Is all that mud and unstructured play really preparing my child learn for grade R or later schooling?
Many parents, upon first being introduced to the concept of ‘forest schools’ tend to think, that it’s pretty much the kindergarten equivalent of free-range chickens. They presume the methodology is something akin to “Just let them roam wild, shouting and playing in the dirt, poking at insects here and there – because they grow up too fast and should be allowed to be kids for as long as possible”.
While this touches on perhaps 5% of the desire for a more unbridled childhood for our little ones, it’s a limited perspective of forest schools that misses all the subtle magic of this nature-based education method.
Forest Schools, like any other early childhood education modality, are based on sound research and principles. If the various aspects of the pedagogie are the instruments in the orchestra, the facilitator or educator is the conductor, trained at knowing how and when to weave which technique into the mix to encourage optimal learning experiences.
This article takes a look at one of these key principles, scaffolding and outlines not only what it is, with a few real-life examples, but how this concept can help your child thrive in their later schooling and adult life.
What is Scaffolding?
Scaffolding is a concept developed by a psychologist named Lev Vygotsky. It talks about the temporary support system a forest school facilitator can give to children to help them reach their full learning potential within their Zone of Proximal Development (ZPD).
Let’s quickly clarify the ZPD.
What is the Zone of Proximal Development (ZPD)?
- Think of the concentric circles made when dropping a stone into a pond.
- The ZPD represents the gap between what children can do on their own without help (mastered skills) and what they can do with support (developing skills).
- In terms of a child’s ability, The Zone of Proximal Development can be seen as an ever-expanding sphere of growth potential like the ripples radiating outward.
With educator support, children transition from one ripple to the next, as they gain confidence in their abilities.
So, in a forest school setting, this may be the difference between a child being able to climb low branches on their own, or needing help navigating taller ones. Once they can navigate taller ones, they will need some support to climb higher trees on their own, etc.
How a facilitator supports a child within their Zone of Proximal Development – expanding from a ripple of what they can do, outward to a ripple of something they may like to do – is through scaffolding.
Scaffolding is achieved by gently modelling, prompting and then reducing support in the activity to essentially build a bridge with the child from their mastered skill into their developing skill.
Scaffolding techniques explained in more detail
- Modelling: The facilitator demonstrates a task, breaking it down into smaller steps.
- Prompting: The facilitator asks leading questions or provides subtle hints to guide the child’s thinking.
- Fading Support: As the child gains confidence, the facilitator reduces their assistance bit by bit.
A key distinguishing factor, and why it’s called scaffolding, is that you’re not giving the instructions for actioning the developing skill, but instead guiding the child toward it, based on fragments of innate understanding the child already may possess from other fields of knowledge.
Example of a scaffolding technique in action
Your child like to build things with sticks (a task within their ZPD), but now wishes to build a fort with sticks (a task just outside their ZPD).
- Modelling: The facilitator shows the child how to select sturdy sticks and demonstrates with detail how to prop them together.
- Prompting: The facilitator asks the child, “What can we use to hold these sticks together, what materials do you want to build with, how can we make sure this fort is sturdy, how can we make it water or wind proof etc.?”
- Fading Support: As the child builds with confidence, the facilitator offers less guidance, allowing them to take ownership of the project.
Teamwork makes scaffolding dreams work
Children are often divided into groups for team activities after modelling after being shown an activity like den building so that a facilitator can weave between the various groups offering niche prompts to the group on the shape of their structure, or material considerations for example.
Weeks later, you’ll find the kids organise themselves into groups to build dens completely of their own design and making.
I do, we do, you do
A core Nature Plays scaffolding philosophy is “I do, we do, you do”. This not only teaches the kids they they’re in this together, but also makes learning approachable and digestible. No task can be too much if you first do it with someone who already knows how to do it. This prepares children to succeed rather than to fail.
Observation and Reflection
Children learn greatly through reflection on their activities. Often instead of telling a child where to put a stick for example, during their den build, a facilitator will observe where the child elects to place it. Then afterwards they’ll prompt them why they wanted to place it there. The child reflects on his thinking and decision-making and learns to articulate and explain his process, which not only sediments their learning but also teaches them how to communicate why they do things the way they do – which is a skill that will benefit them for life!
The Scaffolded technique leads to a lot of ‘learn by doing’ or ‘experiential learning’.
Benefits of these learning experiences in Forest Schools
- Boosts Confidence
When educators offer temporary support, children feel empowered to try new things and can build a sense of accomplishment. - Encourages Independence
Scaffolding techniques gradually fade, allowing children to take ownership of their play and therefor their own experiential learning. This results in more self-directed learners. - Extends Learning
Remember the ripple metaphor we discussed earlier? By constantly encouraging extensions of the boundaries of a child’s ZPD, they’re challenged to learn new skills and explore complex concepts.
Just as vines in a forest could not grow without sturdier trees to help them reach for the light, scaffolding as a technique offers children the means to reach beyond what they know from the familiar environments of their mastered skills, leaning on friends and the facilitators to expand their own knowledge as they grow towards their highest potential.
Forest school children thrive in a dynamic environment where observant, stimulating but non-rigid learning techniques come into their everyday nature play. Scaffolding is just one of many of these enriching Forest School early childhood development techniques.
To experience a forest school environment in action book a free session for your child by contacting hello@natureplays.com
Interested in a weekly dose of nature play for your child?
Get more info on our weekly sessions for 3-5-year-olds or our weekly sessions for 5-10-year-olds.
Is your child ready for playgroup next year?
Forest House, is the first forest school playgroup in SA and enrolments are open for 2025.
