Child-Led learning

We believe as early years educators it is our role to follow the needs and interests of each individual child. We follow an in the moment approach whereby we follow the children's interest as they play and interject with learning opportunities in the moment. We do this by observing the children during their chosen play, joining them  and assisting them to extend what they can do already to the next level. For example whilst building dens with sticks we may ask the children to find longer or shorter sticks or ask them if they can find 5 more. These experience will not interrupted their play but will assist them in deepening their mathematical knowledge.

At Little Woodland Tribe we follow the core principles of the Forest School Association.

Which can be found here

  https://www.forestschoolassociation.org/full-principles-and-criteria-for-good-practice/ 

At Little Woodland Tribe our practices look at the whole child, recognising the equal importance of children's emotional intelligence, physical development, social communications, cognitive development and creativity. None are of greater importance than the other, to ensure a child's holistic wellbeing is met all must be nurtured. 

In keeping with our holistic approach we believe that even very young children can benefit from practicing mindful meditation. The great outdoors is the perfect place for children to learn techniques that they will be able to use throughout their lives.

Children are encouraged to listen to the sound of the water flowing, collecting pieces of bark covered with moss, and lay on their backs watching the birds flying overhead.

The wide spectrum of special educational needs is supported by our outdoor learning approach. 

Our tribe leaders have specialist training in working with children with educational needs, autism and those who have challenging behavior. 

It is our belief that we adapt to meet the needs of each individual child to ensure they can reach their full potential.

We recognize that 'If a child can't learn the way we teach, maybe we should teach the way they learn.'