Stick stomping, and other timber tales

...then the rest of us abandoned them to go eat halloumi. I took them a lot longer to get back out than it did to get in. Were we bad, for sniggering and eating marshmallows at them?

I was delighted to be invited to deliver a couple of workshops at the Slough Early Years Outdoor conference in March.  Even better, lovely Sharon Bright and equally marvellous Hazel Thorpe were prepared to indulge my current stick obsession, by positively encouraging me to share my (quite extensive) stick collection with practitioners from across the borough.Sure Start manager Julie Quinn introduced the day by expressing her disappointment at the blazing sunshine outside; we all looked slightly puzzled until she explained she’d hoped for raging storms and pelting rain in order to make the point that outdoor play can be enjoyed in ANY weather.  True, of course.  However, I don’t think I was the only person rather glad to feel the sun on my back.

My 'presentation'. I think it's essential to keep up with the latest technological breakthroughs...

Gail Ryder Richardson of Outdoor Matters! began with a rousing address on the benefits of outdoor play for young children, and what she expected to see in the revised EYFS (due out any day now, though I don’t recommend you hold your breath).  She made excellent use of an excerpt from Jan White and Siren Films’ documentary Toddlers Outdoors: Play, Learning and Developmentto illustrate how little is needed by way of ‘equipment’ for a toddler to explore and enjoy his environment.  In fact, as the audience agreed, the single most important element was the engaged, attentive and respectful practitioner, who supported the child’s fascination with a hill and a stick, patiently and with interest.

My workshop looked at ways of introducing sticks of all shapes and sizes to every day practice, and participants were invited to explore the materials, consider how they could support the six (three plus four) areas of learning and collaborate to create new activities for their settings.

Pampas is one of my favourite sticks and I loved how they were used on this teepee. The wind kept blowing tiny seeds around, as if they were snowflakes.

We began with a bit of stick stomping – always a great way to blow away any cobwebs.  I have around a dozen very long, very straight and pretty hefty staffs.  We used them to beat out rhythms in sequence, to help us spell out simple words and use our whole bodies to make sounds.  Then we used them to show off our balancing skills and hand eye co-ordination, tossing them in the air and catching them… well, mostly catching them.  I explained that with young children, I’d provide staffs half this size – taller than the children’s bodies but not so substantial that they become unwieldy.

Discussing how to arrange the sticks in order of size. That odd shaped one has a mind of its own: is it actually the longest, we debated? It was certainly the least willing to lie flat.

The conference was themed around challenging outdoor play, with other workshops looking at forest school skills and getting babies and toddlers active and motivated outdoors.  My groups examined real tools for making and doing with sticks, discussing the barriers to using tools and sticks in the setting and demonstrating how they’d mitigate risk and supervise the use of tools.  Then I set them loose with the stick collection, the tools and a myriad of free and found objects from my *ahem* crammed resources store (endearingly, my husband still calls it the garage).

Yes, alright. Your stick IS bigger than any of mine...

As always with early years practitioners, latent creativity leapt forth at the first opportunity.  Not only were the sticks and the other natural materials employed with wit and flair, practitioners made use of the environment they found themselves in (the courtyard of a very smart, new build school) to inspire their creativity and shape their work.  Exactly the point: you don’t actually need a flashy or expensive outdoor space to encourage dialogue, movement, risk taking or socialisation – what you need is enthusiastic, hands-on practitioners, able and willing to help children make the most of the spaces that truly ‘belong’ to them.

The shadow of this mythical creature's head became part of its tail. Loved this structure so much.

We ended the session by cooking halloumi and marshmallows over a fire; the group helped build it, and whilst we did so, they raised issues about safety, permission, food hygiene and insurance plus the questions they’d expect to face if they suggested having an open fire back in their setting.  I think (hope) that between us we were able to address all of these in a positive manner.  Certainly in the ‘my next step’ postcards I asked the group to fill out, many noted that by the time I’d posted the card back to them, they’d have tried out some form of fire in their setting, be it incense sticks or nightlights, or a full campfire.

Conversation, collaboration, creativity - this group made a beautiful washing line, with stunning and mysterious shadows cast onto the paving.

A super sunny day and a truly eager crowd at Slough; the buzz of conversation over (a spectacularly delicious and locally sourced) lunch confirmed that everyone had connected with the morning’s discussions and endeavours.  I wasn’t attempting to offer the participants forest school ‘lite’ with my workshop; I admit to one or two ‘issues’ around forest schools, but that’s for another time.

