Tuffkid is a Froebel based nursery and we follow the Early Years Foundation Stage (EYFS) curriculum integrated with Jewish learning. Through play in a secure environment, with effective adult support, children can:

• Explore, develop and represent learning experiences that help them make sense of the world
• Practice and build up ideas, concepts and skills
• Learn how to control impulses and understand the need for rules
• Be alone, be alongside others or co-operate as they talk or rehearse their feelings
• Take risks and make mistakes
• Think creatively and imaginatively
• Communicate with others as they investigate or solve problems.

The curriculum is developmentally appropriate for each child and incorporates the frameworks of schema theory and Laever’s signs of involvement and wellbeing.
Each child has an individually planned curriculum. Children are allowed to experiment and focus on activities that interest them.
Each child is encouraged to develop at their own pace and pursue their own interests.

TUFFKID NURSERY AND FREIDRICH FROEBEL
Friedrich Froebel was an 18^th/19^th century educator and thinker who is credited with creating the concept of kindergarten.

WHY FROEBEL, WHY NOW?
As Tuffkid Nursery aims to be at the forefront of research in Early Years’ Education, you may wonder why we are interested in the ideas of someone who formed their pedagogical concepts more than 200 years ago. The fact is, there has been a resurgence of interest in Froebel’s ideas and principles as they still constitute excellent practice in modern times.

Froebel had a difficult childhood and spent much of his time outdoors. He found the natural world a calming, engaging place of endless fascination. His love of nature led him to believe that it was the best place for children to be, to promote optimum outcomes in their learning and development. He created the idea of kindergarten – meaning ‘children’s garden’ – where children could happily explore at their own pace. All the activities in his kindergartens were designed to make young children think about and understand their role within society. They would learn life skills such as gardening and combine this with philanthropy; for example, growing their own vegetables and then donating them to the poor in their community.

Froebel was one of the first to understand and communicate the idea of children as active learners – a principle that forms the foundation of early years’ education today. He believed that human life unfolds naturally from infancy through childhood to adulthood. His idea that learning should start where the learner is, not where the teacher thinks they should be, is crucial. For Froebel, life was the most important foundation of experience and, unless the teaching was related to life, school had no meaning for children.

In Froebel’s kindergarten adults and children worked together and children were involved in the planning of activities. This principle highlights a relationship based on equity and mutual respect which underpins Froebel’s educational philosophy. Within this partnership children were given agency and were able to develop and flourish. Froebel saw the role of adults as extending children’s play, valuing child-initiated and child-directed activity. Froebel provides us with a useful definition of play:

‘Play is the highest expression of human development in childhood for it alone is the free expression of what is in the child’s soul’.

A fundamental concept of Froebelian ideology is ‘freedom with guidance’. Through observation, sensitive intervention, open-ended questions and the most magical phrase ‘I wonder’, an experienced practitioner can help children learn to think for themselves, rise to their own challenges and discover their own solutions.

Many of Froebel’s ideas resonate today as they are considered effective tools in building resilience and self-esteem in children, helping them become tomorrow’s creative and benevolent thinkers and leaders. In Froebel’s kindergarten children were taught to understand and care about others and their environment; to make a positive impact and to take pride in the contributions they can make to their families, communities and wider society.

Froebel’s Guiding Principles as defined by Tina Bruce:

• Childhood is seen as valid in itself, as part of life and not simply as preparation for adulthood. Thus, education is seen similarly as something of the present and not just preparation and training for later.
• The whole child is considered to be important. Health, physical and mental, is emphasised, as well as the importance of feelings, thinking and spiritual aspects.
• Learning is not compartmentalised, as everything links.
• Intrinsic motivation, resulting in child-initiated, self-directed activity, is valued.
• Self-discipline is valued.
• There are especially receptive periods of learning at different stages of development.
• What children can do (rather than what they cannot do) is the starting point in the child’s education.
• There Is an inner symbolic life in the child that emerges especially under favourable conditions.
• The people (both adults and children) with whom the child interacts are of central importance.
• The child’s education is seen as an interaction between the child and the environment in which the child finds her/himself – including, in particular, other people and knowledge itself.
    (Bruce, 1987; Bruce, 2020)

FROEBEL TRAINING
Tuffkid has undertaken in-depth training in Froebelian principles and practice. Our staff are privileged to have been tutored on site by top experts on Froebel. These include Dr Stella Louis, Tricia Johnson, Julia Manning-Morton and Professor Tina Bruce, who has published a comprehensive work about the re-emergence of Froebel’s philosophy and its application within modern early years’ education. Since the beginning of our training, we have aimed to put theory into practice and to combine it with Tuffkid’s Jewish ethos, in particular Froebel’s idea of unity and one-ness, along with care for others and the environment.

Read more about Froebel’s theories and how to apply them in practice to support children’s learning in our modern world.

FOREST SCHOOL

What is a Forest School? 

A Forest School is an educational approach that focuses on outdoor learning in natural environments, typically woodland or forest settings. Originating in Scandinavia, Forest Schools aim to provide children with regular opportunities to explore and engage with nature in a hands-on and experiential way. These programs often emphasize holistic development, encouraging children to learn through play, exploration, and direct experience with the natural world. This links directly in with our Froebelian pedagogy as the principles of Forest School have been taken from Froebel principles.

