humber child development centre forest and nature program ... · o communication devices (mobile...

Forest Nature Program Handbook – Humber Child Development Centre !

! 1!

!!!!!!!!!!!!!

Humber Child Development Centre Forest and Nature Program Handbook

!!!!!!!!!!


! 2!

CONTENTS OF HANDBOOK

Please note this is supplemental to the Humber Child Development Centre Parent Handbook and Policy and Procedure Manual.

1. Information about the Forest Nature Program; Location p. 3-4

2. A Day in the Forest Nature Program; Role of the Educator p. 5-6

3. Equipment and Clothing p. 7-8

4. Risk Awareness and Assessment Guidelines p. 9-10

5. Using and Storing Tools p. 11-12

6. Engaging with Fire p. 13

7. Health and Safety Policies p. 14

8. Toileting and Hand-washing p. 15

9. Accident/Emergency Procedures p. 15

10. Weather Procedures p. 15

11. Sustainability p. 16

12. References and Credits p. 18

!

!

!

!

!

!!!!!!!!!!!!!!!!


! 3!

1. Information about the Forest and Nature Program The Forest and Nature Program (FNP) is a unique play and learning experience that offers children the opportunity to succeed and develop confidence and self-esteem through hands-on learning experiences in a natural outdoor setting. Children engage in motivating and achievable tasks and activities throughout the year and in almost all weather. ! The goals of the FNP for children, families, staff and students include to: • Provide regular and repeated access to the same natural setting, for longer periods at a time • Increase opportunities for land-based child-directed, emergent and inquiry-based learning • Provide opportunities to be more physically active and increase strategies for mental health and

wellness • Develop social emotional, language and communication skills • Increase knowledge about local forests, ponds, rivers, creatures and animals, biodiversity and

traditional teachings (the 4 directions, elements of life (earth, water, air and fire, seasons etc.) and natural life cycles

• Use simple tools.

The program is based on the Forest School Canada model (www.forestschoolcanada.ca): the mission is to foster rich learning experiences, ecological literacy, and healthy living by connecting children to nature in the early years and for all Canadian children to play and learn in local forests, creeks, meadows, prairie grasses, mountains, and shorelines with a wise and skilled educator who understands the power of play and child-directed learning and how this can contribute to a more sustainable world (2014). The Forest School concept originates in Denmark, originally aimed at preschool children, where it was found that children who had attended forest school then arrived at school with strong social and communication skills, having the ability to work in groups effectively, generally had high self-esteem and a confidence in their own abilities. These foundations helped them to raise their academic achievements.

Ontario’s Early Learning Framework referred to as Early Learning for Every Childhood Today (ELECT) provides a shared language and common understanding of children’s learning and development. This includes the importance of children’s connections to and interactions with the natural world whether ‘in large urban centres with small patches of green space, gardens, and trees or in vast fields and forests’ (p. 21). A growing body of research suggests that connecting to the natural world contributes to children’s mental, physical, emotional, and spiritual health and well-being (Louv, 2008). Providing daily opportunities to explore, care for, and interact with the natural world helps to strengthen these connections.

The core principles of the ELECT framework also inform the jointly developed Canadian Position Statement on Active Outdoor Play based on global evidence and calling for proactive and challenging outdoor play especially in nature as essential for healthy child development.


! 4!

Location of the Forest and Nature Program: History and Place

• The 105 hectare Humber Arboretum is located in Adobigok (Place of the Alders in the Ojibwe Language), known as the traditional territory of the Ojibwe Anishinabe aboriginal people and includes several First Nations communities.

• Part of the Carolinian Life Zone (Ecoregion 7E), it is Canada’s most biologically diverse ecological region. It is home to 50% of Canada’s birds, 40% of Canada’s native plants, and 66% of our reptiles. Some 2,200 species of herbaceous plants and 70 species of trees are found in this zone

• In 2015, the Humber Arboretum was designated as a new Environmentally Significant Area (ESA) by the City of Toronto.

• For more information on the Arboretum, see http://humberarboretum.on.ca/

!!


! 5!

