outdoor learning a year at auchlone

SUMMER

Claire Warden

Outdoor Learning A Year at Auchlone

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Thanks go out to the children, staff and colleagues who work in our Charity Living Classrooms, Mindstretchers Ltd and on the site at

Auchlone Nature Kindergarten.

© Claire Warden 2013 www.claire-warden.com

The rights of Claire Warden to be identified as the author to this work have been asserted in accordance with the Copyright Designs and Patents Act 1988

Design and layout by Almond www.almondtds.com +44 (0)131 553 5523

Disclaimer: Neither the author nor the publisher can accept any legal responsibility or liability for any harm arising from the use of the resources and experiences described

in this book.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter

invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the author.

First Published by Mindstretchers Ltd 2013

www.mindstretchers.com

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Contents

Using the materials 4

Introduction 6

Examples of Practice with Points of Reflection

1. Caring for the Environment 8

2. Fire Floorbook 9

3. Experimentation 10

4. Shared Thinking 12

5. Tools 13

6. Meetings and Gatherings 15

7. Residential Camp 16

8. Sustainability 18

9. Connection to Food 19

10. Resting and Sleeping 21

Self-Reflection 22

References 23

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Using the materialsThis DVD and booklet are designed to share practice in relation to the philosophies and methodological thinking that has been visible at Auchlone Nature Kindergarten, Forest School and woodland camps situated near Crieff in Scotland, UK.

The materials are intended for all practitioners working with children in natural settings, and will be of interest to parents.

Each of the examples of practice in the DVD demonstrates:

• Children behaving in different ways

• Adults creating opportunities to support deep levels of thinking and engagement

• Positive adult interaction

• Adult reflection to define nature pedagogy as a way of working with children

The filming for the series of four DVDs, took place over a year in 2011/12. The blocks of film were then analysed and formed to give some windows into the world of our methodology. The DVD is intended to promote discussion, rather than to highlight ‘best’ practice. The development of nature pedagogy, has been a journey of research through observation and reflection of child behaviours into planning and assessment, to support a curriculum that encourages the underlying values of our community of practice.

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These materials are intended to be used flexibly to meet different needs. The introduction, provides some underlying research into my thinking of the Nature Kindergartens and Forest Schools, and what makes the way the Auchlone site operates as sector leading. All of the points noted in the introduction, are covered by the four films. Each film covers approximately 6 key aspects of practice, with many subtle issues and aspects threading throughout the whole series. The subtlety of interactions and behaviours lead us to consider the amount of time we, as adults, need to be able to ‘notice’. I would suggest at least two viewings of the film clips, so that the adults can pick up the finer details; we need to support the adults to ‘see’ and ‘notice’, and then go on to analyse.

Some suggestions for organisation and use:

• View the examples and share responses as a group

• View the examples and respond individually in a journal to record thinking that can be revisited over time

• View the examples, and then as individuals or small groups, discuss the points of reflection built into the film

• Build the film clips into a larger training experience, so that larger deeper activities can follow on from the points raised. For more information for licensed training packs and toolkits visit www.claire-warden.com

An important element of the work I do is linked to the cycle of learning. To make long term changes takes time, and to give adult learners time to process their ideas. Our role as trainers is to provocate their thinking and record their thoughts and ideas, so that they can revisit them over time.

Training is often more effective if:

• It is organised over two sessions to allow the thinking and perhaps, further reading to develop over time

• It can be linked to reflective work in practice

• The training is seen to be part of a strategic journey of development

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Introduction There are many facets of the nature of general outdoor learning that can be explored through this film. However, it is intended that the series of films give people a window into the world of Auchlone, a ‘Nature Kindergarten’, with wider references made to a programme called Forest school and woodland camp.

The definition of our Nature Kindergarten, for me, became very clear when I wrote the book of the same title published in 2010. The process of writing, pushes you to really consider what it is that children actually need and the way that it is provided for them.

The underlying elements that we explore through this series, are taken from that book. The list below makes up our underlying values. We use them to try to define what the space could and should be for children:

• A place where children are competent, capable, learners.

• A place where adults and children enjoy each other’s company

• A place where there is a strong sense of family, community and fellowship

• A place that gives a sense of belonging

• A place of trust and democracy

• A place where you are consulted

• A place to work in harmony with nature

• A place where people work in ‘nature time’

• A place of journeys and transitions

• A place with access to the wild

• A place of high play affordance

• A place to explore the interconnectedness of the earth

• A place to explore risk

• A place to feel the dark

• A place where creativity is ‘natural’

• A place that is the ‘environment’ in every aspect (Warden 2010).

