element in Forest School
08:21 Moments of Peace and Connection in Forest School
11:32 Creating Stillness and Peace in Forest School
12:31 Navigating the Spiritual Element in Forest School (Continued)
14:39 The Symbolism of Stoles and the Church Year
19:09 Navigating Authority and Knowledge Sharing
22:41 Creating Stoles and Symbolism
28:39 Participants Moving Between Indoor and Outdoor Settings
29:56 Incorporating Ceremonies from Different Faiths and Cultures
32:40 Engaging with Faith Groups and Opening Spaces
35:19 Demystifying Church Sites and Welcoming People
37:00 Exploring Death and Society
38:00 Fascination with Graves and Symbolism
39:00 Historical Use of Churchyards
40:00 Connection with Ancestors
41:00 The Finality of Death
42:00 Changing Funeral Practices
43:00 Forest Burial Sites
44:00 Controversies and Emotional Arguments
45:00 Managing Churchyard Sites
46:00 Spirituality and Nature
47:00 Intersection of Nature and Spirituality
48:00 Rachel's Work and Contact Information
49:00 Burial Traditions and Rituals
50:00 Humorous Insights on Burial Practices
Ad-Free: Exploring Spirituality, Death, and Nature with Rachel Summers
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*Ad-Free* Confronting Childism: A Conversation with Gentle Parenting Author Sarah Ockwell-Smith
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Summary
Sarah Ockwell-Smith discusses the concept of childism and how children are discriminated against based on their age. She explains that childism is prevalent in society and affects various aspects of children's lives. Sarah also addresses the challenges of breaking the cycle of childism and the reactions she has received for discussing this issue. She emphasizes the importance of parental self-regulation and the power of apologizing to children. Sarah highlights the difficulties parents face in balancing work and parenting, as well as the need for self-compassion. She also explores the potential for change in the corporate world and the importance of raising children who challenge societal norms. The conversation explores the topic of childism and the rights of children in terms of privacy and consent. It discusses the oversharing of children's photos and videos on social media and the need for parents to be aware of their children's rights to erasure and the right to be forgotten. The conversation also delves into the comparison between childcare and assisted living, highlighting the importance of respecting children's emotions and not mocking their experiences. It addresses the issue of parenting influencers exploiting their children for financial gain and the potential need for laws to regulate their actions. The conversation emphasizes the importance of empathy, setting boundaries, and creating supportive communities to address childism in society.
Chapters
00:00 Introduction and Overview
00:59 Understanding Childism
02:32 Reactions to Discussing Childism
03:02 Internalizing Childism
04:09 Challenges of Breaking the Cycle
05:43 Parenting Books and Tribalism
06:33 Struggling with Parenting
10:09 Supporting Teachers
11:05 Government's Attendance Campaign
12:26 Parental Self-Regulation
15:03 The Power of Apologizing
19:33 Parenting Teenagers
20:19 Sibling Relationships
22:06 Struggling with Self-Regulation
23:14 Challenges of Parenting in Difficult Times
25:46 The Pressure to Work and Parent
27:31 Being Kind to Ourselves
28:31 Changing the Corporate Image
30:07 Emotional Regulation and Gender
32:20 Troublemakers and Change
33:01 Privacy and Rights of Children
34:00 Sharing Children's Moments on Social Media
35:09 Comparing Childcare to Assisted Living
36:07 Balancing Sharing and Mockery in Parenting Spaces
37:22 Respecting Children's Consent and Right to Erasure
38:43 Parenting Influencers and Exploitation of Children
39:24 The Need for Laws to Protect Children's Privacy
39:57 Perceiving Children as Extensions of Ourselves
40:38 Boundaries in Childcare Settings
42:06 Setting Boundaries and Avoiding Burnout
44:47 Showing Empathy and Support to Address Childism
48:32 Creating and Joining Communities to Address Childism
Confronting Childism: A Conversation with Gentle Parenting Author Sarah Ockwell-Smith
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Guest Info: https://sarahockwell-smith.com/
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Summary
Sarah Ockwell-Smith discusses the concept of childism and how children are discriminated against based on their age. She explains that childism is prevalent in society and affects various aspects of children's lives. Sarah also addresses the challenges of breaking the cycle of childism and the reactions she has received for discussing this issue. She emphasizes the importance of parental self-regulation and the power of apologizing to children. Sarah highlights the difficulties parents face in balancing work and parenting, as well as the need for self-compassion. She also explores the potential for change in the corporate world and the importance of raising children who challenge societal norms. The conversation explores the topic of childism and the rights of children in terms of privacy and consent. It discusses the oversharing of children's photos and videos on social media and the need for parents to be aware of their children's rights to erasure and the right to be forgotten. The conversation also delves into the comparison between childcare and assisted living, highlighting the importance of respecting children's emotions and not mocking their experiences. It addresses the issue of parenting influencers exploiting their children for financial gain and the potential need for laws to regulate their actions. The conversation emphasizes the importance of empathy, setting boundaries, and creating supportive communities to address childism in society.
