In this warm, reflective episode of The Forest School Podcast, Lewis and Gemma unravel the porous boundary between work and rest for outdoor educators. From woodland weightlifting and YouTube speedruns to cold water swimming and secret tree friendships, the conversation explores how play, ritual, and recharge intersect across personal and professional lives. They discuss the struggle to truly "switch off" when passion and profession align, the hidden emotional labour of supporting children through social challenges, and the search for mindful escapes that aren’t just “more Forest School.”

The episode also explores neurodivergent perspectives on sensory overload and work-life balance, the power of immersive music in finding flow, and why crafting, camping, and solitude aren’t just hobbies—they’re essential tools for long-term sustainability in this field.

⏱ Chapter Timings:
00:00 – Stiff from the gym and thankful for handpan buyers
01:25 – Frequencies, resonance, and hugging trees
03:32 – Queen beech trees, boundaries, and deep empathy in play
08:37 – Beltane rituals and forest friendships
09:25 – Work-life bleed: when your hobbies become job content
10:01 – Gym strength as classroom metaphor
14:40 – YouTube speedrunning as mindful detachment
17:38 – Pond swimming, cold exposure, and somatic resets
20:38 – Ear defenders, music, and blocking out the world
26:52 – Forest School emotional labour and carrying “beef”
33:33 – Modern childhood vs. messy learning: honest reflections on success

🌲 Keywords: Forest School burnout, educator self-care, sensory overload, emotional labour, favourite trees, handpans, Beltane, resonance, cold water swimming, music for focus, neurodivergence, woodland play, flow state, speedrunning, work-life balance in outdoor education

🔖 Hashtags:
#ForestSchool #OutdoorLearning #WorkLifeBalance #EducatorBurnout #NatureConnection #TreeFriendship #ColdWaterSwimming #FlowState #ReflectivePractice #ForestSchoolPodcast #EmotionalLabour #MusicForFocus #SensoryReset #MindfulTeaching #NatureBasedCPD

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]⁠

In this rich and reflective episode of The Forest School Podcast, Lewis and Gemma dive deep into Experience and Education by John Dewey. Originally published in 1938, the book becomes a springboard for a vibrant discussion on progressive education, child-led learning, the value of experience, and how educators balance freedom and guidance.

Through laughter, strong opinions, and candid stories, the hosts grapple with Dewey’s sometimes treacle-thick prose to uncover thought-provoking insights about what makes an experience truly educational. They explore the difference between growth and stagnation, miseducative experiences, social dynamics in play, and how adult scaffolding can empower rather than control. Along the way, they draw connections to Forest School practice, video games, play-based politics, trauma-informed care, and more.

If you've ever questioned whether unschooling goes far enough, how to support children through tough social learning, or whether your provision truly promotes growth, this episode offers plenty of nourishment.

🌿 Sponsor Info:
This episode is supported by:

• TENTSILE – makers of the world’s most versatile tree tents. Listeners get 10% off with code ForestChildren10 at www.tentsile.com

• Chris Holland's 54-Page Plant ID Guide – a fantastic resource for outdoor educators. Get 10% off with the code ForestSchoolPodcast at: https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast

⏱ Chapter Timings:
00:00 – New book announcement: Myths of Outdoor Play and Learning
01:00 – Editing, self-censorship, and leaving things in
02:00 – Introducing Dewey’s Experience and Education
03:00 – Treacle prose, condensed thought, and key definitions
06:00 – Educative vs miseducative experiences
09:30 – Flora ID, exponential learning, and “doors opening”
13:00 – Play, politics, democracy, and social control
17:30 – The myth of autocratic play and peer-led fairness
24:00 – Curating experience without authoritarianism
27:00 – Revisiting your ethos: what do you stand for, not just against?
31:00 – Transferring knowledge across contexts and the dog metaphor
36:00 – Trauma, context, and the ethics of knowing too much
45:00 – Holistic elicitation and being the “lines” between the dots

🌲 Keywords: John Dewey, Experience and Education, progressive education, educative experience, miseducative experience, Forest School philosophy, holistic observation, unschooling critique, experiential learning, play as politics, trauma-informed practice, self-control, external vs internal control, Dewey and democracy

