February 26, 2024 • 29 mins
Ever reminisced about the simple joys of childhood when a stick wasn't just a stick but a sword, a wand, or a companion on countless adventures?
In today's episode, Nicki and Vicci will unravel the hidden developmental treasures found in stick play and how adults can prioritise safety without dampening the spirit of creativity.
Listen in as Nicki and Vicci share their extensive knowledge of:
🌱 The benefits of stick play
🌱 How to find 'the perfect stick'
🌱What's a 'blood bubble' and how does it create safety
🌱 Antedotes and insights on guiding children to play responsibly
🌱How and why children must be a part of shaping the safety rules
🌱Adults roles in recognising children's emotional cues
Bringing the outdoors in can be daunting, especially in childcare settings, but it's not impossible and this episode will renew your appreciation for stick play with practical approaches to make it an enriching part of outdoor learning.
Other ways we can help you:
1. Ready to create your own Nature Play business? Head to www.raisingwildlings.com.au/wildbusiness to access the roadmap to starting your business journey.
2. Keen to find your purpose in 10 minutes? Download our FREE treasure map to find your passion without compromising your educational values.
3. Want to know how to craft an epic outdoor program that has parents and directors lining up to enrol? You need Nature Play Now our $57 Workshop and Bundle series (people are saying this is a steal!)
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
We decided that it was about time that we debunk
the age-old saying that sticksand stones can break my bones by
proving that, with carefulplanning, risk assessment and
collaborative play, sticks andstones not only won't break
bones, but can become thebuilding blocks of an enriching,
imaginative childhood adventure.
In this two-part series, we'regoing to have a look first at
(00:20):
sticks and then rocks and whatwe have observed and learned
about managing this childhoodtradition.
I'd like to acknowledge thetraditional owners and
custodians of the lands on whichwe work the Kabi Kabi and the
Gabi Gabi people.
I'd like to recognize theircontinuing connection to the
land and waters and thank themfor protecting this coastline
(00:41):
and its ecosystems.
Since time immemorial.
We pay our respects to elderspast, present and extend that
respect to all First Nationspeople listening today.
Welcome to Raising Wildlings, apodcast about parenting,
alternative education, steppinginto the wilderness, however
that looks, with your family.
Speaker 2 (01:01):
Each week, we'll be interviewing experts that truly
inspire us to answer yourparenting and education
questions.
We'll also be sharing storiesfrom some incredible families
that took the leap and aretaking the road less travelled.
Speaker 1 (01:14):
Wear your hosts, vicki and Nikki from Wildlings
Forest School, pop in yourheadphones, settle in and join
us on this next adventure.
Speaker 2 (01:22):
Welcome to the Raising Wildlings podcast.
Wear your hosts, nikki Farrelland Vicki Oliver, stick play.
Anyone who's ever worked withchildren knows exactly what a
battle it is to stop childrenplaying with sticks.
It's just a deep and reallylike it's a really natural
attraction.
So a lot of the schools andearly years services that we've
(01:43):
worked with have banned thisform of loose parts play.
But in our experience, not onlyis this unnecessary, but it
also deprives children of thatreally important learning
opportunity and it createsrelationship conflicts as
educators because we have toregularly police it.
Speaker 1 (01:59):
That's right.
Speaker 2 (02:00):
And that is exhausting.
Speaker 1 (02:02):
It is exhausting, especially when you sort of flip
it around and look at theactual benefits of playing with
sticks and then also come upwith a plan on how you can do
that safely.
So I thought it would be reallyimportant for us to really
highlight why we are advocatesof stick play, because there are
so many benefits to thisamazing loose part nature like
(02:30):
toy event, like.
It's this amazing, you don'thave to do anything, free,
they're free, they're there,they come in lots of different
shapes and sizes that can beused in so many different ways.
And I think one of the greatthings about sticks is that
they're a really great physicaltool and helping to build, you
know, muscles like your smalldevelopmental muscles and but
(02:52):
also large ones as well.
So carrying and maneuveringsticks, swinging them through
the forest, but then also youneed to be using that those fine
motor skills and gripping andmanipulating them in your hands
as well.
