Get Children Outdoors

The Symbiotic Relationship of Child and Woods – Are you Sustaining Both?

February 24, 2015

EIA and MP MIddlewood ExampleIf you are an educationalist and a teacher, then the chances are you love nature – or you wouldn’t be reading this site! – but loving being in nature is not always enough to ensure that we preserve, sustain, conserve and maintain the woodlands we use for education, learning, play or leisure

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Qualified Forest Schools Level 3 Practitioners have  duty of care to children, no one disputes this – how many consider the duty of care to the natural environment and what that entails

Children and Nature interrelate on a biological and cellular level

You can’t have a child growing up in isolation of the elements, the natural cycles, the trees, grass, mountains or rivers without a part of that child’s inner most being as a human losing a part of its self that is essential to life.

In the same way you can not have woodlands and wild spaces growing up in isolation of the love, care, compassion and respect of children, because nature without children will in the future be destroyed completely and habitats die.

Nature is dependant for its wellbeing and health on children and their appreciation and respect to it, as much as children need nature for their wellbeing and health

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The process of the Environmental Impact Assessment and Management Planning can only be of any substance and any relevance when we as Practitioners and Leaders understand the importance of the need for sustainability. When we understand our role in the process as conduits for learning and love of nature with our children, we can begin to put an emphasis on learning species and relationships and how the natural systems depend on each other

When we know this, we then can apply with great joy and intention the Phase One Survey EIA where we acquire the knowledge and information of the woodlands we will work in

This can then lead to the Development of the Management Plan and monitoring process. Though our Role Modelling of our care and compassion, then children can begin to imitate our love and concern and this will lead onto Environmental Identity for the future

Have a go at this simple EIA Activity as an introduction to Environmental Impact Assessment if you are unsure where to begin

Ive included an example of  EIA and MP MIddlewood Example that as a Forest Schools Leader you might find helpful when processing and completing the Environmental Impact Assessments and Management Plans for your own Forest Schools Programmes

The Management Plans can be thought of as an Action Plan for the Setting and what will be done when, where and how, and by whom. 3 Year Management Plan can look like this though you can organise it in any format that is easily readable and through which you can pass on the information to stakeholders.

 

 

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