august 2010  

Cows hibernate in winter

grey squirrels are native to this country

conkers come from oak trees

and there's no such thing as a leaf that can soothe nettle stings

...or according to a new survey - that's what almost half the children in the UK believe to be true!

Now we can't really blame the poor little souls can we?  If, like 64% of children nowadays, you played outside less than once a week, or you're one of the 28% who have not been on a country walk in the last year, or the 21% who have never been to a farm, or the 20% who have never climbed a tree...well I'd hazard a guess that you wouldn't know much about nature either!

A recent survey of 2,000 found that more 8-12 year olds can identify a Dalek than an owl, and a big majority play indoors more often than out. The distance our kids stray from home on their own has shrunk by 90% since our free-range childhoods in the 1970s.  Indeed 43% of adults think a child shouldn't play outdoors unsupervised until the age of 14!

But does it really matter? In an age of Satellite TV, Wii Fit, Nintendos, Facebook and YouTube, is it important to be able to tell your catkins from your cow parsley, or your jackdaws from your jays?  Well, it obviously doesn't do any harm to know a bit about the natural world beyond the screen and the front door does it?  And if, as a result of that, children develop a love for nature - then they may care about its survival.  That's not to mention the benefits to their own health, happiness and well-being.

"Must we always teach our children with books? Let them look at the mountains and the stars up above. Let them look at the beauty of the waters and the trees and flowers on earth. They will then begin to think, and to think is the beginning of a real education."  (David Polis)

During my research for this blog, I've found a substantial body of evidence that it's not so much what children know about nature that's important, as what happens to them when they are in nature.  Doctors, mental health experts, educationalists, sociologists etc. are beginning to suggest that when children stop going out into the natural world to play, it can affect not just their development as individuals, but society as a whole.   "There's a paradox," says Stephen Moss, naturalist, broadcaster and author. "More kids today are interested in the natural world than ever before; they watch it on the telly, they may well visit a nature reserve or a National Trust site with their families. But far fewer are experiencing it directly, on their own or with their friends, and that's what counts: this is about more than nature."  For more information about the benefits of outdoor pursuits click Outdoor Adventure (with a guest appearance from 'Traveller Ted' the mountain-climbing teddy bear from a primary school in Yorkshire)

I know that it goes against the philosophy of providing 'a varied menu of activities', but it cannot be denied that children's time is much more pressured than it once was.  Spare time is now spent constructively doing various extended school activities such as sport, art and recreational activities, with children often being driven from one organised activity to another with very little time free to kick their heels independently outdoors.  But ask anyone over 40 to recount their most treasured memories of childhood play, and few will be indoors...and fewer still will involve an adult!  Independent play, outdoors and far from grown-up eyes, is what we remember; but as things stand, today's children will be unlikely to treasure memories like that.  Only 21% of today's kids regularly play outside compared with 71% of their parents.  

"Playing outdoors should be a fundamental part of childhood, yet we are in danger of tidying our children away into stuffy bedrooms" (Fiona Danks & Jo Schofield)

Growing up in a small town on the outskirts of the New Forest I would argue that I had a slightly more bohemian childhood than my city dwelling counterparts.  According to my despairing mother I certainly had a 'bohemian aversion' to wearing clothes and shoes!  But I was finally forced into a respectable dress and packed off to school (although I still occasionally chose to wear my bedroom slippers) and my learning became focused upon 'looking and listening' rather than ' getting filthy dirty and doing'.  But during my spare time my sister and I were often out on our own, or with my friends.  Summer holidays meant bare feet, mud pies, denim dungarees, climbing trees, building dens, riding ponies, paddling in the (out-of-bounds) lake, collecting frogspawn, building dams and poking slowworms with sticks. 

Even in this advanced age of technological wizardry, with super speedy washing machines and tumble dryers, I sometimes wonder if today's parents don't want their kids to get dirty.  Let's conduct our own CAPP experiment - I challenge 'grown-ups' to go outside and plunge your hands in a big muddy puddle.  Now close your eyes and be transported back to those simpler, happy times before you were scared half to death of pictures of invisible bacteria and micro-organisms, or worried about getting the knees of your trousers dirty.  Like a young child, just clear your mind and really 'feel' that mud - squish it between your fingers, splash it, squash it and mould it.  Now consider the following:

"Do not try to satisfy your vanity by teaching a great many things.  Awaken people's curiosity. It is enough to open minds, do not overload them. Put there just a spark. If there is some good inflammable stuff, it will catch fire." (Anatole France)

It appears that the biggest obstacle to today's children being allowed out for free-play, stems more from anxiety than squeamishness. "Stranger danger", the fear of abduction by an unknown adult, is the main reason why most parents won't allow children out unsupervised.  Media coverage of the few incidents that do occur may have contributed to this; in fact, there is a risk but it's minimal – the chance of a child being killed by a stranger in Britain is, literally, one in a million...the same as it has been since the 70s.

