Behaviors
Everyone goes into the forest bringing with them their experiences and stresses from the modern world. Our pre-occupations, thoughts, and behaviors have a ripple effect on those around us, even if we don’t intend them to. Same goes for the children that en

ter the forest. Children have very little control over their lives. Whether it’s a severe trauma or a bad morning, children come into the forest bringing with them predetermined thoughts and patterns of behavior.
There are many favors that can influence behaviors. Physical factors such as terrain, clothing, and weathers. Social factors such as the social dynamics of the group and peer influence. Psychological factors such as risk perception and attention. Intellectual factors such as problem solving skills and knowledge about the natural world. Emotional factors such as emotional regulation and self-esteem. And spiritual factors such as a feeling of connection to nature.
It is the practitioners responsibility to create an environment that fosters positive behavior, so that the child may thrive in the natural environment. Here are some methods providers can use to encourage positive behaviors in a natural setting.
Reflection: When a child is displaying a behavior that is potentially harmful to themselves, others, or the natural environment, the practitioner can call that child in to reflect on their behavior and the effects it has. Rather then simply punishing the child, a call to reflect allows the child to develop empathy and understand the ripple effect of their behavior on others. It also givs them space to make amends.
At JuneBugs, we invite children to reflect when they have caused harm, but also we reflect as a group at the end of the day. Sometimes we talk or journal about our favorite parts of the day, But it also gives children the opportunity to bring up something that made them feel upset and talk it through.
Aspirational Language: Language that focuses on the desired behavior instead of using words like “no, don’t, stop” help children feel more confident and able to succeed. It also puts focus on the positive behavior instead of the negative behavior that you are trying to avoid. Here are some examples:
“Lets walk slowly on the ice”
“You can do hard things”
“You have the skills to figure this out”
Learner Led: As stated before, children generally have little control in their lives. This extends into traditional school environments where the teacher generally plans and guides all of the childrens activities. Forest school, by contrast, is learner led. This means that the child is in charge of how their day is structured and what they are focused on. When children are given free choice on what to do, they are more likely to stay focused and engaged, become independent, and take a sense of ownership over their actions. All of these lead to positive behavior outcomes.
Invitations: Forest school facilitators invite curiosity in learners by inviting them to engage in certain experiences rather than have rigid expectations. This helps children have an intrinsic motivation when approaching certain activities. They also feel a sense of freedom and are able to choose their level of participation.
Role Modeling: Children often watch and imitate behavior, making modeling a powerful strategy for influencing a child’s behavior. Teachers can demonstrate proper ways of taking care of nature by picking up trash and gently handling plants. They can model problem solving by thinking their way outloud through problems. They model respectful listening when others are talking. Practitioners can support emotional literacy through modeling and thinking out-loud when presented with a social or emotional problem.
Mentoring: Mentoring involves building close supportive relationships with learners. The mentor is there to help guide and support children through different challenges. For example, giving children advice on working through frustrations on tree climbs and maybe some ideas on where they could place their foot. Having caring and close relationships with children also helps them feel love and a sense of belonging, which leads to positive behavior outcomes. Practitioners can support self-confidence in learning and play in the natural environment with proper relationship building and mentoring.
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