2. A day at the Forest and Nature Program

Schedule and Experiences

Note: Timing of schedule timing may vary depending on the weather age-group and staffing of that day

A Typical Morning

Every day in the FNP unfolds differently based on the children, educators and others present, their interests, the season, the weather, and the various loose parts found or introduced at the site. All children are capable of constructing important knowledge through pursuing their own interests, asking questions, and expressing themselves in multiple, complex, and interrelated ways.

Children are afforded long periods of time to settle into the kind of play from which rich, deep learning can emerge. Staff and accompanying ECE students are encouraged to both play with and closely observe children during this time, as opposed to only supervising or managing behaviour. Staff share their observations with each other, other teachers and parents in order to support using their experience at the FNP as a “launching pad” into a deep, lively, and meaningful exploration of the curriculum. Throughout the day, stories will be read and told by FNP staff, and children will be encouraged to tell their own stories, perhaps based on their experiences, perhaps based solely on imagination, or perhaps a mix of both!

!

o Snack,!prepare!wagon,!backpacks!

o Washroom,!get!dressed!!

o Ready!to!leave!Centre!

o Journey!to!Grove!or!Willow!site! !

! Good!Morning!Earth!songs!

! Story/Photos/Talking!Stick!!

! Explorations!(walks,!maker!stations,!learning!

journals,!shelter!building,!wetlands!etc.)!

! Story/story!telling!

o Leave!Grove/Willow!for!lunch!

!


! 6!

Role of the Educator FNP educators seek to be co-learners with participants. They aim to prompt questions, and extend and deepen participants’ thinking about and compassion for the world around them by posing questions, or by using or introducing tools, loose parts, and supplies that change the learning environment and therefore elicit a change in the learner.

From Planning to Observation and Reflection

In order to truly follow the interests of FNP participants - to nurture emergent and inquiry-based learning - FNP educators shift their emphasis from planning to observation and reflection. Instead of pre-determining the activities for the day, FNP educators closely observe participants, intervening with open-ended invitations and “provocations” like those described above. Maker-stations are available – mud kitchen, tools, making snack, learning journals, floor books, sit spots (hammock), clay, etc.

FNP educators support their observations by taking photos, videos, and written notes, which are themselves used to extend learning, refocus it, or redirect it. For example, educators might show participants a photo of themselves engaged in an activity from the session before, and prompt them to revisit that activity by asking, “What were you doing there?” “What were you thinking about?” “Were you able to accomplish what you were trying to do?” “What if we tried… today?”

From Assessment and Reporting to Documentation Photos, videos, and written notes are also used to (co) construct (with colleagues, parents/caregivers, community members and participants themselves) a theory of the learning taking place. In other words, educators, children and others work together to answer such questions as “What was really happening there?” “What was being learned/mastered/struggled with?” “What kind of change in the participants’ experience/understanding of the world took place?” We believe this kind of theorizing to be a meaningful way to “take stock of” (or “assess”) the learning and development of participants at the FNP, and one that itself stimulates further and deeper learning for both participants and educators

.


! 7!

3. Equipment for the Forest and Nature Program The contents of the emergency bag will vary depending on the time of year and weather conditions, the site being used, and the planned for activities according to the relevant risk assessments and daily risk assessment. There are of course also essential items that will be carried out for every session.

ESSENTIAL EQUIPMENT: o First Aid Kit (See contents list, contents review record) o Emergency Procedures o Medical information for each individual and Emergency contact details for every member of

the group (adults & children) o Risk Assessments for the space being used o Communication Devices (mobile phone and/or walkie talkie – checked for working order

and signal strength) o Clean Water o Emergency whistle o Emergency Blanket o Accident forms o Medication for individuals (if not appropriate for the individual to carry the medication for

themselves it should be clearly labelled – staff have been trained to administer it with parental consent received)

Other Equipment: o Water bottles o Sun cream o Wet wipes, hand sanitizer o Tissues o Water bag o Bush knife o Tarp, rope


! 8!

ESSENTIAL EQUIPMENT: Clothing Appropriate clothing is required to protect children from heat, cold, keep covered to reduce the likelihood of cuts and scrapes, and that fits appropriately for comfort. Muddie Buddies are provided by the Centre. Note, in the forest it can often be cooler than expected under the shade of the trees. Clothing list:

o Long sleeved top, sweater or hoodie o Full length trousers o Boots (for the weather) o Socks (for the weather) and a spare pair o Hat (for the weather, waterproof for snowy weather)

We agree with the principle: “there is no such thing as bad weather, only inappropriate clothing.”