So they're actually a reallygreat stepping stone if we are
looking at early years in theprecursor to writing.
Speaker 2 (03:12):
Yes, I think we often forget that.
I think sometimes, as educatorsand teachers, we assume that
you need to learn to write bywriting, but actually you need
to learn by to write, bydeveloping those muscles in a
really natural way first, andnot a forced way, because
writing isn't our natural grip.
Actually, we don't use it foranything else, perhaps a
(03:32):
paintbrush.
So, yeah, we need to buildthose muscles in a natural way
first before we can even thinkabout picking up a pencil.
Speaker 1 (03:39):
And there's so many different ways in which sticks
can be used and because they'reso different sizes, so you could
be looking at tiny, minisculelittle sticks all the way up to
massive big logs so you areusing a variety of different
techniques to hold that in thespace and also being aware of
(04:00):
where those things are in space,which is also helping to build
that vestibular and also properreception skillset and those
senses, in particular, knowingwhere your body and the things
that are an extension of yourbody are in space.
Speaker 2 (04:17):
Yeah, one of my favourite things to watch, and
what I guess my favouritebenefits, is the teamwork that
we see when we're buildingcubbies and shelters.
And not only that, but thecreative thinking and the
imagination and the role playing.
You know, I don't know ifyou've seen that meme on
Facebook where it's like this isa plastic cucumber slice.
It can only be a cucumber slice,this is a stick, this can be a
(04:39):
wand, blah, blah, blah.
You know, and we see that timeand time again, and these games
at Wildlings in our programswill go for weeks and weeks and
they'll come back and pick upright where they left off and
they will just continue to play.
So and it opens upopportunities for other children
to come in.
So it actually helps developthat socialisation and those
social skills too, becausesometimes children that might
(05:02):
not be in a certain friendshipgroup might be able to play a
small part in that game or inthat role play as well.
So I think it's really greatfor that.
And then the obvious conflictresolution when there's turf
wars and cubbies and also in anyother stick games or role plays
that they're doing.
So it isn't just a stick.
Speaker 1 (05:24):
No, it's not.
And it's such a great tool forchildren to learn those risk
assessment skills because theyare often using them in group
situations and there's groupdynamics and so they really do
have to be thinking about how doI keep myself and my friends
safe, otherwise this game isgoing to stop and then,
consequently, what often happensis that stick play gets banned
(05:47):
because, when we actually thinkabout it, the stick plays banned
because the educators haven'tgone to any effort or have
thought that that could be apossibility to actually, step by
step, go through how do we playwith stick safely and give them
an opportunity to demonstratethat they are able to do that If
they really want to play withsomething.
I find obviously this is ageneralization and they're
(06:10):
obviously different childrenthat make this can make this
more challenging, but from myexperience, if children want
something, they will stay withinthe guidelines and the rules to
ensure that that play cancontinue.
Speaker 2 (06:22):
Yeah, absolutely.
And by doing that it bringsabout this empathy and awareness
of others.
And again, we will neverprogress as a society if our
children don't grow up withempathy.
So I think there's so manythings there, and even just
little things with the push forsustainability like the 2.0
framework here in the earlyyears learning framework.
We need to be out in nature tounderstand sustainability.
(06:46):
We need to be able todistinguish live wood from dead
wood.
We need to scan the environmentfor a stick safely.
In Australia we have snakes, sohow do we do that safely?
Ecological literacy what treeis that stick from?
What leaves are they?
When am I going to get itchyfrom those leaves or sap on
myself?
So much learning and it's asimple yeah, and just the
(07:07):
connection to nature.
I am playing in nature withsomething from nature and I am
nature and this is my place andI belong here.
So it's so important for ourchildren to feel safe in the
environment, that they're into,indoors or out.
Speaker 1 (07:21):
And I think that I was just thinking too.
It's sometimes it's unspokenthings that you learn, like if
you pick up a log and it'sreally light, that means it's
probably quite rotten and deadand so that's not going to
sustain any strength.
If you wanted to use that for,say, a building material like,
it's very easily like some ofthese things that you learn that
you don't actually say out loud, but there's so much
(07:41):
understanding that you gain fromyour surroundings because of
that sensory feedback thatyou're getting that tells you a
little bit more about an objectin your environment.
