Representing Robins
“I’ve put you on Christmas cards today” explains K, handing me a list of children’s names. I am working at a small Forest School setting, covering for a practitioner who is on leave. I was here last week and the sudden temperature drop in a previously mild autumn had taken some children by surprise. This week it feels that equilibrium has been restored, sufficient warm layers applied, a crisp cold day with pale lemon sunlight. And so the year is turning and we must make Christmas cards. Forest School pedagogy is shaped by child-led learning, experimentation, risky play. Which is why when K shows me the Christmas card resources she’s rather apologetic; “The only prescribed craft activity of the year, we don’t usually do this…” she tells me. First I must model writing the child’s name on a whiteboard for them to copy onto a slip of paper which will be pasted inside the card. Then I should direct them to remove their gloves and coat the fingers and most of the palm of one hand with ...