re·sil·ience
Noun: resilience; plural noun: resiliences; noun: resiliency; plural noun: resiliencies
The capacity to recover quickly from difficulties; toughness.
The ability of a substance or object to spring back into shape; elasticity.
Resilience is a popular term in the world of education these days; it has become a standard for determining future success in children. It has even trumped good old reading writing and arithmetic as a foundation for success. So how does one learn resiliency?
Nature is the ultimate classroom in resiliency training. Taking children into the forest throughout the year in all weather conditions fosters resilience, confidence, and creativity. In nature’s classroom children have to adapt the way they tackle activities based on the seasons and the weather conditions. Children are encouraged to take considered risks, such as climbing trees or navigating fallen trees and push themselves out of their comfort zone. This risk-taking requires creative thinking and promotes confidence as kids learn their physical and mental limits and become more capable of assessing situations. Being free to choose and explore the ways they approach challenges and activities fosters an environment where children are encouraged to think critically and creatively.
In the forest, children experience Simon Nicholson’s “theory of loose parts”, playing with materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. The forest environment is rich with loose parts to inspire creativity, including sticks, stones, logs, leaves, and dirt; perhaps add some rope and a bucket and shovel for endless creative play. There is no “right or wrong”, but there is the opportunity to experiment, change your idea mid-flight, have an idea to fail, and try something new based on personal experience.
Forest School Canada states that “Promoting children’s wellbeing, confidence and resilience should be the cornerstone of every educational policy if we are to empower our learners to achieve anticipated developmental outcomes. The notable findings of Forest Schools programmes on children’s resilience were an improvement on key resilient indicators, such as self-efficacy, persistence, and problem-solving skills. The notable impacts of long-term Forest School programmes on children’s confidence were marked propensity to take risks, heightened levels of self-belief, positive attitude, independence and increased tendency of taking initiative.”
As a parent and staff member with Creston Kids Outside, I have witnessed first hand the transformation in children who spend regular time engaged in unstructured, toy-free, outdoor play throughout all the seasons. There is an inner shift in these kids; they are resilient, creative and confident. Kids who play in nature solve problems and face challenges as opportunities; they have an identity of belonging, rooted in the trees, plants, and the soil itself. I love being on staff at Kootenay Nature School because I believe that I am a part of creating a new generation of resilient, creative and confident kids who will be prepared for the challenges of life.
Zavallennahh Huscroft Young is a mother, co-facilitator at Kootenay Nature School, and a professional musician.
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