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The way these values are demonstrated comes down to the physical layout combined with the adult role within it, it is for this reason, that we have included the adult role on each film.

If outdoor learning is to be valued, we need to integrate it fully to our thinking. That means it has to be integrated into our planning. To create a link in the learning between inside and outdoor spaces is the first level, to extend it through applications to work across three environments, offers the child something different to extend their thinking. The links between the spaces are clear and intentional: the inside space is homelike, natural, peaceful and calm; the outdoor play area, which is a children’s garden with its many natural features, and the third element, is the world beyond the fence–‘the beyond’. What this looks like and presents to children will be different in each space, climate and season of experience around the world.

The key element to the space ‘beyond’, is that it is nature on nature’s terms–it has not been cleaned, re-organised and presented through an adult lens. The threads of thinking that run through these elements, are recorded through consultation books for parents, staff and children called, Floorbooks™. There are many examples of this approach throughout the film.

The continuum that we are all on in terms of our understanding of the natural world, is akin to a large meandering river with many different methodologies and approaches running alongside each other, just as the currents in the river. The concept of a Nature Kindergarten, can be said to exist in some of the European and Scandinavian countries, and yet the way that Auchlone runs is unique. Just as the space, adults and children are all unique. I created the space and the ethos from my beliefs and values, which has now been evaluated by external assessors to be sector leading as a Centre of Innovation. The concept of our style of Nature Kindergarten, and the original concept of the consultative approach we do through Talking and Thinking Floor books™, has now spread across the world.

As reflective practitioners, we need to look at all the currents in the river and consider their relevance to us as pedagogues and ‘teachers’, so that we can come to a better understanding of what it is we do, and where we wish to be on our journey of improvement.

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Examples of Practice

1. Caring for the environment

When we make decisions about the materials to use in our learning environments, we do need to be environmentally aware. We made the decision to be ethical and environmentally aware in our purchasing for the centre which shows itself in the amount of wooden materials or metals used across all the spaces. Plastic is limited to recycled materials or those that can be returned to the manufacturer at the end of the life of the resource.

The team at Auchlone have had many discussions about the permanence of structures at the centre. There is a balance between durability and transience. We have decided to allow children see decay, and the recycling of old wooden dens, the eroding of chalk drawings on the stones, whilst keeping a few core items such as the ‘story stones’ and ‘alphabet pebbles’ in protective corners or in leather bags. There is therefore, a constant need to rebuild parts of a fence, or make a new table as ones made by previous groups fall apart. The second benefit of this, beyond the environmental aspect is the renewing of connection. Making and mending allows each new group of children to feel that they belong in the space.

The film section here shows the children solving the problem of the roaming chickens, who saw that the grass is greener within the boundaries of the outdoor area, rather than on the otherside, by the woodland where they live! We could have purchased some netting

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and put it along the base of the gate, but the children chose to weave wood and common stems of grasses and other materials through the metal framework of the gate. We involve the children in the care of every aspect of our environment, from child size brooms to sweep out the kinder kitchen, to watering plants, caring for chickens, to composting the waste in the ‘green cone’.

Point of reflection:

To what extent do you involve children in the care of their environment?

Some things to consider:

• Child sized tools–so they can help in the cleaning process

• An ethos of ‘community’, all of whom help for the good of

the whole

• Accessibility to areas they can ‘look’ after

• Time in the sessions that value caring for the environment

• Development of transferable skills, such as weaving in

multiple spaces to care for the environments such as dens,

mats fences etc

2. Fire Floorbook

Fire is an element we can explore as a fascination. It gives the adult

a hub that can actually develop into many different aspects of

learning. Talking tubs give us 2D and 3D provocations linked to fire.

The tubs are collated in a mindful way by the adult, after observing

the fascinations of the children.

Lines of general enquiry can come out from these discussions,

such as ‘keeping safe’, ‘people who work with fire’, ‘cooking on a

fire’, ‘use of fire to make things (charcoal)’. These Lines of Enquiry

can then be explored further in detail to create Possible Lines of

Development, these are more specific actions, concepts, skills or

knowledge that children are discussing. The children in the film

were hoping to rub two sticks together to make a fire, this lead to

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an exploration of friction, and then on to a mathematical discussion

about how to measure a stick. The adults take the ideas, analyse the

learning, pull out what they want to do and then create a summary

two dimensional mind map to share with other staff and parents.