So, stick like, because we usesticks as they're probably our
most used part, nature play, youknow thing that we find we
(08:04):
learn that this, I feel likethere's all these unsaid things
about sticks the children arelearning.
Speaker 2 (08:11):
I just thought of one as the emotional resilience as
well.
So if we're making baron arrowsand they make the arrow too
short, or they're bow snapsbecause they've used a thin
stick, it's the oh gosh.
that is upsetting, oh you mustfeel quite sad or frustrated or
what emotion do you feel rightnow?
And we can make another one.
(08:32):
And it's not a failure.
We're just learning and this isan experiment.
So again, it just provides,like it's not just the stick.
It's the cheapest, easiest,most accessible learning tool,
learning resource you can findin an early year service and
school.
Speaker 1 (08:50):
So the next step is to understand what safety
considerations we need to makewith sticks and the sorts of
questions you can start askingchildren to start risk assessing
sticks and to put in aframework for safe play around
sticks.
So the first question that wetalk about with children is is
(09:12):
this stick the right size for myhands and body and purpose?
Because our general rule forstick play is that the stick
shouldn't be longer than yourarm.
Speaker 2 (09:25):
Do you want to explain why that is Not just a?
Yeah, we just made it up.
Speaker 1 (09:29):
I'm just going to pick something, and this is not.
I was going to caveat thatsometimes children will pick up
logs and stuff like that thatare bigger than their arms, and
there are different rules inthose situations.
But generally for stick playwe're talking about wielding
something around in the air, sowe need to have a distance that
is easily measurable forchildren to make, and the length
(09:51):
of their arm is a visual areaaround their body that they can
actually keep an eye on easilyas well.
So any longer than that, theycan really lose the sense of
where the stick is in space andthen not be able to manage that
space properly and safely.
Speaker 2 (10:07):
And then it's developmentally appropriate,
because a three-year-old stickis going to be half the size of
a 10-year-old, and as they growand their stick grows, so too
does their peripheral vision,which is what we're really
looking at.
That's right.
But just because they don'thave the peripheral vision yet,
that doesn't come in untilthey're around 10 to 12
(10:28):
generally, so they're walkinglike horses with blinkers on.
That doesn't mean we can'ttrain them to look around in
that space.
Speaker 1 (10:36):
So another thing that we will ask them is is the
stick smooth or will it give mesplinters, because not all
sticks are created equal.
If you were to grab a branchfrom a, oh, what's the?
Speaker 2 (10:49):
Bogan velia.
Speaker 1 (10:51):
Precisely covered in thorn, or even if you were to
pick up parts of a banyan treecovered in very uncomfortable
bits and pieces.
Thorns nobles.
Speaker 2 (11:03):
Bark.
Speaker 1 (11:04):
Bark and that's not comfortable and that creates a
safety risk as well.
So we're asking them to be veryintentional about what kinds of
sticks they're playing with,because in the event that they
do hurt someone, it will bedouble the hurt if he gets swung
around, has got thorns and allsorts of sharp bits all around
it.
Speaker 2 (11:24):
Another thing we ask them is does the stick have any
sharp or pointed edges I need tobe aware of.
And again, if you're a12-year-old and shooting a bow
and arrow, that's very differentto a three-year-old walking
around not even really knowingthat the end of their stick is
sharp.
So it's just pointing it out.
Sometimes, if it's very largegroup play, you might want to
snip the edge off If it's very,very sharp and it's a game that
(11:46):
you don't want a very pointededge on.
But more often than not it'sjust bringing that awareness to
the child.
Speaker 1 (11:52):
It's making you think about it, because sometimes
there is a situation that theydo want a pointy stick.
Speaker 2 (11:58):
So it's not A digging stick.
Speaker 1 (11:59):
Yeah, it doesn't always have to be.
The question isn't always aboutmitigating, eliminating the
risk.
It's about being aware of it sothat they can alter their
actions to ensure that they'recreating a safe environment,
because sometimes, as I said,sometimes the sticks are longer
than their arms.