One project, in Somerset, could show local authorities the way ahead.  Two years ago the Somerset Play and Participation Service, a voluntary sector scheme run by children's charity Barnardo's in collaboration with local authorities and a number of natural environment agencies, began putting time and money into encouraging children to play independently outdoors.  Part of the scheme is the web site www.somersetoutdoorplay.org.uk, detailing more than 30 sites across the county, from hilltops to forests and headlands to beaches. 

"We aim for children to experience true free play," says Kristen Lambert, who runs the scheme's Play Ranger service. "Play that's not set up according to an adult agenda, in forests and open spaces, not designated play areas. There are no specific activities, no fixed equipment; there are tree branches and muddy slopes. The spaces themselves are inspiring. Children set their own challenges, assess their own risks, take their own responsibility, have their own adventures, and learn from them. And what they learn can't be taught."

"Outdoor environments with natural things have three qualities that are unique and appealing to children as play environments - their unending diversity; the fact that they are not created by people; and their feeling of timelessness - the landscapes, trees, rivers described in fairy tales and myths still exist today" (White & Stocklin)

It's a problem we need to address as a matter of urgency, because the consequences of failing to allow our children to play independently outside are beginning to make themselves felt.  Obesity is perhaps the most visible symptom of the lack of such play (excuse the pun...but obesity is a BIG problem in Fareham) and literally dozens of studies show regular time outdoors produces significant improvements in attention deficit hyperactivity disorder, learning ability, creativity and mental, psychological and emotional wellbeing.  Just five minutes' "green exercise" can produce rapid improvements in mental wellbeing and self-esteem, with the greatest benefits experienced by the young, according to a study this year at the University of Essex.  Free and unstructured play in the outdoors boosts problem-solving skills, focus and self-discipline. Socially, it improves cooperation, flexibility, and self-awareness. Emotional benefits include reduced aggression and increased happiness.

"A mind that is stretched by a new experience can never go back to its old dimensions" (Oliver Wendell Holmes)

So where do schools fit in with encouraging free play and adventure; other than engaging children and young people in pre-arranged projects, visits and trips? This is where we hit a bit of a sticky wicket in extended services, as schools certainly can't send pupils off bare foot into wild woods to learn about the natural world.

But there is a place for planting the seeds of adventure and leaving those seeds in the fertile soil of children's minds to take root.  I shall start with the smallest nugget of an idea that was triggered by my recent mountain adventure; as a high percentage of my trekking companions on my trek to the summit of Mt Toubkal were teachers.  Sitting on a craggy rock at approximately 3,000m, nibbling dates, I was suddenly struck at what fantastic resources teachers could simply pick from the mountainside.  Within easy grasping distance of my perching place were volcanic rocks with embedded crystals, fossils, seeds and succulent plants; not to mention the stunning landscape photographs, map references, oils, herbs and spices for sale in local markets.  Creative teachers could bring a great depth of knowledge, passion and imagination into the classroom by linking their subject to a familiar location.  For instance, our companion 'Traveller Ted', dressed in his genuine Berber headdress shall return to the classroom in September as a valuable source of class discussion and project work; bringing with him the exotic smell of Moroccan spices and mountain dust. 

You may also be interested in the book "Rex, The Adventures of our Class Pet" by Ursula Dubosorasky (Puffin).  This is a wonderful story about the workings of a child's imagination.  Similar to the 'Traveller Ted' idea, each child in the class takes it in turn to take home the class pet, Rex, and in the process this humble little lizard is marvellously transformed into a variety of hilarious adventures, recounted and drawn by each child in a "special book".