Depending on the season, participants, including teachers and accompanying ECE students will need rain-suits, boots, extra warm clothing, waterproof/warm snowsuits, extra hats and mitts, hiking shoes, sneakers, wool socks, thermal underwear, etc. For cold weather please consider the following factors when dressing for FNP.

Winter: Winter hats [must cover ears and stay on the head] Balaclava or neck warmer [no scarves please due to risk of strangulation] Warm, waterproof mitts One warm, waterproof snowsuit One set of warm, waterproof boots Wool socks Three base layers: thermal shirt and pants, middle layer, wool/fleece sweater [cotton is not

recommended for cold weather conditions] Spring: Rain gear [waterproof boots, pants, jacket], with extra insulation on colder days Wool socks on colder days [they insulate even when wet] Sneakers for running shoes [please no open toe shoes even in summer] Sun Hat [for warmer months] Warmer sweater or jacket for colder days Summer: Rain gear [waterproof boots, pants, jacket] Sneakers for running [please no open toe shoes even in summer] Sun Hat Lightweight clothing Light jacket Fall: Rain gear [waterproof boots, pants, jacket] Sneakers for running [please no open toe shoes even in summer] Sun Hat [for warmer months] Warm Jacket [fleece or other breathable fabric ideal]


! 9!

4. Risk Awareness and Assessment Guidelines Risk - the experience and management of it - is an inherent and integral part of Forest and Nature Programs, and indeed of healthy child development. Encountering and managing risk may include walking through woodlands, trails and different terrains, negotiating mud, water experiences (wetlands, pond and river), playing on logs and with sticks, climbing trees etc. Educators and other adults work to co-assess and co-manage risk with participants. Educators conduct daily and seasonal site risk assessments, as well as activity risk assessments and individual risk assessments (See Appendices below) on an ongoing basis, always considering the balance between risks and benefits when doing so. The FNP is included in the Humber Arboretum’s Risk Management Register, a tool that is used to identify and mitigate risk and reviewed annually.

!

A SITE risk assessment is undertaken each week and a DAILY risk assessment and check is made prior to every Forest Nature Program session at the forest site.

In addition, an ACTIVITY risk assessment will be established prior to any activity that may require it. These will include: whittling, cutting wood, shelter building, fire lighting and cooking on an open fire, palm drilling and other tool use, visiting the wetlands, pond and river. Specific additional risk assessments will be undertaken for children whose medical condition or whose behaviour requires them.


! 10!

The risk assessment process is detailed below:

! We look for potential hazards. ! We decide who might be at harm. ! We think about how harm may occur and the worst outcome that we could face. ! We evaluate the current level of risk. ! We decide on a course of action or set of precautions that will be put in place to minimize the

potential risk. ! We then re-evaluate the level of risk once our course of action and precautions have

been put in place. ! We create a risk assessment and collate them in the Forest School file. ! We inform all adults with accompanying the group and require them to sign each relevant risk

assessment to show that they have read and understood the assessments ! We regularly monitor and review each risk assessment, quarterly or as needed and as an

action is needed. In addition, Humber Arboretum staff also conduct regular risk assessments.

Other considerations:

o Boundaries are discussed and marked as needed o Long sticks are taught to be dragged behind and kept low o All living things (trees, plants, bugs) are to be protected

Call backs to gather children: “chickadee dee dee, come back to me”, “Come Follow, Follow, Follow” song


! 11!

5. Using and Storing Tools !The use of simple tools develops and build skills, competencies, confidence, a sense accomplishment, well-being and responsibility. Using tools helps children to understand and manage risk. See https://www.youtube.com/watch?v=WnFHZLu90Go from 1:55 to 2:38 on using tools. All tools are counted out and back in at the beginning and end of each session in which they are used. When not in use in the forest, they are kept secured away in a locked box. Before each tool is to be used it will be checked for damage and working order. !Each tool type is kept in their own suitable containers, many of which are also lockable. Children must never be allowed to help themselves and will always have adult supervision when collecting, transporting and using tools. !Tools are only used for a specific purpose. All adults model correct and safe tool use, storage and transportation at all times. When using a tool, they are used well away from others in the group, in a ‘blood bubble’ and ensuring that others are aware that a tool is in use. Only walking is permitted when transporting a tool. !Only wear a glove when using a bow saw and only on your bracing hand. No other tools may be used when the operator is wearing gloves.

