The Benefits of Forest Play; How Underdeveloped Sensory Systems Affect Learning
"Many children are walking around with an underdeveloped vestibular (balance) system today–due to restricted movement. In order to develop a strong balance system, children need to move their body in all directions, for hours at a time. Just like with exercising, they need to do this more than just once-a-week in order to reap the benefits. Therefore, having soccer practice once or twice a week is likely not enough movement for the child to develop a strong sensory system.
Children are going to class with bodies that are less prepared to learn than ever before. With sensory systems not quite working right, they are asked to sit and pay attention" {Source}. According to the article, children's under developed sensory systems could have a lot to do with the higher rates of ADD and ADHD.
What can be done?
{Source}
Swiss Waldkindergartners
With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play. {Source}
(This philosophy isn't just popular in Switzerland, there are many forest schools popping up in Canada and the USA-- Washington State, Vermont, and even Brooklyn).
Benefits of forest play
According to the American Academy of Pediatrics (Ginsburg, 2006), play is essential to the well-being of children. The varied terrain of nature stimulates imagination, encourages creativity, and builds motor skills. Undirected play allows children to learn to share, work in groups and negotiate. Children involved in play face and conquer fears while self-esteem is boosted as obstacles are worked out and overcome. {Source}
More Evidence
A recent study by psychologists at the University of Colorado shows an even stronger reason for free play: children who experienced more undirected free play showed signs of stronger executive function, a strong predictor of success in school. “The more time that children spent in less-structured activities,” wrote researchers, “the better their self-directed executive functioning.” {Source}
A Day in a Classroom in Finland
Kindergartners in Finland are also taking a more play-focused approach to learning: The Joyful Illiterate Kindergartners of Finland
“[Children] learn so well through play. They don’t even realize that they are learning because they’re so interested.”
"Throughout the morning I noticed that the kindergartners played in two different ways: One was spontaneous and free form, while the other was more guided and pedagogical." {Source}
While I'm not joining a forest school, I am trying to get my children outside on a hike on a Saturday. Simple things, such as taking them to a park or making their play less directed and more interactive could have a big impact on their ability to learn later in life.
What About Teaching Large Groups?
In group settings is it still possible to give more freedom to the children? When I teach 70-100 children in primary on Sunday, I allow them to guide our activities. This looks like a lot of jumping, touching our toes, patting rhythm on the floor with our hands or with a partner, going outside to sing, and using wind wands (ribbon streamers on a dowel) to make patterns in the air as we sing. Sometimes I "quiz" the older kids while they are playing musical chairs. I have a welcome song where they get out of their seats and walk through a "tunnel" another teacher and I make with our arms and then we catch them. I know the children are remembering the words to songs better because of this. When I want to testify to them of truth, they listen. Even more than that, they are developing a LOVE of LEARNING. We just had our Primary Program and they sang so beautifully and loud with all their hearts in the music. My goal is to "break the glaze" and get them involved. It works!
