For a preschooler the next few weeks are not about sitting up at a tablelearning letter, shapes or numbers from books or tracingletters etc. In mysetting alllearning is done through play, at no point do we sit thechildren down and say 'Now we are going to learn shapes etc.' and that isn't how it should bedone at home either.

June – drank tea at Mrs Pigots… walked on the green put on my great coat being very cold indeed, N by E British humour, I think I’m right in surmising, comprises of improvised word-play (invention of new but instantly recognisable expressions), brutalist observation and extremist opinion- or scenario-making (however fantastical – pretty much like the German model – which also lends itself to surrealism), and the somewhat fatalistic dry irony (which encompasses a lot but might easily include the blunt German model and the wry Norwegian weather observation)

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You said, "If you're ever in Los Angeles we must have dinner"- well, he's here. That's not an invitation! Translated, it means: "You're a boring piece of shit, I'm off, I've had enough of you!" There are just so many benefits to outdoor play for kids ⏤ physical skills that they build, and social skills, and cognitive skills. And since parents, educators, doctors, and nurses, everybody in Scandinavia is on board and understands that, it’s become this mantra: Hey, we got to go outside even if it’s just for a little bit. It’s refreshing. It’s good for the body and soul. And we’ve adjusted accordingly ⏤ all kids are expected to dress for the weather, with their rain gear when it’s rainy and snowsuits in the winter. As a Brit, I took David’s expression as a gag and nothing else; slightly obnoxious, but well within the normal boundaries of gags in this day and age. It is obvious to me he would never dream of saying that to anyone except perhaps as a running joke to Norwegian friends… and I’ve never met the bloke! Ifparents want to help their child learn at home set uptheir toys forthem and encourage yourchildren to playindependently for at least 30 minutes, if you have otherchildren at home even betteras they can playtogether. Letchildren role play and dress up, let them play with small world figures - people,animals etc. encourage them to chat away as they play, if you have time to join is do but it is important for them tolearn to play on their own too. Aschildren play with theirsmall toysthey are learning howto sort - they might put all thesmallanimalstogether or all the ones on 2 legs or ones with babies. they might sort by colour,shape or size. Hopefully you will hear them chattering away tothemselves as they try to make sense of theirworld through play - youwillprobably hear 'your voice' in there sometimes too aschildren repeat phrases you might sayto them a lot. I always enjoy but also cringe when I seechildren playing out being theteacher with their peers and see them holding a book like I do or saying things they have heard me say (I hear the phrase 'Excuse me' a lot as I must say this as a way to show I am not happywith some behaviour!)

There is something pathological in American parents that makes us vulnerable to these manifestos on how people in some other place (Japan, France, Denmark, Sweden, etc.) live, parent, and educate. I have a few theories on why that might be, but that's not under the purview of this review. Young childrenlearn by doing and by having funrather than sitting up at a table with books etc. Go for a walk if you can and have fun counting how many steps between lamp posts, what numbers you can see or letters orshapes. Games that involve balls, snow, or ice are even more likely to be restricted. Forget snowball fights, King of the Mountain, and sliding on frozen puddles of water—these activities have all been banned in the name of safety. This leaves the teachers in a tough spot. “I hate when it snows, because all I have to do is run around and tell the kids what they can’t do,” says one veteran teacher. When I ask her if the kids are allowed to play on the ice, she laughs, but it’s a sarcastic laughter. “Ice? Well, a kid fell on the ice and hit his head. He got a little goose egg and had to go to the nurse. Now the kids can’t play on the ice anymore. It’s all about safety.” Another thing that bugged me about the writing: it drifts between past tense and present tense at random. But that can and probably should be excused in an author writing in her second language. (Although a good editor should have cleaned it up. Where have the good editors gone?) Fulfils Statutory Framework for the Early Years Foundation Stage 2012 (3.63) Language of Risk Assessment HazardTuesday June 4th – a piercing cold air & cloaks & great coats in full fashion the same as at Christmas For dry days, use regular, breathable shell pants and a windbreaker for the outer layer. Even if the temperature doesn’t call for shell pants, they save your child’s regular clothes from getting stained and torn. Whether or not we have dedicated summer and winter wardrobes, most of us adjust our clothing seasonally, and in accordance with the weather (particularly temperature and rainfall) we expect on a daily basis. Our morning decision of what to wear is of course also influenced by our planned activities, whether we’ll be spending the majority of our time outside, or in climate-controlled buildings.

