Claire Warden. B.ED (Hons), Dip Drama CEO Mindstretchers Ltd Claire Warden is an educational consultant who has developed her approach to experiential learning through a variety of experiences. Her experiences have taken her on a pathway that includes working in a variety of types of centre, advisory work, lecturing in further education and now around the world to speak to universities, governments and educators. Skills developed as a lecturer in Primary Education at Strathclyde University, have been applied to the dynamic and creative work currently undertaken by her company called Mindstretchers. Mindstretchers was set up as a training consultancy in 1996 and has won awards for its levels of excellence and methodology of training that supports improvement. Claire Warden is an author of many books and materials relating to early years methodology. These include 'The Potential of a Puddle' that details National vision and values for outdoor play; 'Talking and Thinking Floorbooks' which presents the planning methodology that supports consultation and democracy in early education; 'The Right to be Me' which explores the rights of young children to high quality provision and 'Nurture through Nature' which explores working with children under three outside; "Nature Kindergartens and Forest Schools' which explores children's connection to nature and naturalistic spaces such as Forest Schools, Forest Kindergartens and Nature Kindergartens and 'Journeys into Nature' creating a foundation of knowledge and skills to enable people to work in a naturalistic way with young people. Her newest addition is a series of four books: Fascinations of Fire; Earth; Water and Air, designed to offer support to staff in raising their knowledge and skills to deliver a broad curriculum through authentic outdoor experiences with children. The pathway has taken her to set up Whistlebrae Nature Kindergarten and Auchlone Nature Kindergarten in Perth and Kinross, Scotland . These outdoor nurseries, work with children from 2-6 yrs old as well as offering afterschool care and holiday care for children up to 12 years. Children spend up to 90% time outside. The three spaces of inside, garden and the wild wood are designed to develop skills and confidence in the natural world. The whole environment is eco-friendly, down to fair trade resources, organic food and alternative energy sources. Claire is one of a leadership group of consultants who make up the World Nature Collaborative. The purpose of the group is to develop a cohesive network and approach to experiential learning in outdoor spaces in a variety of climates. The nature collaborative brings together educators, landscape architects, environmentalists and health workers to support a multidisciplinary approach to outdoor educational provision. Claire is the European education co-ordinator and as such would invite you to join the collaborative and take forward children's right to outdoor play around the world. The company continues to work closely with Local Authorities to support all child care provision. Claire has written courses to meet the needs in home based environments such as childminders and shared day care spaces such as play groups. Mindstretchers is also on the consultative committee on the place of Risk in Learning to the Scottish Government. Follow Claire on facebook, twitter and through reading articles on www.claire-warden.com or www.mindstretchers.co.uk

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• Part 1. Why should children go out of doors? Part 2. Creating effective environments for utdoor learning 1 Indoors and outdoors should be viewed as one combined learning environments 2 Outdoor areas should be resourced in a flexible way 3 Planning should support learning in an outdoor environment 4 Parents, carers and children should all be involved 5 Outdoor play should receive the same management as indoor play 6 Practitioners should be committed to children learning in an outdoor environment 7 The physical aspectsw of the outdoor area should be addressed creatively 8 Practitioners should be aware of the range of children's learning styles and preferences 9 Staff should kdevelop a policy so that they have a common understanding of, and a consistant approach to, outdoor learning Conclusion Part 3 Examples of practice Appendix 1 Bibliography

Claire Warden. B.ED (Hons), Dip Drama CEO Mindstretchers Ltd Claire Warden is an educational consultant who has developed her approach to experiential learning through a variety of experiences. Her experiences have taken her on a pathway that includes working in a variety of types of centre, advisory work, lecturing in further education and now around the world to speak to universities, governments and educators. Skills developed as a lecturer in Primary Education at Strathclyde University, have been applied to the dynamic and creative work currently undertaken by her company called Mindstretchers. Mindstretchers was set up as a training consultancy in 1996 and has won awards for its levels of excellence and methodology of training that supports improvement. Claire Warden is an author of many books and materials relating to early years methodology. These include 'The Potential of a Puddle' that details National vision and values for outdoor play; 'Talking and Thinking Floorbooks' which presents the planning methodology that supports consultation and democracy in early education; 'The Right to be Me' which explores the rights of young children to high quality provision and 'Nurture through Nature' which explores working with children under three outside; "Nature Kindergartens and Forest Schools' which explores children's connection to nature and naturalistic spaces such as Forest Schools, Forest Kindergartens and Nature Kindergartens and 'Journeys into Nature' creating a foundation of knowledge and skills to enable people to work in a naturalistic way with young people. Her newest addition is a series of four books: Fascinations of Fire; Earth; Water and Air, designed to offer support to staff in raising their knowledge and skills to deliver a broad curriculum through authentic outdoor experiences with children. The pathway has taken her to set up Whistlebrae Nature Kindergarten and Auchlone Nature Kindergarten in Perth and Kinross, Scotland . These outdoor nurseries, work with children from 2-6 yrs old as well as offering afterschool care and holiday care for children up to 12 years. Children spend up to 90% time outside. The three spaces of inside, garden and the wild wood are designed to develop skills and confidence in the natural world. The whole environment is eco-friendly, down to fair trade resources, organic food and alternative energy sources. Claire is one of a leadership group of consultants who make up the World Nature Collaborative. The purpose of the group is to develop a cohesive network and approach to experiential learning in outdoor spaces in a variety of climates. The nature collaborative brings together educators, landscape architects, environmentalists and health workers to support a multidisciplinary approach to outdoor educational provision. Claire is the European education co-ordinator and as such would invite you to join the collaborative and take forward children's right to outdoor play around the world. The company continues to work closely with Local Authorities to support all child care provision. Claire has written courses to meet the needs in home based environments such as childminders and shared day care spaces such as play groups. Mindstretchers is also on the consultative committee on the place of Risk in Learning to the Scottish Government. Follow Claire on facebook, twitter and through reading articles on www.claire-warden.com or www.mindstretchers.co.uk

