Tag: Garden Classroom

Posted in Garden Classroom, healthy body and mind, Outdoor Curriculum, outdoor play, Uncategorized, water play

Water Discovery and STEM

Posted on by Tracie Dowling

Combining natural elements like shells, pebbles, pinecones, and seaweed with a “discovery waterfall” creates a rich, sensory-driven learning environment for under fives. This type of open-ended play fosters curiosity about the natural world while developing critical fine motor skills through scooping and pouring.

We created a water play station with a water pump and half barrel this is a fantastic way for us to introduce STEM concepts like cause-and-effect and fluid dynamics.

We decided to use a Manual Hand Pump, this was to provide an activity for the children to build on their gross motor skills.

We looked at different types of vessels to hold the water, im the end we decided to use a large reclaimed half barrel. This was chosen as it is extremely sturdy, has a wide base for the water to be pumped into and won’t tip over by the rough handling of the children.

Setting up the Water Play

  • Tools to Include: we used items from around the house such as funnels, sieves, colanders, whisks, and empty plastic bottles of different sizes.
  • Enhancements: To keep things fresh, you can add food colouring to the water, or introduce new textures like ice cubes or shaving foam.
  • Safety: Always provide constant adult supervisionduring water play, even in shallow water

Activities:

Holly Hiding A Shell
  • Strategically placed  pebbles and shells were put at the bottom of the waterfall trough’s to see how they change colour when wet.
  • Buoyancy Testing: the children drop pine cones and seaweed into the top of the waterfall and watch them move down the large bamboo runners. Pinecones typically float initially, while wet seaweed draped over the rocks and pebbles, demonstrating how different textures interact with moving water.
  • Sensory “Rock Pool”: the shallow tray at the base of the waterfall creates a miniature ecosystem with the pebbles and seaweed. We added toy sea creatures to encourage imaginative “underwater” role play.
  • Waterfall Sculpting: For a messier experience, we added sand to the base. The Children can use the falling water to wet the sand, then use shellsand pinecones as natural stamps or decorations for “sand mud pies”. 

The activities and learning opportunities are endless and the children are totally thrilled with their newest play area.

Posted in Uncategorized

Small Wings, Big Hearts: Teaching Children Kindness Through Our Feathered Friends

Posted on by Tracie Dowling

Helping children discover the joy of being kind to birds is like opening a window to a secret world. It’s one of the easiest ways to teach empathy because birds are everywhere—from city balconies to suburban gardens—and their needs are simple enough for even a toddler to understand.

Teaching children to be kind to birds is more than just a nature lesson—it’s a masterclass in empathy. When a child learns to move quietly so they don’t startle a robin, or remembers to fill a feeder on a cold morning, they are practicing “perspective-taking.” They are learning that even the smallest creatures have needs, feelings, and a place in our world.

How to Foster Bird-Kindness at Home

1. Create a “Refuelling Station”
Birds expend massive amounts of energy just staying warm and finding food. Involve your children in making a feeder and picking out the right seeds. Letting them take “ownership” of the refill schedule teaches responsibility and shows them the direct impact of their care.

2.The Gift of Water
A simple, shallow birdbath can be a lifesaver. Children can help keep it clean and filled with fresh water. Watching a bird splash around in a bath they provided is a high-reward moment for any child!

3. Become a Nature Detective
Encourage your Children to observe rather than disturb. Can they find a nest? (Remind them to look with their eyes, not their hands!) Can they identify three different bird calls? This builds respect for the birds’ space and privacy.

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4. Build a “Bird Buffet”
If you don’t have space for a permanent feeder, try a classic craft: pinecone feeders smeared with peanut butter (or sunflower butter) and rolled in birdseed. Hanging these in a local park or on a balcony gives kids a sense of contribution.

The Lesson That Lasts

When we teach a child to care for a bird, we are teaching them that their actions matter. We are showing them that they have the power to protect, to nourish, and to coexist. Today, it’s a handful of sunflower seeds; tomorrow, that same kindness will grow into a deep respect for the world around them.

Posted in childminding, forest school, Garden Classroom, Outdoor Curriculum, outdoor play, Uncategorized, wildlife

Hands-On Learning in Nature: The Garden Classroom Experience

Posted on by Tracie Dowling

The most exciting day has finally arrived: the garden classroom is now completed! It is totally unique, crafted from 100 percent recycled resources, showcasing a commitment to sustainability and creativity. This space is designed not only to inspire imaginations but also to serve as an effective learning environment. Within the classroom, various learning objectives for children in the Early Years Foundation Stage (EYFS) have been carefully integrated, focusing on enabling environments that foster exploration, play, and discovery. From hands-on gardening activities to interactive nature-themed lessons, this classroom promises to enhance the educational experience for young learners, allowing them to connect with nature while developing essential skills in a playful and nurturing setting.

Children with sensory processing difficulties are truly enjoying their new space, where vibrant colors, engaging textures, and soothing sounds combine to create an environment that caters to their unique needs. This thoughtfully designed area not only provides a safe haven for exploration but also encourages them to express their creativity freely, fostering a sense of comfort and belonging as they interact with various sensory tools and activities.