🔖 Hashtags:
#ForestSchool #JohnDewey #OutdoorLearning #ProgressiveEducation #ExperientialLearning #PlayBasedLearning #HolisticEducation #TraumaInformedEducation #ChildLedLearning #ForestSchoolPodcast #CPD #Unschooling #NatureBasedEducation #DemocraticPlay #ReflectivePractice

🌐 More Episodes & Support:
Explore all episodes and resources at ⁠www.theforestschoolpodcast.com⁠
Support the podcast and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For feedback or collaboration: ⁠[email protected]⁠

In this episode of The Forest School Podcast, Lewis and Gemma sit in the sunshine with hayfever and hand tools to dive deep into the world of woodwork in Forest School. From GCSE trauma and personal stick spirituality to big projects, scrap boxes, and cultural baggage, this episode explores what woodwork can offer children and facilitators alike.

Together, they reflect on how woodworking compares to clay, the problem with “craptivities,” and how working with wood reveals children's evolving sense of time, purpose, and pride. They discuss practicalities like storage, sustainability, and tools – plus the powerful emotions children attach to seemingly simple sticks.

Whether you’re thinking about introducing woodwork or refining your current setup, this conversation is packed with ideas, metaphors, and moments of laughter (including the unforgettable hayfever-sniff intro and a child secretly reigniting a fire at home time). This is a rich and reflective journey through wood, work, and what really matters in outdoor learning.

🌿 Sponsored by:
👉 TENTSILE – Get 10% off your next tree tent with code ForestChildren10 at tentsile.com
👉 Chris Holland’s 54-page plant ID guide – Save with code ForestSchoolPodcast via our affiliate link

⏱ Chapter Timings:
00:00 – Book announcement: Myths of Outdoor Play and Learning
02:53 – GCSE trauma, resistant materials, and the injustice of boxes vs. bass guitars
06:18 – Childhood memories: Jenkins, japes, and misunderstood mitres
09:34 – Woodwork as a post-lockdown collective focus
13:06 – Projects vs. play: what woodwork actually needs
16:44 – Why craptivities persist and the discomfort of non-productive play
19:58 – Rethinking tools and expectations for inclusive, joyful woodwork
29:23 – Sustainability, storage, and the reality of scrap mountains
41:14 – Learning timelines, long-term projects, and letting go of control
53:34 – Spiritual sticks, pebble love, and the mystery of attachment

🌲 Keywords: Forest School woodwork, experiential learning, resistant materials, child-led projects, craptivities, stick attachment, tool use in nature, outdoor learning tools, sustainability in play, spiritual connection to nature, green woodworking, peer reflection

🔖 Hashtags:
#ForestSchool #OutdoorLearning #WoodworkForKids #ExperientialLearning #ChildLedLearning #ForestSchoolPodcast #NatureBasedEducation #PlayInvitations #Craptivities #Tinkering #SustainablePlay #ReflectivePractice #StickSpirituality #LearningThroughDoing

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast
For questions, feedback, or collaboration: ⁠[email protected]

In this very meta episode of The Forest School Podcast, Lewis and Gemma finally manage to record their reflections on The Declarative Language Handbook by Linda K. Murphy... after a string of failed attempts involving lost audio, barking dogs, children, Wi-Fi, weather, and philosophical tangents. Fortunately, it was worth the wait.

The discussion explores declarative vs imperative language, the importance of visual referencing over eye contact, and how subtle shifts in language can foster autonomy, reduce anxiety, and improve emotional safety in outdoor education.

They unpack ideas such as the Fawn response, episodic memory, and the unintended power dynamics in practitioner-child relationships. From Lego-based conflict to feral long-haired communities, they make the case for intentionality and curiosity as cornerstones of inclusive pedagogy.

This is one for anyone who has ever told a child to “say hello to Grandma” and wondered if there was a better way.