Through involving children in a consultation, we can match their

interests with our provision which supports deeper learning.

Benefit Risk Assessments are created for a wide range of

experiences at the Nature Kindergarten, they do look at hazards

that children cannot see, but continue to support risky explorations.

They need to include the voice of the child. To not include the

stakeholder, limits their value and effectiveness.

In the film clip with the older children, we can see greater

problem solving and given the skill level of the group, the adult can

stand further back. This empowers the group to look to each other

for support and the adult is monitoring engagement, and if needs

be, asserts safety boundaries. The same procedure of documentation

through the Floorbooks™ and Talking Tubs™ occurs, but due to the

maturational knowledge the children take it to a higher level.


How do you feel about children coming into contact with fire?


• Personal comfort zone in relation to risk

• Behaviour and maturation of the group of children

• Adult knowledge (please read Fascination of Fire by Claire Warden)

• Climate and culture of the centre or school

• Fire as a provocation for inter-disciplinary learning

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3. Experimentation

This short clip gives an insight into the power of making bread. As a food, it is very flexible and forgiving, which is what children need if they are going to experiment a little with recipes and tastes. When children add too much water, or different spices, even when they need it too much or leave it to rise for too long, it can recover. As a cook, I experiment all the time, when ingredients have run out I substitute. It was only when I reflected on how this affects the way I feel about being a cook, did I start to question an over reliance on precision at the centre. We do have sets of pictorial recipe cards that take children through different formats for instructions, but they need to be interspersed with child made recipes that support exploration.

Making bread encompasses emotional, intellectual, and physical aspects of development. The children learn to persevere, to wait and be patient, and to share with other people around them; they explore many types of measures, scientific exploration into elasticity, problem solving, permanent change and the effect of heat; they develop manual dexterity and how to keep healthy by adding different grains and ingredients.

Traditional ways of making breads can lead to a real connection to people around the world and how they make their breads. The outdoor nature of our cooking, celebrates this fundamental way of providing heat to cook with which can be used as the vehicle for learning, and also to share in cooking skills from around the world. The simple process of cooking has been extended to look at candle stoves, electric cookers, or wood and earth ovens.

Children need time to experiment with the way to cook. They learn to slow down, to develop patience to wait for the fire to burn to ember. The feedback loop when you eat smoked bread will encourage you to wait the next time you cook on the fire. In these ‘waiting’ moments we often tell stories, share anecdotal stories and reflect on life in general. Eating together around a fire, or a large table develops a sense of community of eating, that I feel is really important in terms of social and emotional development. There are children who come to

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the centre who do not have that experience on a regular basis, due to the family’s lifestyle choices.


How do you encourage the attitude of experimentation within the cooking process?


• Adults can model challenge and apprehension, as well as investigation and confidence, so that children see them as appropriate and accepted behaviours and emotions

• Notice when children persevere and comment on it as a desired behaviour

• Adults should always ask before they step in to ‘take’ away the challenge

• Adults can model the process of watching perseverance and photographing process, writing, reflecting, and note taking, and feed these into the Floorbook™ (Warden 2010). Children will then see these aspects as being desirable

4. Shared Thinking

Mixed age group conversations are provocated by the joined experience of being in nature. The variety of maturation and experience works well, as the younger two year old is supported and encouraged by the role models who are only one or two years older. The Summer Camp works with children from two to fifteen, when the age gap moves to 4 or 5 years, there is another style of engagement which seems to have a greater element of respect.

The film observes three children who are talking about the creative world that they are creating for one of the frogs they have found in the area. Children display care for the frog in many ways, both within the real frame and the imaginary one. The creation of the habitat was made from stones, mud and sticks that were ‘found’ in the outside area. There is a repetition of some of the elements that

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were discussed in the creation of the real habitat of the small pond, that they had made a few days before. For example, gradient levels that frogs can walk up, whether frogs have an up and down slope to get in and out, the depth of water and the food they like for tea.