The venue had its own woodland right on the edge of the grounds - what a amazing resource to have available every day.

There is a place for large, inherently risky natural materials IN the setting, EVERY DAY.  Sticks are not just for the woodland – they offer infinite opportunities for free play, directed play, purposeful learning, personal investigations and collective fun.  We all saw the potential for using these fabulously sensory and tactile objects (voted #1 toy of all time) in a different way in the setting; separated from the woodland, each stick becomes special.  Even in the brief time they had together, participants began to feel a connection with their stomping stick: evaluating its weight; testing its structural qualities; feeling its texture and shape and anticipating how it would respond to their movements.

I’m hoping for nods of recognition from the participants in my workshops, when their own voices drop onto their doormats in the form of their handwritten evaluation postcards in four weeks’ time…

Stick story books, stick activity books, stick poetry, stick operas (actually, just kidding about that last one)

“How did they keep warm in the olden days?” or, Why I Love Sticks Part II

Junior PLL the Younger is studying castles this half term and there is plenty of building and exploring action going on in and out of the Reception year classroom at his school. Getting into the spirit, we took a trip to a local castle with friends A and P and their parents. Two years ago we all made a similar trip to Portchester Castle, when Junior PLL the Senior and his class ‘did castles’. Portchester has a huge enclosure, with a pretty well preserved square keep in one corner, a deep and excitingly dangerous moat (dry!), ramparts to climb and amazing views south over the English Channel and north up towards the South Downs.

This time, we chose Odiham Castle, a dramatically ruined mediaeval keep set in woodland and with a canal now adjacent. Luck provided us with a spectacularly beautiful frosty day, and with clear blue sky above it wasn’t hard to imagine how atmospheric and yet how bleak castle life must have been.

The Junior PLLs are having a Star Wars moment (week /month / year) so sturdy sticks from a collapsed chestnut paling fence were soon put into service as lightsabers. It wasn’t long before they became swords and jousting poles as the children began to visualise themselves as knights and peasants living in and around the castle rather than space cowboys. Odiham has a broadly circular footprint , and the ground around the base undulates, encouraging they boys (sorry, knights) to gallop everywhere which inevitably resulted in muddy trousers. Our boys know they won’t get much ‘I fell over’ sympathy unless there’s actual bones on display or significant blood loss, so we were able to continue admiring the delicate patterns made by frost on the castle’s etched glass signage.

We’ve learned from sore throat inducing experience that when our four boys get together, it’s a good idea to let them get a good chunk of energetic and noisy catching up over with before attempting any kind of questioning or task setting with them. After they’d tripped over in the moat, kicked gravel over each other and poked their own eyes out with chestnut palings to their satisfaction, we began to explore in a bit more detail. The older PLLs were less interested in stopping their important and playful games, so we let them be… P and Junior PLL the Younger were keen to discuss what they could see.

“What’s that huge hole in the wall up there for? What could it be?”

  • It’s a fireplace. You can see the chimney going up. There was a floor there once.

The inglenook fireplace must have been 10m above the ground – we could see the gaps in the stonework showing where oak joists would once have supported the floor. A noted that there was no soot left in the chimney because it was “hundreds of years” since a fire had last been lit there.

“Why are these bars here – who put them there?”

  • This is the kitchen. [Me : Are you sure it’s not the dungeons?] No, kitchens are at the bottom of castles. The dungeons are underground. Where are the stairs to them….? [Pauses to look about] There aren’t any. They’ve gone, we can’t get down there.
  • I think the man put the bars here. The castle man. [I think he meant the council – both boys knew the iron bars weren’t original]

Junior PLL the Younger loves cooking, so he and P played kitchens for a while. P brought me half a dozen pine cones, cupped carefully in his hands “for breakfast” and the lightsabers / swords / jousters were put to good use stirring an imaginary cauldron of something that probably contained the pheasants we could hear coming to a sticky end nearby.

I was impressed by how much the younger PLLs had remembered from their expedition to Portchester castle two years ago – they were only 2 and 3 at the time. A’s mum and I had quite a detailed conversation with the boys about the shape and size of the windows, and they both recalled that windows were small and narrow to keep precious heat in and keep enemy arrows out. They also knew that glass was at a premium so couldn’t be wasted. Some of the holes in the wall were actually quite big so we thought they may once have been doors – or perhaps a cannonball destroyed the wall! I think we were all picturing the latter… until we saw on the interpretation boards that there were in fact very large windows at one time – presumably in times of relative peace.