To help inspire young minds there could also be some mileage in a 'Go Outdoors' section on your school newsletter; you could get the children to become junior reporters and contribute ideas.  There are some great outdoor ideas (such as 'how to build a woodland den') at: The Woodland Trust (Children's Activities).  If you already have an established Gardening Project at your school then perhaps your green-fingered youngsters could share their gardening news, recipes and updates about the school garden.  Have a look at Garden Club News from Staveley Primary School in Cumbria for inspiration on how gardening can engage the whole school community.  For the older age group, your eco-warriors (or green team) at your school may enjoy the opportunity to share their news and ideas with regular newsletters or web site.

It cannot be denied that we are incredibly lucky with our areas of natural beauty in Fareham (such as the beautiful Holly Hill Woodland Park pictured left); with beaches, rivers, country parks, forests, woodland, nature reserves and even a 'real castle' all within easy reach.   But we cannot always presume that families are aware of these fantastic FREE places to take their children.  For instance, a good example of a place you may wish to signpost to families that you may not be aware of is located at Bere, north of Wickham where there's a natural forest playground at West Walk with a huge oak tree house, wooden playhouses, wigwams, sand pit, climbing wall, bridge and shingle stream. It is a great place for parents and carers to start building confidence in their children playing independently.  Don't forget that thanks to pioneering work from the disabled activist the late Lorraine Herrington, the pretty 3 mile Easy Access Trail is also now open around Cams Hall Golf Course.  The trail is perfect for wheelchair users or children with limited mobility to enjoy the countryside and coastal views.

"Come forth into the light of things, let nature be your teacher" (William Wordsworth)

School gardening clubs support many government priorities such as sustainability, Healthy Schools, Food in Schools and Eco Schools.  I don't need to tell you that it is often the children who find it hard to engage in the classroom, who really come into their own and are able to shine in the physical activity of the outdoors.  Even back in my school days in the dark ages, my school sent the group of poorly motivated, low achieving students out into the school allotments rather than trying to constrain them in the classroom and force feed them 'O' level coursework.  For research conducted by the NFER about the impact of school gardening upon learning please click Research into School Gardening.

We have already witnessed at Northern Junior School what amazing outcomes can be achieved by working in partnership (see July 10 Blog) so perhaps it is time to start thinking how your school or organisation may be able to utilise other environmental agencies, organisations or voluntary groups who often have the capacity and enthusiasm to share their expertise with the younger generation.  Even if there is limited space in your school grounds for a nature area and/or a vegetable plot, perhaps you might consider hiring an allotment, or linking to a local public garden, woodland or park project?  Growing vegetables is a fantastic way to enhance your healthy school status - as we are all aware, children are far more willing to experiment with a food source that they have grown, nurtured and pulled from the earth.  For ideas for your gardening club and how you can link activities to the Primary National Curriculum see: School Zone.   Even pre-schoolers can get involved.  For ideas for setting up a gardening club for early years children then visit Little Green Fingers: Pre-School Gardening Club

Even though I have been informed that it is possible to build a school garden on just one square metre of space, if you have limited space, it is amazing what can be achieved in partnership between the voluntary sector and schools.  For example I was very recently walking through Regent's Park in north London (which you may be aware contains large areas of maintained, manicured gardens, beautiful roses and elaborate fountains) humming away to my I-pod, when I stumbled upon one small area of the park that has been set aside to encourage wildlife, designed and planned in partnership with local schools.  Unsurprisingly, because of it's natural and spontaneous design it was my favourite place in the park; especially when a stately Heron (pictured left) tottered past me in a very regal manner.  The garden has been sculpted to encourage a host of British wildlife such as hedgehogs, bats, beetles and frogs (see: The Wildlife Garden for the garden blog.)  

To make your own rather elaborate looking creepy crawly hotel (pictured right), similar to the one in Regent's Park visit: Make a Mini Wildlife Stack

Don't forget that you may wish to advertise for volunteers to assist with school gardening projects or ask for donations of seeds, tools and compost etc.  Please get in contact with your Volunteer Coordinator at Community Action Fareham or (01329) 223140 to get your volunteering opportunities put into the regularly updated 'Volunteering News'.   Which leads me quite nicely onto to some super FREE offers...

Since 2004 the Woodland Trust has encouraged over 2 million children to plant over 8 million trees in the UK.  Children can learn about nature while experiencing the good that trees bring, so please get involved in the 'More Trees, More Good' campaign and order your FREE springtime saplings for your school or youth club:

The Woodland Trust - Free Trees For Schools & Community Groups

Almost 1 million primary school children have already benefited from learning how potatoes grow and how they fit in to a healthy balanced diet. All you have to do is register your school to receive a FREE potato growing kit from the Potato Council, use the supporting lesson plans and worksheets.