Forest Schools usually include activities such as:

1. Outdoor Play: Forest Schools prioritize outdoor play and physical activity, giving children the opportunity to climb, build, and engage in imaginative and creative play in natural settings.
2. Nature Explorations: Children are allowed to explore the natural environment around them. Learning about animals, flora and fauna, and ecosystems through direct interaction and observation.
3. Risk-Taking: Forest Schools encourage children to take assessed risks and develop problem-solving, resilience, and autonomy skills. To develop confidence and self-esteem children are encouraged to do activities such as tree climbing and den building.
4. Seasonal Learning: Seasonal changes are embraced by Forest Schools, encouraging observation and interaction of the children with nature throughout the year. Thus, forming an understanding and appreciation for the natural world and its rhythms.
5. Environmental Education: Environmental education is often incorporated into Forest School’s curriculum, teaching children about the importance of protecting the natural world, conservation, and sustainability.

Forest Schools provide a unique and enriching educational environment for children, which encourages deep connections to nature and enhances children’s physical, cognitive, and social-emotional skills.

The Rise In Popularity In The UK Over The Past Few Years

In recent years, the popularity of Forest Schools in the UK has grown, because being out in nature benefits children’s development and well-being. Below are 6 key reasons why Forest Schools have grown in popularity.

1. Realising Children Are Spending Less Time Outdoors: Our society has become increasingly urbanised and technologically driven. With this comes negatives, one of which is that children are spending less time outdoors and more time in front of screens! Forest Schools offer a wonderful antidote to this “nature deficit”, allowing children to regularly connect with the natural environment around them in a meaningful way.
2. Parents and Educators Value A Well-Rounded Education: Traditional education is all about academic achievement and not about a well-rounded child. Forest Schools, look at children’s social, emotional, physical, and cognitive development which resonates with parents and educators who value a well-rounded education that nurtures the whole child.
3. Promoting Outdoor Learning: Forest Schools provide rich outdoor environments where children can learn and thrive. Many studies prove that outdoor learning has numerous beneficial outcomes for children such as improving physical health, increasing creativity, reducing stress levels, and enhancing cognitive learning.
4. Hands-On Learning: Children learn from “hands-on” learning, where direct experiences, exploration, and discovery extend children’s knowledge and understanding. Forest Schools encourage “hands-on” learning as it is more engaging and memorable for children, as well as fostering important skills such as problem-solving, creativity, and critical thinking.
5. Supportive Research And Backing: Over the past few years research has shown the positive impact of Forest Schools on children’s development and well-being. This research has been backed by educators, environmentalists, and child development experts who all support Forest Schools and their promotion as well as support for their expansion.
6. Environmental Conservation: Forest Schools resonate with parents and educators who have concerns about the changing environmental climate. By encouraging children to learn and play in natural environments, they will become more in tune with nature and want to encourage environmental sustainability and conservation.

What are the benefits of Forest Schools?

Forest Schools offer a range of benefits for children’s social, emotional, physical, and cognitive development. Here are some key benefits of Forest Schools:

1. Connection With Nature: Forest Schools provide children with daily contact with the natural world, promoting a deep connection between the child and nature. Research shows that spending time outdoors can improve mood, reduce stress, and promote overall well-being.
2. Physical Development: Encouraging children to be outdoors climbing trees, exploring the natural landscape, and building dens develop physical strength, coordination, and gross motor skills. Giving children the opportunity to run, jump, climb, balance, and manipulate objects in unstructured, natural settings helps their overall physical development.
3. Emotional Well-Being: Research shows that being in nature is linked to reducing anxiety. Forest Schools therefore provide a natural environment where children can explore freely and express their emotions in a calming environment which encourages emotional resilience.
4. Social Skills: Forest Schools promote collaborative activities for children, such as teamwork during outdoor games, and cooperative building projects E.g. den building. These collaborative activities encourage social, communication, problem-solving, and negotiation skills. By working together children can learn to share resources, delegate roles, and respect each other’s ideas and boundaries.
5. Risk Management: A key skill that children need to develop in childhood and to be used well into their adulthood is Risk Management. Forest Schools promote activities where children must calculate risk. These activities could be tree climbing to using tools under supervision. By developing key risk-assessment skills in early childhood, children can develop confidence and resilience. Research has shown that the more children are exposed to manageable risks the better they are at decision-making and self-regulation.
6. Creativity and Imagination: Children’s creativity and imagination flourish in natural environments. Forest Schools provide the perfect environment for imaginative play, storytelling, and creativity using natural materials. Therefore, enhancing children’s cognitive development, imaginative thinking, and a sense of wonder.
7. Environmental Awareness and Appreciation: Children who spend time in nature develop a deeper understanding and appreciation of the natural world. Forest Schools include in their curriculum ecological education, teaching the children about local flora and fauna, ecosystems, and sustainable practices. By learning about how to look after nature you are sowing the seeds in children’s minds of how to look after the natural environment around them.
8. Academic Learning: Outdoor learning can work perfectly alongside traditional classroom learning and aid academic performance. Research has shown that nature-based learning enhances cognitive skills such as attention, concentration, creativity, and problem-solving. It also supports a holistic learning approach that can be integrated across the curriculum.
9. Health Benefits: Forest Schools promote overall health and well-being by encouraging children to be outside doing physical activities instead of being sedentary. Being outdoors in a natural setting allows children to breathe in the fresh air, have sunlight exposure, and be in contact with diverse microorganisms, which can strengthen their immune system and reduce the risk of heart problems.
10. Long-Term Benefits: Studies have shown that Forest School experiences can have a positive impact on children. These experiences develop a love for the great outdoors which extends into adulthood and a lifelong appreciation for nature, a sense of environmental consciousness, and improved mental health outcomes.

Forest Schools have so many benefits as a holistic educational approach that prioritises children’s well-being, development, and connection with the natural world.