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Supporting Children's Emotional Needs
We talk so much within outdoor learning and Forest Schools world, about developing children's emotional well-being. There are so many new challenges to face and factors to consider when taking children outdoors, that can impact their ability to regulate and express emotional needs.
Weather, seasonal change, being in an unfamiliar environment, and change in routine, especially if they are new to a setting, new to outdoor learning, or have SEND considerations.
Much like being in a classroom environment, having visual aids can really help children to understand what is coming next, which will in turn ease anxiety and allow them to feel more in control of their own experience.
These cards can be used in many different ways depending on the needs of the individual child. Here are some examples:
Before going outside:
If you are just introducing outdoor learning to your setting or have a child that is new to your program, our setting, then taking a look at these routine cards can help children to understand the new routine and what to expect. I find that the trickiest part of the session can often be the transition period between leaving the classroom or setting to getting outside. Having a look through the cards and identifying how the session may play out will help any children who are anxious to feel safe and make sense of what's about to happen, from getting ready to walking to the outdoor space, having circle time to discuss the rules, then having free time to play and explore.
Speech and language:
These cards are a great tool for children with speech and language considerations to help communicate their needs and desires. For example, they may struggle to tell you that they are tired and need to rest, or that they need the toilet, or that they are hungry (all things that can impact a child's behaviour if these needs are not met). Having a visual aid or prompt that the child can look at and show you can make a big difference.
On the go:
When a child is excited and eager to play upon arriving at your outdoor session, this can cause a lot of frustration when it comes to being asked to discuss safety rules or have a quick introduction or circle time. Having that visual aid can really help to remind them of the routine, and that it won't be long before they can go off and explore. I always like to say something along the lines of:
"I totally understand that you are excited, and I'm so pleased that you are having fun (validate their feelings). Do you remember what the first thing we do before we go off and play is? (show the card for rules, or get them to show you) That's right, we talk about how to stay safe so that everyone can have fun! I would love you to come and help with that. What happens after that? That's right, it's playtime, and you can go off and explore!" (Show the card for play, or get them to show you)
This is also a great method when a child is engaged and engrossed in play. Asking them to stop for snack time, or to get ready to leave, can be challenging and trigger an emotional outburst. But, validating their emotions is key to helping them manage them. I also like to let children know that I understand how hard it can be to stop doing something we are enjoying, especially if we are in the middle of something that is unfinished. Let them know that this is not the end of whatever it is they are enjoying, and they are very welcome to come back and revisit this game, experience or whatever it is they are doing on the next session. But for now, this is what happens next, as our time for today is coming to an end.
A Final thought:
Although the child-led approach is at the heart of outdoor learning, having structure and routine to your sessions is important. Having this in place does not mean that you are limiting the children's freedom to choose and explore, it will actually help your session to flow more smoothly. Clearly identifying what happens at the beginning, middle, and end will help to set clear expectations, and manage emotions during transitional periods.
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