Chapters
00:00 Introduction and Overview
00:59 Understanding Childism
02:32 Reactions to Discussing Childism
03:02 Internalizing Childism
04:09 Challenges of Breaking the Cycle
05:43 Parenting Books and Tribalism
06:33 Struggling with Parenting
10:09 Supporting Teachers
11:05 Government's Attendance Campaign
12:26 Parental Self-Regulation
15:03 The Power of Apologizing
19:33 Parenting Teenagers
20:19 Sibling Relationships
22:06 Struggling with Self-Regulation
23:14 Challenges of Parenting in Difficult Times
25:46 The Pressure to Work and Parent
27:31 Being Kind to Ourselves
28:31 Changing the Corporate Image
30:07 Emotional Regulation and Gender
32:20 Troublemakers and Change
33:01 Privacy and Rights of Children
34:00 Sharing Children's Moments on Social Media
35:09 Comparing Childcare to Assisted Living
36:07 Balancing Sharing and Mockery in Parenting Spaces
37:22 Respecting Children's Consent and Right to Erasure
38:43 Parenting Influencers and Exploitation of Children
39:24 The Need for Laws to Protect Children's Privacy
39:57 Perceiving Children as Extensions of Ourselves
40:38 Boundaries in Childcare Settings
42:06 Setting Boundaries and Avoiding Burnout
44:47 Showing Empathy and Support to Address Childism
48:32 Creating and Joining Communities to Address Childism
Pop Culture Pedagogy- Pat from BBCs Ghosts
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Clip info:
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Modeling the value of land-based and ancestoral knowledge in a modern education setting, with Peter Kindfield.
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Summary
In this conversation, Lewis, Peter Kindfield, and Wem discuss the merging of indigenous and modern knowledge in outdoor programs. They explore the importance of accessing and valuing different forms of knowledge, such as cultural and land-based knowledge. The conversation highlights the need for a holistic approach to education and learning, where children have the freedom to explore and engage with nature. They also discuss the significance of cooperation and mutualism in nature, as well as the balance between conservation and human interaction with the environment. Overall, the conversation emphasizes the importance of feeling connected and at home in the natural world. The conversation explores the connection between children and nature, the difference in adults' relationship with nature, the importance of interdependence and feeling safe in nature, the tendency to mask feelings in nature, the use of stories to connect to nature, and teaching science through storytelling.
Takeaways
Valuing and integrating indigenous and modern knowledge in outdoor programs
The importance of accessing and valuing different forms of knowledge, such as cultural and land-based knowledge
The need for a holistic approach to education and learning, allowing children to explore and engage with nature
The significance of cooperation and mutualism in nature and the balance between conservation and human interaction with the environment Children who choose to engage with nature have a different relationship with the natural world compared to adults.
Interdependence and feeling safe are crucial for individuals to fully connect with nature.
Some people may initially mask their true feelings about nature but may require support to feel comfortable and develop a genuine connection.
Storytelling can be a powerful tool to connect individuals to nature and teach scientific concepts.
