1. 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.

2. 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.

3. Self-esteem The opinion a person has of himself or herself How much we like of what we see ourselves to be. Who I am Who I’d like to be Self-esteem

4. Raise self-esteem by Increasing successes and reducing failures Adopting less ambitious goals Successes have to be relevant to personal aspirations The person has to perceive the successes

5. Attempts to measure self-esteem Based on trying to measure ‘a feeling’ Based on making judgements about ourselves (Coopersmith, Tennessee and Piers-Harris)

6. Research has found that:- (Emler 2001) Most people have moderate - high self esteem Few people have very low self esteem Self-esteem drops with move from primary to secondary school Self-esteem increases over adolescence Parenting is the most important factor in developing self esteem

7. How does Forest School impact on Self Esteem?

8. What is Emotional Intelligence? How is EI applied in schools? Impact of Forest School on EI

9. What is Emotional Intelligence?

10. 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

11. 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

12. Identify someone with low EI Possible indicators may include:- Poor interpersonal skills Not a good team player Difficulties in handling change High EI or High IQ ?

13. 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

14. Emotion & the brain Different areas of the brain govern types of thought and resulting actions Experience and stimulus result in ‘wiring’ & ‘cross wiring’ in the brain Basic 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

15. Brain function and emotions Example – Emotion – FEAR  Thalamus receives messages from senses  Sends it to the Amygdala (the alarm system)  Messages to other parts of the brain  ‘Emotional hijacking’ can happen or not – Fight or flight  Body responds (Appropriately or not)

16. Impact of Forest School on EI An opportunity to improve children‘s emotional intelligence. How?

17. Incorporating emotional intelligence in educational settings Safe & secure & free from negative stressors Rich in sensory stimuli Opportunities to engage skills, knowledge and attitudes in a wide variety of real-life tests Useful and timely performance feedback given Respectful of individuals and their achievements Role model appropriate behaviour at all times All above fit with Forest School…. Can you think of any other ways?