Potato Peelers and Knives – for peeling or sharpening sticks (whittling) !A ratio of 1 adult to 2 children will be observed. This tool must be used seated on a log with elbows placed upon knees and using the tool in a downward motion between the legs. A ‘blood bubble’ space must be determined ensuring a safe distance away from others. If someone wishes to pass through your bubble they must verbally ask and you must stop while they pass, Safe, very temporary, storage is to store the blade end of the peeler in the soil. When carrying peelers, one must walk with them held down by your side. Once a child is deemed to be competent by the Educator, they may be allowed to use a fixed blade knife to whittle under close and one to one supervision. The same rules as above still apply. When carrying a knife return it to its sheath and tie it in securely using the strings. Carry the knife either by your side or with the string around your neck. Tools must be returned to the storage container when no longer in use. !


! 12!

Mallet The mallet is to be kept in its cover when not in use and kept in the tool bag. No glove is needed when children are using this tool. Children will require one to one supervision. Remind others in the vicinity to stay clear of tools. Bow Saws – for cross cutting wood up to 12cm diameter !Children may be taught how to use a bow saw with 1:1 supervision, or with a ‘buddy’ helping in a ‘push-pull’ fashion. Adults must always supervise closely and should place their hand (gloved) between the child’s hand and that of the saw blade. The safest method of use is to brace the wood through the bow saw itself. The saw blade must be covered when not in use. When being carried the bow saw blade (in its’ cover) should be pointing downwards, and to the back. When not in use (locked box storage) blades should be loosen off by an adult. Palm Drills/Bit and Brace – for making holes !The item to be drilled should be placed and held (by the adult) securely on a firm flat surface. Work in a safe space being aware of others moving around you, think ‘blood bubble’. Safe, very temporary, storage is to store the blade pushed downwards into the soil. Carry these tools by your side facing downwards and remember only to walk. When not in use all tools will be securely locked away in the tool box. Tools should be checked and cleaned before they are put away. On a regular basis, FNP staff will ensure that each tool is thoroughly cleaned and oiled. When tools are in use, wear and tear will be monitored daily.

Forest and Nature Program – Humber Child Development Centre !

! 13!

6. Fire: how might children benefit from experiences with fire

• A fire gathering has the potential to enhance a sense of belonging and community.

• Experiences with fire will enable links to learning in relation to Canada’s Indigenous history and contemporary Indigenous spiritual practices.

• For many children, lighting a fire and cooking in the outdoors is a new and rewarding experience.

• Lighting a fire with children provides an opportunity for them to directly experience and gain knowledge about the nature of an open flame within a safe and controlled environment.

• Lighting a fire with children provides them with an opportunity to develop a healthy respect for fire and the necessary skills to keep themselves safe around fire.

Kelly Kettle o A fast way to boil water using only a small amount of

combustible material, such as twigs, dried grass, or pine cones. It works like a chimney. A fire is lit in the base and the hot flames travel up the chimney. Water is stored within the walls of the chimney. As the chimney gets hot, so does the water. Great for tea and hot chocolate.

o http://www.getoutwiththekids.co.uk/camping/camping?tips/kelly?kettle/

The FNP aims to ensure that all people participating in sessions with fire will do so safely and with minimal risk.

● Leaders will explain to participants the importance of using only dead wood for fires and also of the importance of dead wood as a habitat

● Fires will only be lit in suitable defined space, a fire pit or wok

● Participants will only be allowed to light fires under direct supervision of a trained leader using suitable materials and equipment

● All participants will be given clear guidelines about how to behave and move around the area when the fire or kettle is lit

● A lit fire will be supervised by an adult at all times, as will all cooking activities

● Related safety equipment, including heat-proof gloves, a fire blanket, a burns kit and water/dirt will be kept within close range of fires

● All fires will be fully extinguished and all traces removed at the end of a session, except where the Arboretum has agreed that a designated fire pit may be used repeatedly

See link for a great video: https://www.youtube.com/watch?v=WnFHZLu90Go 1:10-1:56


! 14!