So they might say to us Ireally want to play with that or
(12:22):
I need to move that, check in,and we will understand and they
will have different.
We will talk to them aboutdifferent ways of managing
larger items and what for, andletting other people around us
know what's going on.
So there's definitely differentways to do it, but we can have
some general framework of rulesthat we start with in particular
(12:44):
.
Speaker 2 (12:45):
Yeah, and one of those other prompting questions
is how do I want to use thisstick?
And because exactly that, thesharp stick, might be exactly
what I'm looking for right now,or that giant log.
I need that for the wall for mycubby.
Great, no problem, let me makesure that you're carrying that
in a safe way.
Speaker 1 (12:59):
Yeah, and another reason why you might want a
sharp stick, or stick forpurposes, is when we've got
other riskier activities goingon at the same time, like when
we've got the fire there andwe're roasting marshmallows.
So the length of the stickcomes into play there, in terms
of having it long enough to fitin the fire, but also not too
long that we're wielding a hotmarshmallow around the fire
(13:22):
circle, also wanting it to beslightly sharp so we can
actually get the marshmallow onthe end of the stick.
So this is why we need to behaving these conversations,
because each individualsituation might come with a new
set of parameters, but we'restarting to help them to think
about how they manage thosecontrol measures for themselves
as they're playing.
Speaker 2 (13:42):
And another question is will this stick break easily?
So that's particularly forthings like on arrows, but also
if you're building a cubby, youobviously don't want a very
rotted piece of wood, for youknow one of your TP legs.
It just depends on thesituation.
But there's a bunch ofprompting questions that we can
use instead of saying you knowno sticks or what have you got
(14:03):
that stick for?
Put that stick down and itmight be.
Oh, it's your plan, what's yourplan?
with that stick and suddenly yougo wow, that sounds amazing,
let me.
I can't wait to observe this.
Speaker 1 (14:13):
Yeah, and sometimes as stick plays for grossing, it
is more about prompting them tothink about instead of stopping
the play.
It's about prompting them tothink about you.
Can.
You can pause the play and belike, oh, I'm just a little bit
worried about X, Y or Z, so thatthey for something that they
may not have been aware ofbefore, and sometimes we might
(14:33):
have to do that multiple times.
But that's the whole point oflooking at our role,
responsibility and supervisionof the play, as opposed to just
going.
It's just just too hard.
No, it's not.
Speaker 2 (14:45):
That's it.
We're mentors and educators.
We're not police officers thatjust stop anything.
We are educators helpingchildren learn life skills and
safety skills.
Speaker 1 (14:55):
That's right.
So, nick, how about we discusswhat safety measures and sort of
rules that we put in place forkids so that they can really
enjoy stick play?
Speaker 2 (15:05):
Yeah, great idea.
So the main one that we use atWildlings is teaching children
to use what we call a bloodbubble, or, if you don't like
that really graphic term, youcan call it a safety circle, but
we like things that are sticky,and the visualization of a
blood bubble makes childrenreally, you know, think about
what they're doing.
So, essentially, if a childextends their arms with a stick
(15:26):
or any other tool in it, theymust be able to turn in a full
circle, a full 360, withouthitting anyone or hurting anyone
, and that's what we call theblood bubble.
So if anyone's in their bloodbubble, they can get hurt and
thus the blood.
And this rule applies wheneversticks are being swung around or
used to hit things, even whenwe're soaring.
You know, if you've got a sorein your hand, you need to make
(15:47):
sure you've got a blood bubble.
When you're carrying bamboo oreven dragging it, you need to
have a blood bubble.
So, again, because of thelength of the stick, your blood
bubble might be really small orit might be really really long.
But again, instead of sayingwatch out or be careful, we can
then say, oh, you're about towalk into Vicki's blood bubble,
or just watch your blood bubble.
So it's reframing that languageall the time.
(16:09):
So we're not constantly tellingchildren no, no, no, no, and
we're educating them in saferways to do things.
Speaker 1 (16:16):
That's right, and so the next step that we take about
instructing stick play istalking to them about how they
carry the stick.
So for a stick that as long astheir arm or shorter and they're
carrying that around.