Elliott and Pennie engaged in imaginative play
imaginative play
The vibrant interior of the Kitchen Role Play area, filled with engaging toys and a colourful carpet, designed to foster creativity and social skills in young learners.
A child exploring a lush garden classroom, designed for hands-on learning and discovery.
A beautifully designed garden classroom filled with vibrant plants, pathways, and engaging elements for children to explore and learn.
Children engaging in creative play fostering imagination and social skills.
Children engaging in hands-on gardening activities in a unique, sustainable garden classroom designed for exploration and learning.

The Kitchen Role Play area is a vibrant and imaginative space that allows children to explore the various aspects of a kitchen area. In this engaging environment, young learners can don playful chef hats, wield safe utensils, and utilize miniature kitchen appliances to create their own culinary masterpieces. This area is designed not just for play but also to foster creativity, collaboration, and social skills as children work together to pretend they are hosting dinner parties or serving in a bustling café. Rich with interactive elements, the Kitchen Role Play area encourages children to use their imaginations while also familiarizing themselves with the concepts of food preparation, healthy eating, and even basic mathematics through measuring and counting ingredients. It serves as an essential component of early childhood development, blending fun with education in a way that sparks curiosity and joy in cooking.

Role play in early childhood education promotes creativity, social skills, and collaboration among peers. It aligns with the Early Years Foundation Stage (EYFS) objectives by enhancing language and communication through negotiation and idea-sharing. Additionally, it builds emotional intelligence as children empathize with others and reinforces cognitive skills by presenting problem-solving opportunities. Ultimately, role play is a valuable and enjoyable tool for intertwining learning objectives.

Posted in Uncategorized

Engaging Nature: A Unique Classroom Experience

Posted on by Tracie Dowling

The builders have gone home for the weekend, so we have been able to go down and have a look at the garden classroom, which is still in the process of being finished. It’s quite exciting to see the space taking shape, with fresh wood framing, vibrant paint colors selected for the walls, and large windows that will allow plenty of natural light to flood in. As we stroll around, we can almost envision the children engaging with nature in this unique environment, fostering their creativity and curiosity while learning about the flora and fauna right at their doorstep. The potential for outdoor lessons and hands-on activities is endless, making this classroom not just a place of learning, but also a sanctuary where children can connect with the world around them.

We looked at the wood carefully, appreciating its unique textures and colors, and used real tools to practice our skills while taking care to prioritize safety first. We examined the different types of wood, learning about their various properties and how they contribute to different projects. Each tool had its purpose, and we discussed how STEM concepts intertwined with our hands-on experience in this learning adventure, all while engaging the children in the Early Years Foundation Stage (EYFS) curriculum. Through this process, we fostered creativity and problem-solving abilities, encouraging an appreciation for craftsmanship and the natural materials around us.

The walls have been insulated and covered in recycled wood, creating a warm and inviting atmosphere, while also highlighting sustainable resources. The mosaic textures of the walls add a unique aesthetic appeal, each piece telling its own story of reclaimed craftsmanship. They even made a stunning table out of reclaimed decking, showcasing the beauty of upcycled materials, inviting friends and family to gather around for memorable meals and conversations. This commitment to environmental responsibility not only enhances the living space but also serves as a testament to creative design that respects our planet.

Posted in Uncategorized

Day 4: The Big Build Gallery

Posted on by Tracie Dowling

Today everyone was working very hard in the lovely sun, the build is coming on fast and everyone is so busy, with people bustling about, each focused on their tasks. We are enjoying playing on the balcony, laughing and sharing stories while watching everyone working diligently and the classroom taking shape, transforming before our eyes into a vibrant space filled with creativity and potential. The sounds of tools and cheerful conversations blend harmoniously, creating a lively atmosphere that enhances our cheerful spirits as we eagerly anticipate the completion of this exciting project.

Jack was cheeky and went down into the garden to have a chat with everyone while they had their lunch, feeling adventurous and eager to share the stories he had gathered during the week. As he approached the group, he noticed how warm the sun was in the garden iWith a playful grin, he interrupted their conversations, bringing laughter and light-hearted banter, which made the lunch break feel even more enjoyable. Jack’s enthusiasm was infectious, and soon everyone was sharing their own anecdotes, turning an ordinary meal into a delightful gathering filled with camaraderie and joy.

Posted in Uncategorized

Exploring the Gruffalo Trail: A Day of Nature and Learning

Posted on by Tracie Dowling

Today we took the children to visit the Delamere Forest Gruffalo Trail the main aim of the trip was to develop key skills in observation, map reading, and navigation, while engaging in physical activity through woodland exploration. The trail encourages imaginative play, sensory experiences, and an appreciation for nature, allowing the children to connect with the story and characters. 

Key learning opportunities embedded in the trip included:

Technology & Art: The Gruffalo Spotters AR app brings characters to life using technology, while the wooden sculptures offer appreciation for art in nature.  the trip was to develop key skills in observation, map reading, and navigation, while engaging in physical activity through woodland exploration. The trail encourages imaginative play, sensory experiences, and an appreciation for nature, allowing the children to connect with the story and characters. 