Chapters
00:00 Introduction and Background
03:15 Merging Indigenous and Modern Knowledge
06:19 Accessing Knowledge through Education
09:21 Cooperation and Mutualism in Nature
12:59 Cultural Knowledge and Observations
18:15 Gratitude and Connection with Nature
21:29 Balancing Conservation and Human Interaction with Nature
24:39 Holistic Approach to Education and Learning
26:41 Shared Focus and Engagement in Learning
29:58 Observing Children's Experiences and Knowledge
34:23 Cultural Knowledge and Individual Comfort
39:04 Importance of Land-Based Skills and Interdependence
44:29 Feeling at Home in the World
45:05 Children's Connection to Nature
46:28 Adults' Relationship with Nature
47:59 Interdependence and Feeling Safe
49:27 Masking Feelings in Nature
50:26 Using Stories to Connect to Nature
51:11 Teaching Science through Storytelling
53:37 Finding More Information
Ad-Free: Modeling the value of land-based and ancestoral knowledge in a modern education setting, with Peter Kindfield.
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Guest Info:https://peterkindfieldphd.substack.com https://hilltopeducation.com
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---
Summary
In this conversation, Lewis, Peter Kindfield, and Wem discuss the merging of indigenous and modern knowledge in outdoor programs. They explore the importance of accessing and valuing different forms of knowledge, such as cultural and land-based knowledge. The conversation highlights the need for a holistic approach to education and learning, where children have the freedom to explore and engage with nature. They also discuss the significance of cooperation and mutualism in nature, as well as the balance between conservation and human interaction with the environment. Overall, the conversation emphasizes the importance of feeling connected and at home in the natural world. The conversation explores the connection between children and nature, the difference in adults' relationship with nature, the importance of interdependence and feeling safe in nature, the tendency to mask feelings in nature, the use of stories to connect to nature, and teaching science through storytelling.
Takeaways
Valuing and integrating indigenous and modern knowledge in outdoor programs
The importance of accessing and valuing different forms of knowledge, such as cultural and land-based knowledge
The need for a holistic approach to education and learning, allowing children to explore and engage with nature
The significance of cooperation and mutualism in nature and the balance between conservation and human interaction with the environment Children who choose to engage with nature have a different relationship with the natural world compared to adults.
Interdependence and feeling safe are crucial for individuals to fully connect with nature.
Some people may initially mask their true feelings about nature but may require support to feel comfortable and develop a genuine connection.
Storytelling can be a powerful tool to connect individuals to nature and teach scientific concepts.
Chapters
00:00 Introduction and Background
03:15 Merging Indigenous and Modern Knowledge
06:19 Accessing Knowledge through Education
09:21 Cooperation and Mutualism in Nature
12:59 Cultural Knowledge and Observations
18:15 Gratitude and Connection with Nature
21:29 Balancing Conservation and Human Interaction with Nature
24:39 Holistic Approach to Education and Learning
26:41 Shared Focus and Engagement in Learning
29:58 Observing Children's Experiences and Knowledge
34:23 Cultural Knowledge and Individual Comfort
39:04 Importance of Land-Based Skills and Interdependence
44:29 Feeling at Home in the World
45:05 Children's Connection to Nature
46:28 Adults' Relationship with Nature
47:59 Interdependence and Feeling Safe
49:27 Masking Feelings in Nature
50:26 Using Stories to Connect to Nature
51:11 Teaching Science through Storytelling
53:37 Finding More Information
Bonus Ep: Surprise Student #1
This is a Bonus episode, usually available only to Patreon subscribers.
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Bonus Ep: Pedagogy Surgery #1
This is a Bonus episode, usually available only to Patreon subscribers.
Visit www.patreon.com/theforestschoolpodcast to support the podcast and get these episodes every time!
Get your questions for the Pedagogy Surgery in at www.theforestschoolpodcast.com
Bonus Ep: Pop Culture Pedagogy
This is a Bonus episode, usually available only to Patreon subscribers.
Visit www.patreon.com/theforestschoolpodcast to support the podcast and get these episodes every time!
Ad- Free: What can we learn from Nature Disconnected people?