How do you convince parents who aren’t necessarily outdoorsy themselves to get on board with outside parenting? Considering the popularity of outdoor recreation in the region, it comes as no surprise that Scandinavians are nearly unanimous in their support for environmental protection. In the 2007 Eurobarometer public opinion survey, a staggering 98 percent of the Swedish respondents—more than in any other country—declared that it is their responsibility to protect the environment, even if it means putting limits on human development. Denmark and Norway were close behind. As a result, Scandinavia is often cited as a world leader when it comes to air and water quality, cuts in greenhouse gas emissions, and overall sustainability. For example, Denmark is a leading producer of renewable energy and environmentally friendly housing; Sweden recycles more than 99 percent of its household waste and is a primary exporter of “green” technology; and Norway was one of the first countries in the world to adopt a carbon tax. Also, I get it that there is "no such thing as bad weather" and babies are totally fine napping outside at negative ten degrees. But what about one hundred and twenty and humid? It is interesting to me how ideas that sound so good may actually be really bad ideas in other places. Perhaps the world mono-culture that we think we are headed towards is impossible because values MUST be different in different geographic locations. Geographer Russell Hitchings has studied the changing relationship that many people have with the outside world, many office workers now ‘insulated from the experience of seasonal change’ (2010). He has also explored international variation in how people in different places handle outdoor climate (2011). Must everyone, everywhere give their children exactly the same freedoms and same restrictions? Surely not. And this book has more blind spots than a homeschool mom driving her Mom Bus to soccer practice.Considering the capricious nature of the Scandinavian climate, it’s maybe no wonder that the saying “There is no such thing as bad weather, only bad clothes” originated here. It prob ably started as a coping strategy, or was perhaps born out of defiance of the weather powers that be. If you were ever a child in Scandinavia, you’ve heard this phrase more times than you care to count, from teachers, parents, grandparents, and other adults in your life. As a result, Scandinavians grow up with a certain resilience to the weather. The children who once dressed in rain gear from head to toe to go out to recess or play in the woods after school turn into adults who feel a certain urgency about getting outside every day. “If I don’t get outside every day, I go crazy. And if I don’t have time to take my son out after work I feel guilty about it. I think it’s a very Scandinavian thing to feel that way,” says Linda, a Swedish friend of mine.

There were days that the staff had aparticular aim and hadgroups of children with them to help e.g building planters, weeding or repairing structures but otherwise thechildren are leftto playalone and develop their play as they want to without adult interference. By having 2 teachers in each class it also meant that 1 teacher could take asmall group into do more specific tasks e.g. precoding, whist theothers were safely outdoors with the other teacher and assistant. To audience members who were arriving late) You haven't missed a thing, I was just killing time 'til you got here. A perfect antidote to the hyper-vigilant, extra-electrified, standardized-tested, house-arrested, 21st-century childhood.” —Richard Louv, bestselling author of Last Child in the Woods and Vitamin N

I was so fortunate to have the opportunity to work in our partner kindergarten in Norway over the Easter break, it was the perfect chanceto spend time in the kindergarten without having to get cover for my own class while I was away. 4 of us in total took part in this job shadowing experience, 2 of us from N. Ireland and 2 from Croatia and as we all lived together for the 2 weeks it allowed for lots of discussions each afternoon and evening. One of the many beautiful things about playing on your door-step, is that your kettle is just a few metres away. If it’s so cold that gloves don’t seem to work, endless cups of tea definitely do. The challenge of living within the Covid19 world is a long one and such walks can play important roles in looking after ourselves. From an early age Norwegians soon learn how to dress appropriately. Grasping the concept of layering is just as important as learning to count. If Norwegians didn't go out in bad weather, in certain parts of the country they would never go out at all! (here's looking at you, Bærgen!) Any Outdoor Learning involves elements of risk. The benefits of appropriate risk are vital to children’s development. Forest School develops learners understanding of risk, involves the learners in the risk management process and supports learners to take acceptable risks. Forest School leaders are trained in relevant Health and Safety issues. Every qualified Forest School level 3 leader will have a handbook containing all the appropriate policies, procedures, risk assessments and other relevant documentations. Every Leader will also be trained in emergency outdoor first aid. Leaders will consider the setting, child, local conditions and any other considerations when deciding what activities to undertake with children. There is an on-going process of observation and instruction gradually leading up to the use of tools or fire over an extended period of time ensuring risks are introduced and managed in a safe and consistent way. Risks are weighed up against benefits in a risk benefit analysis.