Navigation & Logic: Children learn to read simple maps and follow clues to locate sculptures, enhancing decision-making skills.

Physical Development: The uneven, natural terrain helps improve coordination, balance, and core strength.

Nature & Ecology: Children can learn about forest habitats, wildlife, and natural cycles of growth and decay.

Literacy & Imagination: The experience brings Julia Donaldson’s story to life, fostering imagination and a love for reading.

    We found the Gruffalo! Jack shouted ‘ O no, O help it’s the Gruffalo!

    We came across the mouse sitting on the log we carried on quoting the story Ben said “nut” and Jack told us ‘the Gruffalo had run away, so the mouse enjoyed a nut in peace’

    Chloe told us all about the snake living in the log pile house, slithering and squirming around waiting to jump out and gobble up the tiny mouse.

    Ben enjoyed walking along the long log having support from Gemma to balance and keep steady.

    During the trip we learnt all about the Woodland Ecology & Nature all around us.

    Animal Habitats: By searching for the sculptures, the children explored the realistic settings where creatures like foxes, owls, and snakes live.

    Plant Life: Various signs along the trail encouraged the children to identify different leaves, mushrooms and learn about how plants and animals care for one another.

     Observation: Interactive panels along the way taught us how to look for animal tracks and listen for specific forest sounds.

    Ben enjoyed feeling the texture of the Characters

    We wanted to share this lovely photograph we too of us all observing the mushroom.

    We had an amazing day out, beyond the “official” learning objectives, the trip to Delamere Forest was a brilliant way to sneak in some character building and quality bonding that they won’t even realise was educational.

    If you’re heading out there, make the most of the amazing “interactive classroom”:

    Posted in Outdoor Curriculum

    Soil and Mud Play

    Posted on by Tracie Dowling

    Soil and Mud

    Our Garden Classroom

    This is something that is available to children in large quantities and it’s great to see how the changing elements of the season change the children’s relationship with it.

    Checklist of Opportunities

    • Wet mud
    • Dry mud
    • Poking and wondering what will happen when it rains, sun shines
    • Transporting mud to different places
    • Mark making with mud
    • Combining mud with different loose
    • parts: bricks, pebbles, flower petals and leaves.
    • Mud and role-playing cooking
    • Exploring the texture of mud and adding different loose parts to explore
    • how this changes: sand, gravel, grass cuttings.
    Posted in Uncategorized

    Working Together To Preparing The Garden Ready For The Big Build

    Posted on by Tracie Dowling

    We had one last fun day at the end of the garden before getting the area ready for the work to start. The children played with the sand and water, bubbles and enjoyed hide and seek games. We then packed everything up to store till the work was done.

    We all worked together to move the plants to a safe space, until we are ready to replant them in a new position. This was to protect them while the building work was happening. Some of the flowers like the poppies, hot poker and foxgloves have gone to seed, so we carefully collected the teeny tiny seeds and saved them in paper bags, ready to sow for next year.

    Once the area was all clear we put away the toys, cleared the rubbish and put the rest of the weeds in the composter ready for the work to commence.

    Posted in Uncategorized

    Planning The ‘Garden Classroom’ With The Children

    Posted on by Tracie Dowling

    We started our project by having lots of different discussions around our hopes and dreams of our Classroom I involved my family, staff and the children. I am making sure every one within the setting will be involved in the project.

    We used various types of planning discussions, this included active discussions, where we discussed what the main outcome will be and how we are going to get there. We used critical thinking discussions to include challenges that may come up, (moving the bug house) and how we are going to source the materials. Active learning discussions to include why, where and what we are doing and included continuous feedback with all who is involved. (Family, Staff and children)

    We all got emerged and excited participating in lots of different fun learning activities. We designing our own treehouses, had a Bug log moving day, Storytime in the garden about the bad tempered ladybird (we made up our own reasons why she would be bad tempered if she knew we were moving her home) , we completed a Wildlife audit so we could make sure all our mini beasts are protected and have a temporary home until we can place them into a permanent position.

    Everything about the project we were mindful to include the 17 sustainability goals https://sdgs.un.org/goals we did this through constant discussions within the planning process by deciding about how we are going to be energy efficient, collecting and using recycled materials, location and construction, waste reduction and water conservation.

    We had fun talking about our perfect dream treehouse, Jack wanted a tall building so he could use a Zip wire to travel from the tree top to the house. This made us use problem solving skills as I explained you can’t use a zip wire to get back up! Jack said ‘ thats what the door is for!” how silly of me not to think of that! Lottie wanted a big funfair, this caused a discussion on power and we came to the conclusion it would not be easy using solar with all the power it would take up. Lottie decided to have a Unicorn play area instead. (much more manageable!) Elliott wants a slide which I thought would be fun. Jack reminded us we can use the door to go into the classroom to get to the slide and the zip wire. Gemma had an idea to make the classroom out of a greenhouse, unfortunately we all thought it would be too hot to play in, in the summertime.

    The amazing dream everyone had was to make sure we still had areas in the garden for bugs, birds, vegetables, fruit and flower growing. This reinforced to me that we are all on the same wavelength and all the activities we provide are being absorbed by the children.