7. Health and Safety Policies

Humber Child Development Centre’s Health and Safety Policy (which includes The Forest and Nature Program) sets out clear statements of intent regarding the approach to the health and safety of its children, staff and visitors to the Centre and the Forest and Nature Program. Provided below is a list of additional points and measures which relate directly to our Forest Nature Program sessions.

1) A trained FNP practitioner oversees/facilitate Forest and Nature Program sessions. 2) All adults involved in the FNP session are required to take all reasonable steps to ensure that children are safe. 3) All adults participating in the FNP must sign and date a form to show that they

have read and understood this handbook and the risk assessments appropriate to the session in which they are participating. They must sign and date the form stating that they comply with the general operating procedures of the FNP.

4) As per health and safety policies, the emergency bag will include a first aid kit, contact information and emergency telephone numbers.

5) The FNP leader or ECE will always carry the walkie talkie. 6) The FNP Leader will review the risk assessments before every trip into the Forest Nature Program Site. 7) When tools are used the adult child ratio will be 1:1 8) There is one exception to the above – when using peelers for whittling the ratio can be 1:2. 9) The trained FNP practitioner is responsible for the maintenance and checking of

all tools and equipment to be used in the FNP, prior to their use. 10) The trained FNP practitioner is responsible in training the children in how to use the tools and equipment safely and appropriately. 11) The trained FNP practitioner and ECE will be responsible for the pre-visit check

of the FNP site prior to a FNP session.


! 15!

8. Toileting and hand-washing procedures Before a FNP session, all children try the washroom. A portable toilet is available in the forest. Adequate hand washing facilities are available with water and soap/hand sanitizer and towels. The Centre for Urban Ecology is a 5-minute walk away and has full washrooms.

! ` 9. Accident and Emergency Procedures As per existing Humber Child Development and Health and Safety policies. 10. Weather Weather Condition Reason to Continue Reason to Cancel Snow/snow falling Snow has settled and

children have arrived prepared for session in snow.

Freezing rain/snow/ice pellets

Rain Light rain Heavy rain, freezing rain Wind Light wind High Wind – danger of falling

branches or trees Thunder Storm and Lightning

Low rumbles of thunder heard in the distance. Clear skies.

Thunder grows louder. Bolts of lightning visible in the distance.

Cold temperatures Temperature with windchill below -15C.

Hot temperatures Medium heat. Children wearing sun protection, keep to shaded areas

Too hot, risk of sun stroke and heat exhaustion


! 16!

11. Sustainability One of the features of the FNP is that sessions are held in the same area of woodland over a period of time, allowing participants to become comfortable in and knowledgeable about the area. Indeed, we believe that it is only through a deep connection to place that children grow up to be stewards of the land. Although this is very positive for learning, it can have an adverse environmental effect due to over-use of an area. We therefore strive to meet a delicate balance whereby we promote children’s connection to nature through exposure and meaningful experience, while at the same time fostering an ethic of care and sustainable use of the land we are connecting to. We minimize our ecological impact by rotating our sites for play, staying on trails as much as possible, and careful consideration of the location of activities with the highest impact. Humber’s Forest and Nature Program, located within the Humber Arboretum, regards environmental sustainability as very important. We conduct ongoing ecological impact assessments of our presence in the forest, taking into account such factors as denudation/erosion, compaction, pollution, and the corruption/introduction of species. Monitoring, management and limitation of our potential negative impact and for the positive development and improvement of the ecology of our site is included in the long-term sustainability of the Arboretum.

Forest and Nature Program – Humber Child Development Centre

!

! 17!

Forest and Nature Program – Humber Child Development Centre

!

! 18!

References and Credits

Content referenced/adapted from:

! Ottawa Forest and Nature School http://childnature.ca/ottawa-forest-and-nature-school

! Limpsfield Forest School http://www.limpsfield.surrey.sch.uk (use of tools) Photos, Louise Zimanyi, ECE Faculty, Humber!

humber child development centre forest and nature program ... · o communication devices (mobile...

Documents