The Potato Council - Free Potatoes For Schools

If you haven't already done so, don't forget to sign up to the National Schools Partnership for more free resources, lesson plans, activity sheets, competitions and ideas from many different sources to support the curriculum.

Let's head back out into the garden...the Royal Horticultural Society Campaign for school gardening aims to encourage and support schools to develop and actively use a school garden.  As part of the campaign they provide teachers with resources through their website and an extensive programme of CPD days.  If you have children or young people in your school in wheelchairs or with mobility impairment, then consider raised beds to ensure full participation.  For pupils with sight loss, you may wish to consider a sensory garden rich in scented, textured plants and shrubs may increase the enjoyment of participating in outdoor education.

Take a look at the following web sites below for inspiration, ideas and how-to guides for your school gardening club:

Royal Horticultural Society Campaign for School Gardening

The 'Growing Schools' Garden

Running a School Gardening Club

Morrisons 'Let's Grow' Teaching Resources - Get Growing

Get 5 Ideas - Grow Your Own

We now have a huge library of evidence to demonstrate that young people gain enormously from adventurous outdoor activities. Tackling a challenging experience has a huge impact on self-confidence, and research shows that this directly affects classroom attainment. Working purposefully with others, particularly in a residential environment, will help to develop self-awareness, social skills, communication, teamwork and problem-solving skills. Adventurous activity also helps young people to learn to manage risk, in a controlled environment. These activities can fulfil all of the Every Child Matters outcomes, engage those who are not particularly engaged by team games, and provides lots of fun.  This is where extended services can definitely play a part by offering a variety of activities beyond the school day. For example, take a look at Freax for a case study of how a secondary school developed urban mountain biking into an adventurous activity.  Not forgetting projects such as Trail Blazers, DofE or JCT.

We have already seen that it is not always possible to send young people off on adventurous pursuits on a regular basis for obvious reasons...but all schools in Fareham now have access to L.E.A.P Advantage Subsidy Funding.  This can be put to excellent use trying and engage young people with uniformed groups who DO arrange regular outdoor adventures and residential trips (often under canvas and in all weathers) such as Guides, Scouts, Sea Scouts, Explorers and Cadet Forces.   If you need contact details for any local groups, then please send me the details in an e-mail and I shall find you the best person to speak too regarding joining arrangements and payment.  In addition, if a young person is part of the Common Assessment Framework then such extended school activities can be written into the Action Plan, funded through L.E.A.P.

For after-school, youth club and adventure leaders, you may find the web site Youth Group Games a useful source of ideas for ice-breakers, wide games, active games and the incredibly important...calming games!!!  I particularly like the marshmallow and dried spaghetti towers, so I must warn you that you may see supplies of marshmallows depleting in September when Westland's Youth Club resumes. There are also lots of ideas for woodland games for groups at Youth Work Practice.  

I just wanted to end this month's blog by saying a big THANK YOU to my lovely CAPP colleagues who made online donations to The Rainbow Centre.  As you can see from the pictures below, I am delighted to say that I reached the summit of Mt Toubkal on August 12th 2010.  Getting back down again was a little more torturous - therefore I am sat 'uncomfortably' in my office with a few bruises from skiing down the scree; mostly on my rear end!  But along with the bruises, creaky joints and dirty washing I have collected a great deal of happy memories from this wonderful, challenging (and it certainly WAS challenging) trip.  My donation page is active for another month if you missed the opportunity before summer at http://www.justgiving.com/Susie-Higgs.Indiana Jones-Higgs shall bid you farewell until the start of the autumn term and leave you these with this final thought:

"And what joy, think ye, did they feel after the exceedingly long and troublous ascent?  After scrambling, pulling, pushing lifting, gasping, looking, hoping, despairing, climbing, holding on, falling off, trying, puffing, loosing, gathering, talking, stepping, grumbling, anathematising, scraping, hacking, bumping, jogging, overturning, hunting, straddling, - for know ye that by these methods alone are the most divine mysteries of the Quest revealed?"

(Prof. Norman Collie, Scottish Mountaineering Journal, 1894)

If a kid asks where rain comes from, I think a cute thing to tell him is "God is crying."

And if he asks why God is crying...another cute thing to tell him is "Probably because of something you did."  (Jack Handey)