🌿 Sponsored by TENTSILE 🌿
Get 10% off any TENTSILE hammock tent using the code ForestChildren10 at checkout.
https://www.tentsile.com

🪴 Sponsored by Chris Holland’s 54-Page Plant ID Guide 🪴
Learn about UK plants with this beautifully illustrated PDF from Chris Holland.
Use code ForestSchoolPodcast for a discount via this link:
https://chrisholland.myshopify.com/?ref=ForestSchoolPodcast

⏱ Chapter Timings:
00:00 – The cursed podcast: failed recordings, wild weather, and ash-based cooking
04:38 – Introducing The Declarative Language Handbook and its relevance to Forest School
08:34 – Fight, flight, freeze... and Fawn: the unseen responses to authority
13:02 – Declarative vs imperative language: Grandma's here vs say hello
16:39 – Fawning and masking in sit-down vs child-led settings
21:10 – Episodic memory and its impact on behaviour and learning
26:29 – Eye contact isn’t everything: visual referencing and attention
31:36 – Questions as covert demands: rethinking how we prompt reflection
43:03 – The slippery slope from facilitation to manipulation
49:30 – Encouraging diverse opinions and tolerating differences (without tolerating intolerance)

🌲 Keywords: declarative language, Forest School communication, inclusive practice, emotional safety, fawn response, masking in education, social referencing, child-led facilitation, authority and power in pedagogy, neurodiversity, episodic memory, outdoor learning strategies

🔖 Hashtags:
#ForestSchool #OutdoorEducation #DeclarativeLanguage #NeurodiverseEducation #ChildLedLearning #EmotionalSafety #InclusivePractice #PowerDynamics #EpisodicMemory #VisualReferencing #ReflectivePractice #ForestSchoolPodcast #NonViolentCommunication

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this spacious and exploratory episode of The Forest School Podcast, Lewis shares his reflections on Braiding Sweetgrass by Robin Wall Kimmerer. Recorded after a morning of administrative deep-dive, the conversation meanders thoughtfully through themes of reciprocity, indigenous wisdom, scientific knowledge, and the rituals that shape our relationships with the land. With Gemma asking insightful and mischievous questions, this episode tackles the complexities of anthropomorphism, ceremony, wild food, and frameworks for seeing the natural world. The hosts discuss the tension between honourable intention and behavioural outcomes, the weight of nature-connection on Forest School leaders, and how different cultures frame gratitude, learning, and land stewardship. Woven with tangents, lichen metaphors, and reflections on PDA and equality across species, this episode offers a nourishing listen for outdoor educators, slow thinkers, and lovers of long-form woodland conversation.

⏱ Chapter Timings:
00:00 – Returning to noise: schools, classrooms, and sensory overwhelm
02:00 – Strange stories from virtual teaching and teacher training
05:15 – Introducing Braiding Sweetgrass and the concept of slow reading
07:00 – Indigenous wisdom meets scientific knowledge: a braided metaphor
10:30 – Honouring the harvest and human-nature reciprocity
15:00 – Anthropomorphism, intention vs. action, and tree gratitude
21:45 – PDA, equal hierarchies, and radical empathy in Forest School
25:30 – The long view: how trees shift our sense of time
33:15 – Ceremony, cultural translation, and appropriate adaptation
47:00 – Making collaborative practices from wild foods and woodland learning

🌿 Keywords: Braiding Sweetgrass, Robin Wall Kimmerer, reciprocity, indigenous wisdom, gratitude ceremony, anthropomorphism, outdoor education, Forest School metaphors, lichen relationships, PDA, tree relationships, honourable harvest, nature connection, ethical foraging, woodland CPD, cultural adaptation, slow pedagogy, framework thinking

🔖 Hashtags:
#ForestSchool #OutdoorEducation #BraidingSweetgrass #NatureConnection #ChildLedLearning #Reciprocity #IndigenousWisdom #PDAawareness #CeremonyAndCulture #WildPedagogy #GratitudeInNature #EcoEthics #SlowTeaching #LichenLove #HonourableHarvest

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]⁠

In this rich and grounded episode of The Forest School Podcast, Lewis and Gemma sit down with James and Lea from The Woodland Classroom to explore the art and practice of foraging. From beginner tips and seasonal wisdom to confidence-building and risk management, this episode goes deep into how adults and children alike can build meaningful relationships with wild plants. James and Lea share reflections on their own nature-connected upbringings, lockdown shifts in family learning, and how the simple act of naming a plant can foster identity, autonomy, and awe. They tackle tricky topics such as identification apps, fungi fears, and institutional risk aversion with humour and care. Whether you’re new to foraging or a seasoned wild food lover, this episode will re-root you in the joy of noticing, tasting, and sharing the edible landscape.

