When 'A' started at the Centre he was quiet, and didn't socialise with many other children. On days when it wasn't his turn to go on the Forest School bus, he would draw pictures of it. When it was his turn, he would wait eagerly to get on the bus and hold long conversations during the journey.
He appeared confident, interested and outgoing once in the woodland. He settled into Forest School sooner than he settled into the busy nursery.
Child B
'B' was three years old when she joined the nursery. She regularly refused to participate in activities, exclaiming 'I'm not doing that!' and was always the first to go inside when it rained. Her parents were cautious about what the Forest School experience could offer their daughter. She refused to wear a padded anorak or waterproof trousers for Forest School and made her feelings known to everyone in the building! Gradually, with the support of her keyworker, she became more aware of the environment, the experiences it could offer and the enjoyment she could gain from it.
Slowly, she learned that it was fun to be in mud and collect sticks to build with.
Child C
'C' was physically and verbally aggressive at nursery, showed little affection and found it difficult to build relationships and socialise. At first he hated Forest School, screamed and kicked on the bus and didn't want to get off it when it arrived at the woodland.
His keyworker worked with him alone, allowing him to make his own decisions in his own time. Gradually, he came to realise that at Forest School he could enjoy a sense of freedom.
When he was ready to take part, he was set achievable tasks, and little by little he learned he could succeed. He grew with the sense of achievement.
He was a kinaesthetic learner, and he was able to touch, feel and do things himself, and so gained confidence and self-esteem. His general behaviour became much calmer, he was able to co-operate and communicate with his peer group.