The stimulus of the frog gave rise to a series of experiences such as:

• Design and make a frog of beech areas (as seen in film)

• Frog rocks

• Bridges and pathways for a frog

• Making soup for a frog

• Movement of frogs

• Creative storytelling about the frog called…

• Tally marking on slate to see how long it would be before the rest of the tadpoles developed

The journey was recorded in a floorbook exploring the concept of growth, and revisited many times over the year to reminisce about the ‘time we had a frog visit’. The core elements of the curriculum are marked off retrospectively to ensure breath and balance over a year’s experiences.


To what extent do you use projects that come from children as a core part of the planning?


• Use of observation followed by Talking Tub™ to share the possibilities of the subject

• Responsive planning through children’s voices

• Skill level of the adult to ‘see’ learning when it takes place

• Integration of experiences and outcomes of curriculum into a project that has authenticity for the child

• Documentation of the process of learning for children to re-visit

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5. Tools

The use of tools is not an essential part of having a Nature Kindergarten, but it would be hard to see how many of the projects that children choose to engage with could move forward if there were none! Children need real tools.

For the tools to work effectively and safely in our programmes, we choose to use a management system called a Tree Wrap™ or a Tool Roll to present the materials both in the garden and in the forest. The system is designed to support the methodology of self-help that many children are exposed to inside the centre, where we have a woodworking bench. By maintaining the same methodology inside and outside, we can make life easier for ourselves and also for the children. They do not have to learn a different series of procedures and expectations across different environments. The content, of the Tree wrap™ change according to interest and skill level, the adult puts up the tree wrap with the children and then leaves the children to access the materials. The adult role can support use of the tools by photographing the tool and the material type and size it should be used with, and then should set expectations and focus on tool maintenance at the ‘clear up’ session. The children have a tool session when they are taught to clean and oil the tools.

There are older children at summer camp, so they seek more challenge and often respond when the adult pushes them a little in their ideas, to really think about what they are making and how it can develop. The balance of free flow epistemic play and structure is monitored, so that we keep the playfulness high on the agenda, rather than in a school based outdoor learning programme. We try to ring fence time for children to be creative, we try to not limit them because an adult might lack the creativity to see

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all the possibilities of a moment. Den building has a thousand possibilities that we can use and then explore over a number of weeks if not months. The creativity of children takes them to look beyond a shelter to burglar alarms, patio doors, pathways, attic and basements, flags and territory markings, and even doorbell systems.


Are you limiting the possibilities of learning because you are fearful of the use of tools?


• Overview of hazards

• Supportive adult

• Management systems

• Time for the process of learning

6. Meetings and Gatherings

Part of the Scottish culture is a Ceilidh–a gathering and a place to share. People bring something to the meeting and then share it with the group. In the traditional sense, it was a story, song, a poem or a dance. This has translated into our work as a meeting, a time where we share and enjoy each other’s company, to give us the time and the opportunity to reflect.

The film here is taken at summer camp, and has a wide range of children. We like to work with mixed age groups, just as would be in a family, as we enjoy the way that the older children created a sense of aspiration, challenging the young ones to reach and stretch themselves in every aspect of their learning.

The gathering allows us to consider what we did yesterday, are doing today and will do tomorrow. The voices of the children intertwine with adult voices to create a connected programme where there is enough to engage children, balanced with free flow and epistemic play, so they can engage themselves and seek out playful moments.

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The Floorbooks™ are used as part of the process of documenting to record the journey. Some of the books are from camps three or four years ago. It is wonderful for the children to see themselves, as they become more skilled in learning over time, they make connections to family members who have been at the centre, gradually building a real sense of gravitas. We support children to engage in the centre by exploring bridging strategies. The dialogue around the Floorbook™ can very quickly involve children and share all the possibilities of the play and learning that has gone on in previous sessions.

The Thinking Tree™ leaves are one example of the way that we gather children’s voices. The leaves can be sorted for area of interest, organised and then stuck into our Floorbooks™, so we have a record of ideas that move from one camp to the next. There has to be many ways of sharing our knowledge, skills and attitudes. The Floorbooks™ use a variety of ways of communicating, so that all children are included in the process of the gathering. The film shows the adult supporting a quieter child to vocalise their ideas, but the note in the Floorbook™, might be a non verbal description, sign language, multiple languages, graphics, photographic and cartoon genres. Any form of communication can be included, so that everyone is consulted.


How do help children through the transitions of part time attendance?


