Supporting Learning Play and Development Outside 3. Understand how outdoor learning can support learning, play and development 3.3. Explain how to promote.

Supporting Learning Play and Development Outside 3. Understand how outdoor learning can support learning, play and development

3.3. Explain how to promote self-confidence and emotional literacy in outdoor learning.

SLPDO 3.3 Explore the concepts of self-esteem and emotional intelligence and explain the ways in which Forest School programmes can impact on them.

Self-esteemThe opinion a person has of himself or herselfHow much we like of what we see ourselves

to be.

Who I am

Who I’d like

to be

Self-esteem

Raise self-esteem byIncreasing successes and reducing failures Adopting less ambitious goals

Successes have to be relevant to personal aspirations

The person has to perceive the successes

Attempts to measure self-esteemBased on trying to measure ‘a feeling’

Based on making judgements about ourselves (Coopersmith, Tennessee and Piers-Harris)

Research has found that:- (Emler 2001)Most people have moderate - high self

esteemFew people have very low self esteemSelf-esteem drops with move from primary to

secondary schoolSelf-esteem increases over adolescenceParenting is the most important factor in

developing self esteem

How does Forest School impact on Self Esteem?

•What is Emotional Intelligence?

•How is EI applied in schools?

•Impact of Forest School on EI

What is Emotional Intelligence?

Some definitions“The ability to perceive emotions, to assess and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional intellectual growth”.

John D. Mayer & Peter Salovey 1997 

“refers to the capacity for recognising our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships”

Daniel Goleman 1998

What is emotional intelligence? It’s about how you feel, how

others around you feel

Knowledge of EI helps you identify what feels good and bad and how to change

Maintaining an emotional awareness and sensitivity and developing the skills that will help you to stay positive

A dynamic process of learning skills to understand yourself and others

Identify someone with low EIPossible indicators may include:-Poor interpersonal skillsNot a good team playerDifficulties in handling change

High EI or High IQ ?

More potent predictors of career success

Ability to handle frustrations

Ability to deal with a diverse range of issues

Ability to manage own emotions

Ability to manage own social skills

Emotion & the brainDifferent areas of the brain govern types of

thought and resulting actionsExperience and stimulus result in ‘wiring’ &

‘cross wiring’ in the brainBasic survival mechanisms can interfere with

the learning process The brain is a tool which needs to be

mastered if we are to get the best from life

Brain function and emotionsExample – Emotion – FEARThalamus receives messages from sensesSends it to the Amygdala (the alarm system)Messages to other parts of the brain ‘Emotional hijacking’ can happen or not –

Fight or flightBody responds (Appropriately or not)

Impact of Forest School on EIAn opportunity to improve

children‘s emotional intelligence.

How?

Incorporating emotional intelligence in educational settingsSafe & secure & free from negative stressorsRich in sensory stimuliOpportunities to engage skills, knowledge and

attitudes in a wide variety of real-life tests Useful and timely performance feedback givenRespectful of individuals and their achievementsRole model appropriate behaviour at all timesAll above fit with Forest School…. Can you think

of any other ways?