Meanwhile, the older boys had found two chestnut palings with a delightfully rusty nail joining them through the centre, and were wielding their giant ‘tweezers’ with abandon, attempting to cut the grass, other chestnut palings and bits of historic masonry.

My husband is a historic buildings architect and (rightly) quite protective of ancient monuments like this, so the game of ‘poke our swords into this very inviting, just at the right height, hole in the wall’ didn’t last long.

By now, we’d been at the castle for about 45 minutes (it’s actually rather small, if undoubtedly imposing) and the grown-ups were getting a bit chilly, so we headed off down the canal, with the Junior PLLs and their pals carrying the most ridiculously enormous ‘stick’ they could manage between them…

We had more adventures later that day with a drawbridge – over the canal, not the castle. But I’ll save that for another post, as the quality of the thinking, language, experimentation and collaboration from our four hardy under 8s deserves it

Let’s stick together

Exciting outdoor play activities using sticks collected in the school grounds. These purposeful, simple ideas can be undertaken with little prep and with no funding required, but will allow children who are motivated by working with natural materials to extend their learning in a range of ways.

The value in these activities will be in how you integrate them into your existing curriculum plans; learning beyond the classroom is a route through which the curriculum can be enriched and made more meaningful – it is not a curriculum in itself.

Observing and recording outdoor activities is vital in order to share children’s learning journeys with them, their parents and your other colleagues; use similar techniques to the ones you’d use indoors, but consider quick and weatherproof written records (i.e. post it notes and felt tips).

KEY CURRICULUM AREAS – SUMMARY

  • Physical development  – gross and fine motor skills
  • Problem solving, reasoning and numeracy – working together to solve problems; patterns
  • Creative development – ephemeral art with natural materials
  • Communication, language and literacy – speaking and listening, new vocab
  • Knowledge and Understanding of the World – seasonal change
  • PSE – sharing stories and feelings around the campfire

SUGGESTED ACTIVITIES

Mark making with sticks

Five, six, pick up sticks

  • Discuss autumn – what happens to the leaves on the trees in autumn?  When the leaves drop, what can we see on the bare trees?
  • Wrap up warmly for a walk around the perimeter of the field – and other places where there are trees.  Walk around looking for sticks, leaves and fungi.  Sniff the air under the trees – what does it smell like?  What colours can you see?
  • Decide on a place to deposit your stick collection (for the sake of a bit more problem solving I’d suggest choosing a halfway spot rather than taking them straight back to your playground) – how will you transport your sticks to this place?  What will you do if the stick is especially long or heavy?
  • Collect all the sticks you can find on the ground – or at least, all the sticks that aren’t rotten or slimy!  Pile them up in your halfway spot.  Any sticks will do, but ones with relatively few ‘sub branches’ will make some of the later activities a bit easier.
  • Fostering a ‘problem solving’ approach, encourage children to
    • use their whole bodies to transport the sticks
    • collect large and tiny sticks
    • collaborate with one another to carry awkward or large sticks
    • decide when they have ‘enough’ sticks
    • discuss and agree the best way of transporting a large stick collection back to the playground (e.g. wheelbarrows, trailer, bags, one by one…)

Using your sticks

Allow children to experiment freely with the stick collection; record their explorations with cameras, post-it notes and video if possible.  These activities will appeal to children in different ways – some will play on their own, others will want to collaborate; some will see patterns and shapes in the sticks and others will use them to generate stories and imaginative play scenarios.  These are all important lines of enquiry and the play can be built on in future as children’s fascinations evolve.  The list of possible activities below could happen naturally as children explore, or you could plan them to suit curriculum plans.

