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Countless articles and books have been written about the benefits of outdoor play on children themselves and their communities. Angela Hanscom, the founder and CEO of TimberNook (www.timbernook.com) lists the following therapeutic benefits:

1. Better gross motor skills: by using their whole bodies and working hard, children’s coordination and vestibular systems are challenged

2. Greater attention spans: through increased movement and activity
 

3. Improved visual skills: moving around a lot stimulates the vestibular sense and supports the eye muscles; children’s eyes also have to repeatedly switch between closer and further objects
 

4. Improved auditory processing: children are challenged to distinguish between a variety of near and far sounds
 

5. Better fine motor skills: large body movements strengthen the grasping patterns and fine motor muscles in children’s hands and the upper body
 

6. Enhanced social skills: unrestricted play leads to creative social adventures which require cooperation and problem solving
 

7. Improved creativity: children are given lots of time and space, as well as loose parts with multiple affordances that require them to use their imagination
 

8. Increased emotional stability: physical activity and fresh air helps kids better regulate their emotions and lowers cortisol levels, which makes kids calmer and improves their mood
 

9. Enhanced conflict resolution skills: children are given opportunities to play together in groups; in order for them to be able to play and build together, they need to solve challenges as a group

In addition to these benefits, nature school also increases physical health and wellbeing, increases self-discipline and self-awareness and enhances children’s understanding of biodiversity and the environment.

In 1978 Lev Vygotsky's formulated a theory of learning called Zones of Proximal Development. The zone which benefits the learners the most is the one where they are close to mastery but require some guidance and encouragement from a skilled partner or adult. We sometimes say that we are in “flow” if we are in that zone. It’s a place where we are so focused on our “work” that it feels as though time stands still and all outside distractions can be tuned out. At Nature School we aim to operate in this stretch zone, also called the growth zone, which is a place where children are taking some risks and experience some challenges without feeling afraid or overwhelmed. We aim to provide children the time, space, opportunities and tools to step outside their comfort zone, while at the same time providing guidance to prevent them from entering the panic zone. This allows for them to develop maximum cognitive, emotional and physical growth. 

The following is a summary with excerpts from the Forest and Nature School in Canada Guide by the Child and Nature Alliance of Canada (https://childnature.ca/wp-content/uploads/2017/10/FSC-Guide-1.pdf).

1. Inquiry-based, emergent and experiential learning

2. Play-based learning - including: 

· symbolic play, where objects represent something, such as a stick, which can become a wand, a sword, a horse, a pen etc.

· exploratory play, where children are free to be curious and inquisitive of their environment

· socio-dramatic play, where children can work through real-world scenarios in their play

· dramatic play, where children act out stories they heard about or saw in other people’s lives or in stories

· social play, where children who play in groups have to work out “rules” for the game, negotiate roles and solve problems to keep the play fair and to keep it going

· communication play, where children use words or gestures, for examples mimes, jokes, singing, poetry etc. to interact with one another

· creative play, where children spontaneously create 2D and 3D designs using loose materials

· deep play, where children conquer their own fears by taking risks and working through physical challenges

· fantasy play, where children invent stories that are completely unreal, such as superhero stories or magic

· imaginative play, where conventional rules of their lives become suspended and anything is possible; often scenarios in this “pretend” play morph as time passes

· locomotor play, where children seek active challenges, such as rolling down the hill, balancing across logs or hanging upside down

· mastery play, where children take and control over their physical environment, such as when they are digging holes or damming a creek, and gain new skills

· recapitulative play, where children build shelters and real or pretend fires

· rough-and-tumble play, where children test their physical limits through play fighting and chasing

3. Place-based learning:

By returning to the same space each time, children learn to build strong connections to the land and to get to know it intimately. As they experience all seasons in that space, children become familiar with the process of natural change, they develop ownership of that space and ultimately a sense of stewardship for the larger community surrounding their space. It allows them to feel rooted and at home.

4. Storytelling:

Each day at Nature School centres around a theme or story. Sometimes they are told in form of a book, sometimes a song, a quick dramatization or an oral story. Stories can be real or imaginary, familiar or new, but they each form the jumping off point for the day’s explorations and play, and stimulate the children’s imagination. Stories also help children practice their listening skills, learn about sequencing, rhythm and vocabulary as well as story plots, and they help children’s overall language development and memory skills. Story telling also gives children the opportunity to put themselves into the position of others and develop empathy and compassion. Children are able to experience adventures and try out roles not possible to them in real life.

5. Loose parts:

Loose parts form the central part of play at Nature School. Loose parts are any materials that do not have just one specific purpose and that can be moved around the play space by the children to suit their needs. This gives them control and autonomy over their own space and how they wish to spend their time. Loose parts can be large and bulky, such as tires or boards, or they can be small like kitchen appliances, pinecones or rocks. They may consist of natural materials or manmade ones. They can be soft or rough, light or heavy and thus address various sensory needs. Children also value carrying devices, such as baskets, craft items, pulleys, ropes, hammocks, tools, pen and paper etc.