Our Research
“In relation to children’s wellbeing, long-term Forest School programmes were found to have positive impacts on both children’s physical and mental health. The studies found that as well as promoting wellbeing in children, the programmes enhance their confidence and resilience, persistence and problem- solving skills.
- Children’s confidence increased and they had heightened levels of self-belief, positive attitude, independence and demonstrated an increased ability to take initiatives.
- Children who play regularly in natural settings are sick less often.
- Mud, sand, water, leaves, sticks, pine cones and gum nuts can help to stimulate children’s immune system as well as their imagination.
- Children who spend more time outside tend to be more physically active and are less likely to be overweight. They are more resistant to stress; have lower incidence of behavioural disorders, anxiety and depression; and have a higher measure of self-worth.
- Children who play in natural settings play in more diverse, imaginative and creative ways and show improved language and collaboration skills They also have more positive feelings about each other.
- Bullying behaviour is greatly reduced where children have access to diverse nature-based play environments. Symptoms of Attention Deficit Disorder are often reduced after contact with nature”.
Sources:
http://www.kidsafewa.com.au/naturalplay.html
“The ‘Learning from Trees: Life Lessons for Future Generations’ report released ahead of National Tree Day, asked 200 Australian teachers to identify the crucial skills students will need most to tackle global challenges, such as climate change in the future.
The report presents the results of a snapshot survey of 200 Australian teachers (100 primary, 100 secondary) and what they identified as the most crucial skills students need for the future.
Teachers were asked to rank the following skills and attributes in order of importance: STEM (science, technology, engineering and mathematics); problem solving and critical thinking; creativity and innovation; compassion; ‘grit’ (determination, resilience and perseverance); emotional intelligence and trade skills.
The report also includes research from Australia and overseas that demonstrates how the crucial skills identified can be developed through outdoor learning and nature time.
Report Findings:
- 60% of teachers ranked critical thinking and problem solving, grit and resilience and emotional intelligence as the most important skills for the future, These same skills were identified as students’ weakest, with grit being the weakest overall
- Only 4% of surveyed teachers considered STEM skills in the top three most needed skills Less than 34% of Australian teachers taught outdoors for 15 minutes or more in a 10-week Term (excluding lunch, recess and physical education)
- Only 4% of teachers surveyed considered outdoor learning as most important for fostering inspiration, creativity and problem solving
- Research shows outdoor learning helps grow problem solving, grit, emotional intelligence and key educational outcomes, both during and outside of school hours
- Nature ignites passion, inspiration, creativity and purpose and plays an important role in the cognitive, emotional and physical development of children
- Outdoor learning was introduced as part of the Australian Curriculum in 2015
- In order of importance teachers ranked STEM (science, technology, engineering and mathematics); problem solving and critical thinking; creativity and innovation; compassion; ‘grit’ (determination, resilience, perseverance); emotional intelligence and trade skills.
Dr Lloyd, director of Outdoor Connections, said providing opportunities for outdoor learning is a critical priority for parents, teachers and the wider community.
But this is a significant challenge ‘’because children have lost touch with nature in a way that has never been experienced before’’, with Planet Ark research showing only one in 10 children spend more time playing outdoors than indoors”.
Sources:
http://treeday.planetark.org/documents/doc-1536-ntd17-key-findings-pdf-.pdf
https://apo.org.au/node/99206
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