🎙 Featuring a special Forest School Podcast listener discount for their Complete Tree ID Course!

⏱ Chapter Timings:
00:00 – Discombobulated beginnings and the ‘one-way road to freedom’
03:21 – Planning scaffolded sessions after lockdown chaos
05:00 – Oak apples, gall ink, and seasonal crafting
07:33 – Intro to foraging with The Woodland Classroom
08:45 – Why foraging and trees became their core focus
10:26 – Teaching foraging online: film, media, and accessibility
14:19 – The confidence barrier and perceived risk in schools
17:18 – Starting simple: blackberries, rosehips, garlic, and joy
20:20 – Nature connection in childhood and rediscovering it later
23:33 – Lockdown learning: parents reclaiming the forager role
27:02 – Observing patterns, mast years, and plant timings
30:05 – Interconnected species and multi-way plant relationships

🌲 Keywords: wild food education, Forest School foraging, plant ID for children, seasonal wild greens, nature connection, foraging apps, fungi risks, sustainable foraging, family learning, nature-based CPD, wild garlic, mast years, oak apples, tree ID, accessible outdoor learning

🔖 Hashtags:
#ForestSchool #OutdoorLearning #ForagingWithKids #NatureConnection #WildEdibles #SustainableForaging #BushcraftLife #TreeID #ForestSchoolPodcast #NatureBasedEducation #FungiSafety #OutdoorCPD #WoodlandWisdom #ForagingTips #SlowLearning

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

In this rich and reflective episode of The Forest School Podcast, Lewis and Gemma sit down with Vicki from El Bosc de Montseny in Catalonia to explore Forest School life in rural Spain. From roaming cork oak woodlands to foraging shepherd’s cherries and crafting lavender bundles, this conversation dives into parenting, pedagogy, and place-based learning beyond the UK. Vicki shares how her project grew from a desire to be outdoors with her daughter into a thriving child-centred forest setting rooted in community and Catalan tradition.

Together, they discuss child-led transitions, the cultural significance of log-honouring rituals like El Tió, and the legal grey areas of home education in Spain. There's a rich comparison of ecological literacy, mushroom folklore, and the practicalities of adapting to regional climates and fire restrictions. This episode is a celebration of hyper-local connection, slow pedagogy, and the universal language of play.

🎙 Featuring: wild boars, golden eagles, fire-free winters, emotional scaffolding, rustic cherries, and the story of how one stick of wood can steal a nation's heart.

🌍 This is what Forest School looks like—when it speaks Catalan.

⏱ Chapter Timings:
00:00 – Vicki introduces her Catalan Forest School: names, meanings, and mountains
02:48 – From radical Scouts to motherhood: the path to forest education
06:43 – Building a daily outdoor school in a rain-sensitive culture
09:35 – Legal grey areas: home education and forest schooling in Spain
12:31 – School transitions and how ex-Forest School children thrive
14:12 – The changing landscape: cork oaks, chestnuts, rivers, and roaming
17:37 – Mediterranean herbs, careful foraging, and culturally embedded mushroom love
28:25 – Folk traditions: El Tió, shepherd's cherries, and seasonal storytelling
40:07 – Teaching outdoors in a system obsessed with outcomes
47:32 – Child-led conflict resolution and transition support through parental presence
57:13 – Natural separation: creating emotionally safe step-downs from parent-toddler to independent sessions

🌲 Keywords: Forest School Spain, Catalan nature traditions, parent toddler transitions, Forest School in Europe, outdoor education, emotional scaffolding, Mediterranean ecology, child-led learning, folk customs, outdoor parenting, foraging with children, nature connection, preschool progression, sustainable childhood

🔖 Hashtags:
#ForestSchool #OutdoorEducation #Catalonia #ChildLedLearning #NatureConnection #ForestSchoolPodcast #ForagingWithKids #SeasonalTraditions #ParentToddlerGroup #WildernessEducation #FolkTales #NatureBasedLearning #SlowChildhood #EmotionalScaffolding #HomeEducation

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

Trigger warning: mentions of teenage suicide.