• Social grouping

• Re-capping

• Storyboards

• Journey sticks

• Floorbooks™

• Memory journals

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7. Residential School Camp

Nature has many benefits for all human beings, and some of the greatest are linked to the emotional and social aspects of development. The film is set in the woodland area of the centre with a group of youths who are 14 years old, and who have travelled up from their residential school to take part in a residential 5 day camp. The group are supported by care workers and their teachers, they come together to create a multidisciplinary team working together with the team at Auchlone, who welcome working with visiting groups. When a team of adults can support each other and the children to engage with each other and the natural environment, it creates an amazing framework for children and youths to develop in ways that are just not possible in traditional classrooms.

Chris Campion is on the senior management team at the school, and has promoted and developed the use of Forest School, so that it is now an integral part of the programme for the young men. The results have been amazing. One of the young men has gone on to rejoin the forest school team as a facilitator. These young men have special rights (not needs), in that they deserve the right to learn in a place that is right for them. Forest School offers them the space to feel success and the ongoing development of self-esteem.

Even on days when the rain is pouring down, nature offers a sense of community, as people work together to ‘live’ with Nature over the space of the week. Colours and patterns are relaxing in the forest, the general feeling created by the team nurtures the boys, and by using small achievable tasks, they gradually begin to develop life skills and coping strategies that they can apply in the world outside.

Forest School needs to be seen as an approach, not a bolt on trip to the woods, but an embedded part of the learning cycle for these

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boys, it has to have a respect and acknowledgement that it can work in ways that research is still attempting to uncover.


How do we use nature to support children with special rights in your learning environment?


• Outdoor classrooms

• Forest Schools

• Additional support and staffing to work off site

• Authentic contexts that provide clear feedback

• Multi-sensory spaces

• Visual calmness

8. Sustainability

As soon as we walk outside, we have an impact on the environment. We need to create a balance between the benefit of being in nature and the impact we have. There is a site management plan for the macro impact and management of the area, that often looks at a period of 5/10 years. Micro impact is the detailed effects from water pouring on the ground, a footstep that has compacted it, a fire that has sterilised the soil, and the smoke affecting the micro habitat in the upper canopy.

After months of conversation, the children have made a decision to have one main pathway to go up to the firehouse. The enjoyment of wondering around the forest is still supported but the heaviest traffic, including our trolley needs to go up the track. In making this decision, they have committed to maintaining the pathway to prevent erosion. Many sites show desire paths that can be seen by the denudation and compaction of the soil, and although interesting, the pathways do lead us to consider how we manage large numbers of children on the land every day.

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Children need to feel empowered to do practical things that can be discussed in relation to their impact on the environment. When we do these tasks, we can discuss in real terms how we need to manage and protect our worlds wild spaces. The adult is there to draw attention to each point made, to model consultation, thinking and problem solving and give some encouragement, so that all children are involved. The land use issue is clear to children when they go into woods that are evergreen and those that are deciduous. They call the plantation the ‘Dark Forest’ and often go there when they want to feel a bit scared! These trees are a crop, and as such, the collection of lower branches from the evergreens is actually supported by the site management plan.

There are those who have a self-driven love of nature–a sense of biophilia. The person who just seems to know and connects to nature, is an empathetic person who uses problem solving, critical thinking and empowerment to do something about the environment.


Do you have an effective site management plan?


• Sites that rotate

• Monitoring of erosion, compaction, denudation etc.

• Micro and macro impacts and measures to deal with them

9. Connection to Food

The distance between children and their understanding of what they eat seems to be growing. Our projects connect the food to the table and the organic waste to the ground. We grow in two spaces the small area at the site, just outside the kinder kitchen, and a larger patch at Fowlis Wester training site. We encourage the children to garden and to process our own food, but we also do some foraging, for example nettles, naturalised raspberries, bilberries and young fern fronds.

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Our plant identification is done in response to contexts and questions about the flora, rather than adults teaching about nature. The risk assessment of handling nettles is identified as being the sting, so they learn to find a Dock leaf, poisonous plants are noted by adults, and children are made aware that they are not to eat them. Some hazardous plants such as Giant Hogweed are physically removed from the site.

To look at the historical use of plants in a culture is fascinating and gives rise to stories, folklore and traditions that can be shared in the forest, on the beach or in the meadow. To sit under a tree and to hear its origins, gives clear meaning to it.