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• Part 1. Why should children go out of doors? Part 2. Creating effective environments for utdoor learning 1 Indoors and outdoors should be viewed as one combined learning environments 2 Outdoor areas should be resourced in a flexible way 3 Planning should support learning in an outdoor environment 4 Parents, carers and children should all be involved 5 Outdoor play should receive the same management as indoor play 6 Practitioners should be committed to children learning in an outdoor environment 7 The physical aspectsw of the outdoor area should be addressed creatively 8 Practitioners should be aware of the range of children's learning styles and preferences 9 Staff should kdevelop a policy so that they have a common understanding of, and a consistant approach to, outdoor learning Conclusion Part 3 Examples of practice Appendix 1 Bibliography

Claire Warden. B.ED (Hons), Dip Drama CEO Mindstretchers Ltd Claire Warden is an educational consultant who has developed her approach to experiential learning through a variety of experiences. Her experiences have taken her on a pathway that includes working in a variety of types of centre, advisory work, lecturing in further education and now around the world to speak to universities, governments and educators. Skills developed as a lecturer in Primary Education at Strathclyde University, have been applied to the dynamic and creative work currently undertaken by her company called Mindstretchers. Mindstretchers was set up as a training consultancy in 1996 and has won awards for its levels of excellence and methodology of training that supports improvement. Claire Warden is an author of many books and materials relating to early years methodology. These include 'The Potential of a Puddle' that details National vision and values for outdoor play; 'Talking and Thinking Floorbooks' which presents the planning methodology that supports consultation and democracy in early education; 'The Right to be Me' which explores the rights of young children to high quality provision and 'Nurture through Nature' which explores working with children under three outside; "Nature Kindergartens and Forest Schools' which explores children's connection to nature and naturalistic spaces such as Forest Schools, Forest Kindergartens and Nature Kindergartens and 'Journeys into Nature' creating a foundation of knowledge and skills to enable people to work in a naturalistic way with young people. Her newest addition is a series of four books: Fascinations of Fire; Earth; Water and Air, designed to offer support to staff in raising their knowledge and skills to deliver a broad curriculum through authentic outdoor experiences with children. The pathway has taken her to set up Whistlebrae Nature Kindergarten and Auchlone Nature Kindergarten in Perth and Kinross, Scotland . These outdoor nurseries, work with children from 2-6 yrs old as well as offering afterschool care and holiday care for children up to 12 years. Children spend up to 90% time outside. The three spaces of inside, garden and the wild wood are designed to develop skills and confidence in the natural world. The whole environment is eco-friendly, down to fair trade resources, organic food and alternative energy sources. Claire is one of a leadership group of consultants who make up the World Nature Collaborative. The purpose of the group is to develop a cohesive network and approach to experiential learning in outdoor spaces in a variety of climates. The nature collaborative brings together educators, landscape architects, environmentalists and health workers to support a multidisciplinary approach to outdoor educational provision. Claire is the European education co-ordinator and as such would invite you to join the collaborative and take forward children's right to outdoor play around the world. The company continues to work closely with Local Authorities to support all child care provision. Claire has written courses to meet the needs in home based environments such as childminders and shared day care spaces such as play groups. Mindstretchers is also on the consultative committee on the place of Risk in Learning to the Scottish Government. Follow Claire on facebook, twitter and through reading articles on www.claire-warden.com or www.mindstretchers.co.uk

Select Guide Rating

• Part 1. Why should children go out of doors? Part 2. Creating effective environments for utdoor learning 1 Indoors and outdoors should be viewed as one combined learning environments 2 Outdoor areas should be resourced in a flexible way 3 Planning should support learning in an outdoor environment 4 Parents, carers and children should all be involved 5 Outdoor play should receive the same management as indoor play 6 Practitioners should be committed to children learning in an outdoor environment 7 The physical aspectsw of the outdoor area should be addressed creatively 8 Practitioners should be aware of the range of children's learning styles and preferences 9 Staff should kdevelop a policy so that they have a common understanding of, and a consistant approach to, outdoor learning Conclusion Part 3 Examples of practice Appendix 1 Bibliography