In this urgent and heartfelt episode of The Forest School Podcast, Lewis and Gemma dive into the overlooked realities of children's mental health provision in the UK. Sparked by their recent involvement with the All Party Parliamentary Group on a Fit and Healthy Childhood, they reflect on the promises of the 2017 green paper and the concerning omissions in the 2021 white paper, Reforming the Mental Health Act.

This episode covers the dramatic rise in child and teen mental health crises, the crucial role of play and nature in prevention, and the baffling absence of these factors from current legislation. It also includes a sobering statistic on teenage suicide in the UK and a call to action for practitioners, parents, and educators to respond directly to government proposals.

It’s a powerful blend of political advocacy and grounded, community-based insight—encouraging listeners not just to care, but to act.

❗ Content Warning: There is a brief mention of teen suicide towards the end of the episode.

⏱ Chapter Timings:
00:00 – Intro and content warning
01:16 – Mind-blowing mushroom mimicry and a plug for the Forest School subreddit
04:28 – Why this episode matters and a trust-driven conversation
05:50 – Background: the 2017 green paper on mental health
08:03 – The overlooked power of non-clinical staff and mental health leads in schools
09:49 – Nature and play missing from the policy conversation
11:25 – The 2021 white paper: a shift away from prevention
14:18 – From pandemic to mental health crisis: the urgency of youth support
16:32 – The barriers to play and outdoor time in post-COVID schooling
21:31 – Government using COVID as a smokescreen for pre-existing problems
22:28 – Teen suicide as the leading cause of death: a national failure

🌲 Keywords:
UK mental health policy, green paper vs white paper, children’s mental health, Forest School advocacy, outdoor play, play-based therapy, non-clinical support, youth suicide, pandemic recovery, government policy, nature and wellbeing, early intervention, school mental health leads, holistic education

🔖 Hashtags:
#ForestSchool #MentalHealthMatters #YouthWellbeing #OutdoorEducation #GreenPaper #WhitePaper #NatureTherapy #PlayIsVital #ChildMentalHealth #ForestSchoolPodcast #SupportNotSignpost #ReformMentalHealthAct

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]

Green Paper (the one with the good bits): https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664855/Transforming_children_and_young_people_s_mental_health_provision.pdf

White Paper (watered down, not good enough):

https://www.gov.uk/government/consultations/reforming-the-mental-health-act/reforming-the-mental-health-act

Email address for submissions: [email protected]

Also forward your response to: 

• Rt. Hon. Matt Hancock MP, Secretary of State for Health and Social Care at [email protected] 

copy in any political contacts you have, and also copy in the following: 

• Rt. Hon. Jeremy Hunt MP (Chair of the Health Select Committee) [email protected] 
• Robert Halfon MP (Chair of the Education Select Committee) [email protected] 
• Rt. Hon Gavin Williamson (Secretary of State for Education) [email protected] 
• Vicky Ford MP (Parliamentary Under-Secretary of State for Children and Families) [email protected] 

Children’s Commissioner for England https://www.childrenscommissioner.gov.uk/about-us/contact/Nadine Dorries MP (Minister for Patient Safety, Mental Health and Suicide Prevention) [email protected]

Mental health training for school staff: https://www.place2be.org.uk/our-services/services-for-schools/mental-health-champions-foundation-programme/

In this thoughtful, wide-ranging episode of The Forest School Podcast, Lewis and Gemma dig into a powerful research summary by Dr Miles Richardson: What Best Explains Children’s Connection with Nature? From hospital visits and journalling revelations to witches, epigenetics and smartphone addiction, this episode is a winding exploration of how, when and why children connect to nature—and what we can do about it. They unpick the study’s most surprising findings: more time in nature doesn’t necessarily equal deeper connection; higher-income families may visit green spaces more, yet feel less connected; and the single strongest predictor of a child’s nature connectedness is having a nature-connected adult in the same household.