We all need to be mindful of hygiene inside, outside and beyond. Procedures are in place in all three spaces, drinking water and hand wash, biodegradable soap, so we don’t contaminate the very land we are working on. We leave no trace when we are in areas of the forest, so children see themselves as invisible, just like the deer who share the forest with us.

Children are encouraged to try different tastes. We make soup on a regular basis and children are encouraged to make decisions about the time of cooking, quantity and to a certain degree, the ingredients. Creating a community of eating, means they eat, or at least try the food we cook, and they are free to throw it away!


To what degree do you make connections for children to consider where their food comes from?


• Seasonal fruit and vegetables

• Local, organic producers come with a mobile shop

• Cooking daily

• Using raw ingredients when cooking

• Designing kitchen gardens in centres and schools

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10. Relaxation and Sleep

Children need time to rest, for their brains to assimilate and their muscles to recover. They are very physically active, so they need a changing pace that allows there to be moments of calm and reflection amidst the physical movement of the day. The kindergarten does not have a set time for everyone to go to sleep; instead it has a variety of pacing through the day that allows children to rest or sleep if they wish. For two year olds, this can be in the afternoon, in the forest or the cottage for example. Sleep is vital for the brain to process new information; it needs to reduce the external stimulus to allow the internal processing to take place.

Auchlone does not stop everyone to eat, apart from lunch, when we eat together. Children have different blood sugar levels, and so it follows that they will need to eat at varying times and frequency.

There are a variety of places to sleep with varying degrees of enclosure, from the beds in the cottage, to the sheepskins and covers in the upper loft, and to the hammocks under the trees.

The sleeping cots are used more in the warmer months for the younger children, they have warm sleeping bags, a thermal underlayer, and fly nets keep them warm and protect them from bites.


How did we get to believe that children should only sleep inside?


• Cultural expectations

• Effect of fresh air and exercise on sleep

• Parent /carer views on sleeping outside

• Benefit Risk Assessment

• Intergenerational changes in attitude

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Self-ReflectionThis DVD has given some examples of practice for you to explore. It will be effective if it has encouraged you to think a little about the way you work with children, and how you may become more connected to the natural environment in the work that you do. It is likely that you have an idea of where you are now, but what more needs to be done?

Provide some time to reflect on the overall film and the way that it makes you feel about working in nature, as opposed to teaching about it.

Refer to the values that are listed on page 6 and consider the following questions:

• How far does the climate I provide support nature based learning?

• How far do the indoor, outdoor and spaces beyond link together in my planning?

• How effective are the adults in noticing and extending learning across multiple environments?

• What factors limit my practice and what can I do about it?

• What do I need to do now?

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References Abbott, L. /Nutbrown, C. (2001). Experiencing Reggio Emilio. Open University Press.

Ǻnggǻrd, E. (2009) The forest as playground: natural objects and environments as means for play. Nordisk Pedagogik 29(2), pp. 221-234.

Bilton, H. (1999) Outdoor play in the early years: management and innovation. London: David Fulton.

Chawla, L. (2002). Spots of time: Manifold ways of being in nature in childhood. In P. Kahn & K. S. (Eds.), Children and nature: Psychological, sociocultural, and evolutionary investigations (pp. 199-226).

Fjortoft, I., grhan, P. And Sageie J. (2000). The Natural Environment as a Playground for Children: Landscape Description and Analysis of a Natural Landscape. Landscape and Urban Planning, 48(1/2), pp. 83-97.

Fleet, M. Quoted in Dunkin, D., Hanna, P (1995). Thinking Together, Quality Adult; Child interactions, NZCER.

Sobel, D. (1993). Children’s special places: exploring the role of forts, dens, and bush houses in middle childhood: Zephyr Pr Learning Materials.

Warden, C. (2012). Nature Kindergartens and Forest Schools Mindstretchers Ltd

Warden, C. (2012). Talking and Thinking Floorbooks: Using Big Book Planners to Consult Children: Mindstretchers Ltd.

Warden, C. (2012). Fascination of Fire: Charcoal Mindstretchers Ltd; Fascination of Earth: Wood Whittling Mindstretchers Ltd

SUMMER

Outdoor Learning A Year at Auchlone

A training DVD exploring naturalistic learning within Nature Kindergartens, Forest Schools and woodland camps.

Glenruthven MillAbbey RoadAuchterarderPH3 1DPScotland, UK

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outdoor learning a year at auchlone

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