  • Sorting
    • by length, width or colour / shades; arrange the sticks to show how they’ve been sorted
    • Patterns
      • create mazes and abstract or regular patterns by organising the sticks on the playground; draw round them with chalks to record the patterns; fill in the gaps and spaces with other natural materials such as leaves, flowers, conkers, corks, etc.
      • Lay the sticks along the playground markings; encourage children to choose the correct length of stick to ensure accurate replication of the lines.
    • Mud hedgehogs
      • Use mud or clay to create hedgehog bodies, then use the sticks to represent the spikes on the hedgehog’s back.  Allow to dry completely then place the hedgehogs in spaces around the grounds where children think hedgehogs would live or forage.
    • Mark making
      • Burn or char the ends of the sticks to make ‘charcoal’.
      • Make marks in mud or puddles.
      • Create imaginary words and shapes in the air – can children guess what their friends are drawing or writing in the air?
    • Stick picture frames

      Stick picture frames

      • Lay them on the floor to make pictures using natural materials or chalks
      • Connect the corners with string, masking tape or garden twist ties then hang them from the trees, eaves, fence etc. to create natural ‘panoramas’ and ‘landscapes’.
    • Journey sticks
      • Place 6 or 7 thick elastic bands (found everywhere the postman has been) to each stick.  As the children ‘journey’ around the grounds, the collect found objects and attach them to the stick using the elastic bands – great for practicing fine motor skills and hand eye co-ordination.  I also use this activity to encourage vocab development and speaking and listening skills.

        Eeyore's house

    • Clearing up
      • At the end of each play session, encourage children to clear up the sticks and store them somewhere handy for use the next day.  A huge brush used by a caretaker or cleaner can add some fun and laughter to this task.
    • Measuring sticks
      • If you are lucky enough to find long, straight sticks, slice them up into regular lengths, to use for measuring and estimating.  If you can, create a metre long stick and then a series of 10, 20 and 50cm sticks.  Remember to gently chamfer or sand the cut ends to avoid splintering.
    • Windchimes
      • Make a circle from a wire coat hanger, string different lengths of sticks to the wire circle and hang from trees or eaves – add feathers and conkers for added interest.

Sticky fingers – saying goodbye to the stick collection

By now you probably have quite a mess in your playground, and a depleted stick collection! There are several ways of disposing of the left over sticks.

  • A member of the school community (or another local school) may have a mulcher; if so, ask if they’ll come into school to demonstrate how it works to the children.  This in itself is a wonderful learning opportunity – a mulcher is a large, loud, smelly machine that will ‘eat’ the sticks and create wood chips at the other end, which are fantastic for mulching around your plants to keep the weeds down.  You’ll also have another useful ‘transporting’ problem for the children to solve once the sticks have become mulch.
    • If you use the mulch on your plants, retain some in a small pile somewhere sheltered; children will be interested to watch it start to break down over time and can also experience the raised temperature inside the pile by putting their hands into it.

    Take the sticks back to the places you found them; they will eventually break down or be used by animals, as they would have if they’d never been moved.

  • Use some of the sticks to build a fire pit, to burn the remainder.  Choose a sheltered spot where children can safely sit around the fire and enjoy its colours, sounds and warmth.  Choose sticks or logs with a wide diameter and make a fire pit by laying them end to end in a circle or square – a metre square is a good size to begin with.  You could remove the turf before lighting the fire, and replace it afterwards, or keep the space as an informal fire pit.

    Cooking sausages on sticks

    • Use the remainder of the sticks as fuel on the fire, remembering to retain a few to toast marshmallows on.

Risk assessing outdoor learning and play

A common sense approach to health and safety is now advocated by the HSE and by the Coalition Government[1] and whilst it is important to understand and record risks, a dynamic approach, based on risk / benefit analysis is likely to offer the flexibility needed to really deliver a creative, inspiring early years curriculum.  Dynamic risk assessment and risk benefit analysis materials are freely available on the web: try www.playlink.org and www.forestry.gov.uk for starters.

Other equipment and materials

  • Bottles of antibacterial handrub are a good idea outdoors.  A few germs are no bad thing, but neither is instilling a sensible hygiene routine outdoors.
  • A ‘go anywhere’ outdoor play resource box could usefully contain string, scissors, 10m measuring tape, felt tips, masking tape, baby wipes, nappy sacks (aka treasure bags), an A4 magnifying sheet, garden twist ties…
  • Children love cameras and recording equipment; the Tuff-Cam, available from various educational suppliers is great for stubby little fingers; for children with more developed motor skills or a desire to use ‘grown up’ equipment, the FlipCam video recorders are ideal – both of these cameras are relatively inexpensive.

[1] Tickell Review Recommendations, p6: “To reduce the burden that paperwork introduces, I am also recommending practitioners should not have to undertake written risk assessments when they take children out, but instead be able to demonstrate, if asked, the ways that they are managing outings to minimise risk.”