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What can we learn from Nature Disconnected people?
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Loose Parts Part 2: Even Looser Parts. Dangerously Loose Parts
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The 200 things you need to run FS. PLUS song wars collaboration!
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Ad-Free: The 200 things you need to run FS PLUS song wars collaboration!
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New Years Catch Up - Back to Work & New Years Ideas
New Years Catch Up - Back to Work & New Years Ideas
Join us for a Live New Years Quiz episode!
Imagine this – a live recording featuring some of your favorite forest school names, previous podcast guests, and even a few surprises. It's going to be an evening filled with laughter, camaraderie, and of course, a bit of friendly competition.
But here's the best part – YOU can join us for the live recording on Saturday, December 30th, at 6 pm GMT. Now, for our friends across the pond in the USA, that's 1 pm Eastern Time, 12 pm Central Time, 11 am Mountain Time, and 10 am Pacific Time.
Just head over to www.Riverside.fm/studio/forest-school-podcast-new-years-quiz , or you can find the link right there in the podcast description.
This is your chance to be a virtual part of The Forest School Podcast community, interact with some amazing guests, and ring in the New Year with us.
So mark your calendars, set your reminders, and join us for an unforgettable live recording of The Forest School Podcast's New Year's Quiz on Saturday, December 30th, at 6 pm GMT. It's going to be a blast, and we can't wait to celebrate with you!
Yule Celebration and 2023 Review
Ad-Free Interview with Heather Shumaker. Author of 'It's OK not to share' and 'It's OK to go up the slide'
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Interview with Heather Shumaker. Author of 'It's OK not to share' and 'It's OK to go up the slide'
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Practitioner Spotlight: The Elves and Fairies Woodland Nursery in Verwood, Dorset
https://www.facebook.com/elvesandfairieswoodlandnursery/
Support The Forest School Podcast on Patreon for bonus episodes and ad-free main episodes at www.patreon.com/childrenoftheforest . --- Join our vibrant community on Facebook Group at www.facebook.com/groups/384058572484783 . --- Elevate your skills with virtual consultancy and in-person training at www.children-of-the-forest.com . --- Looking to ignite your culinary adventures in nature? Check out Forest School Cooking at https://amzn.to/3pEFQ4A%E2%81%A0 for a sizzling experience! --- For bookings, training, and more, visit www.children-of-the-forest.com . ---
Making your site beautiful with art! - subscriber exclusive!
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--- (edited)
'Learning Stories' as a tool for assessment at Forest School
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Interview w/ Dr Naomi Fisher
Changing Our Minds: amzn.to/40Ed81W
When the naughty step makes things worse: amzn.to/3QDs6QP
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FSA Conference 2023 Part 3!
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FSA Conference 2023 Part 2!
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FSA Conference 2023 Part 1!
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Patreon Exclusive: Finding, buying and renting a site!
Wem and I ast down to answer an email from listeners Sarah Jane and Banjo but when we realised how big the topic was, we whipped out the microphones and went off on our usual waffle-filled ramble chats about what our experience has been on finding and using different sites, what we might do in the future and what things people might not think to consider when viewing a site for potential Forest School sessions!
Chatting Almanacs with author Lia Leendertz
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For bookings
Setting up 'Quests' for kids. Is it joyful role-playing or rail-roading free play?
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The concrete has failed! Do we know how to design outdoor schools?
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I need more than my 'fair share'. Resources Part 2.
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Should you let kids break equipment in the name of play?
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'Do we make kids move too much?' and 'Are we encouraging aggression at Forest School?'
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Play is More Playful When it is Age-Mixed - by Peter Gray
https://petergray.substack.com/p/12-age-mixed-play-iii-play-is-more
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'The Autistic Guide to Adventure' with Allie Mason
https://uk.jkp.com/products/the-autistic-guide-to-adventure
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Rituals and Ceremonies with Isla Macleod
www.Islamacleod.com Forest School Cooking: https://www.amazon.co.uk/Forest-School-Cooking-Mundane-Marshmallows/dp/B09LGW644R
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