With Forest School reflections, philosophical tangents, and practical considerations for practitioners, they look at how outdoor educators might adapt their approaches—especially for teenagers, whose connection to nature drops significantly. Also covered: why adults matter, why supervision design in schools might be backfiring, and how smartphone use erodes awe and attention. Plus: brownie recipes, the Medicine Spoon Project, and the class-based inheritance of nature connection.

⏱ Chapter Timings:
00:00 – Why we took a break and the joy of being around adults
02:59 – Journalling, gratitude, and revisiting reflection habits
07:41 – The Medicine Spoon Project and rethinking Halloween
14:04 – Blog overview: "What Best Explains Children’s Connection with Nature?"
16:17 – Surprising findings: nature visits ≠ nature connection
22:45 – Deprivation, smartphone use, and everyday nature
27:10 – The role of the adult: modelling awe, wonder and access
55:00 – Why 13–15 year-olds disconnect from nature and what we can do
1:03:07 – Nature connection for adults: peer groups, play, and re-evaluating toddler sessions

🌲 Keywords: Forest School research, nature connection, Miles Richardson, Children and Nature, NCI index, Forest School for teenagers, nature education, smartphone addiction, reflective practice, intergenerational learning, social class and nature, epigenetics, peer mentoring, Medicine Spoon Project, awe and wonder, parent involvement

🔖 Hashtags:
#ForestSchool #OutdoorEducation #NatureConnectedness #MilesRichardson #ForestSchoolPodcast #NatureConnection #ChildDevelopment #PlayBasedLearning #TeenagersOutdoors #AweAndWonder #ReflectivePractice #CPD #EnvironmentalEducation #NatureForAll #WildPedagogy

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]⁠

In this thoughtful and often humorous episode of The Forest School Podcast, Lewis and Gemma dive into the messy, joyful world of maths at Forest School. Beginning with tangents on back-cracking, folk music, and gratitude journaling, the conversation soon weaves into a rich tapestry of observation, pedagogy, and curriculum critique. They explore how maths shows up organically in outdoor play—through fairness, measuring, currency invention, building, risk assessment, and more—without ever needing plastic counters or worksheets.

This episode covers contrasting pedagogical approaches from Waldorf to EYFS, key takeaways from Peter Gray’s articles on unschooling and mathematical autonomy, and real-life examples of emergent maths in Forest School settings. With warmth and depth, the conversation questions our societal obsession with didactic maths and celebrates the mathematical richness already present in nature, play, and human connection.

⏱ Chapter Timings:

00:00 – Crying, car crashes, and physical paperwork: an emotional intro
02:43 – Chiropractic YouTube, gratitude journaling, and old stuff
07:47 – Reclaimed bricks, wine bottles, and Devon apple trees
11:01 – Folk music, John Barleycorn, and mythic maths metaphors
12:49 – Book reviews: EYFS maths, Waldorf geometry, and Fibonacci sneezeweed
18:42 – Rhythm, the heliosphere, and how not to teach time
25:33 – Forest School maths: pinecone currency, tree rings, and fairness
31:47 – Peter Gray’s articles and the four types of maths
44:34 – Real examples: cooking, climbing, measuring, and equity
54:41 – Takeaways: start with the learner, strip it all back

🌲 Keywords: Forest School maths, outdoor learning, emergent numeracy, playful maths, unschooling, Peter Gray, Waldorf geometry, EYFS curriculum, observational learning, currency in play, fairness, rhythm in nature, gratitude practice, folk pedagogy

🔖 Hashtags:
#ForestSchool #OutdoorLearning #MathsInNature #Unschooling #EmergentMaths #NatureBasedLearning #PlayBasedMaths #PeterGray #WaldorfEducation #RhythmAndMaths #ForestSchoolPodcast #EarlyYears #ChildLedLearning #PracticalPedagogy #NatureConnection #MathsOutside

🌐 More Episodes & Support:
Listen to more and access resources at ⁠www.theforestschoolpodcast.com⁠
Support the show and join our community at ⁠www.patreon.com/theforestschoolpodcast⁠
For questions, feedback, or collaboration: ⁠[email protected]⁠