Oftentimes we'll tell them toput their thumb over the top of
the stick as they're walkingaround, as they drag it.
So if they fall over they'regoing to protect any organs if
(16:39):
they were to fall face down ontothat stick.
So that thumb is sort ofproviding a little bit of a
barrier there and I think it'salso one more sensory hold onto
that.
Like you know, it's a veryspecific action so that they've
really got control of the stickto when they're walking.
If it's a bigger stick, so ifthey're using it for building
purposes, like a log, becausewhat you'll often see is kids
(17:03):
will pick it up and it willbecome airborne and then they'll
swing it around in the air.
And that's when we know thatthat's could potentially collect
children.
The blood bubble is way too big, and so what we instruct
children to do is to drag thoselogs behind them.
That way it is actually in onepart of space behind them.
It's unlikely that they'regoing to collect someone as it's
(17:25):
coming directly behind theirbody and it's just the safest
way for them to be moving largerobjects around the space.
Speaker 2 (17:34):
I would even add, with the small sticks.
When you've got your thumb overit, the top of it, naturally
you're carrying it in the sameway.
So it's down by your hip,pointing to the ground, and it's
not being waved through the airas you're running, you know,
towards people's eyeballs andfaces.
Speaker 1 (17:48):
So Hard to do that with your thumb over the stick
to wave yeah.
Speaker 2 (17:52):
So by naturally teaching those things that
they'll eventually justinstinctually do.
That's a huge part of your riskassessment and risk awareness
for them as well.
Speaker 1 (18:02):
If you've got lots of children working together with
sticks, we would suggest havinglike a higher level of
supervision and obviouslyreminding them to be aware and
going over the safety rules thatyou've come up with together.
And sometimes it is worth, eventhough, having these rules in
mind.
Children will come up withthese themselves if you ask them
(18:23):
beforehand and then you can addmore rules on to keeping them
safe.
But when you're, when you'reworking with lots of children,
the tricky part I thinksometimes about this is that if
you do elastic place, say at aschool, where supervision is
probably not as highly ratio isensuring that children are very
(18:46):
aware of all of these rules andand just keep it keeping an eye
on those areas where this playmight be occurring.
Speaker 2 (18:53):
So some really basic rules that the children will
come up with themselves, orsticks, and never permitted to
hit people, one that we've seen.
You know this.
Again, none of these are blackand white.
So what I want to say here is alot of services will say you
can't run while holding a stick.
I would then argue that if youare holding your stick with your
(19:17):
thumb and carrying it backwards, the only injury you're going
to do is hurting your thumb.
You know, if you're not runningaround with it, waving it
around your head and you've gota point into the ground behind
you, I would argue that that'sreally safe.
So you know, I think this is aservice by service, child by
child, because sometimes itmight be just one child as well.
(19:37):
That is, you know, making thisrule difficult for a lot of
people and they just might needextra coaching.
It's not a no, always it's a.
You know, let's practice thisuntil you get it.
Speaker 1 (19:47):
Exactly and it's the same with you know, we don't
allow, obviously, sticks to comein contact with other people's
bodies, but some places might becomfortable because of the
types of children that they haveand the trust with stick
battles.
So when the sticks areconnecting with each other and I
am an advocate for that type ofplay However, always should be
(20:11):
up to the facilitators andeducators, knowing your children
, knowing your space, to makethat call.
And sometimes you can allow it.
And then sometimes it's, theheat of the play can sometimes
take over and they're notthinking in the same way and we
might just have to scale thatback for a little bit, Like, oh,
it looks like this placegetting a little bit too
(20:31):
involved and I'm just, you know,a little bit worried that
someone might get hurt orinjured because of the intensity
of the play, when you can scalethat back a little bit and then
reintroduce it again.
So sometimes these rules aremoment by moment as well and
having a framework is helpful.
Speaker 2 (20:49):
Yeah, and I want to add there again that the
emotional skills learning hereis so great in those situations.
We've had moments where we'veallowed the stick battles to
happen, and then, when we'vecome together in circle or I've
pulled them together and said,okay, I just I would I need to
pause this for a bit and I needto just air some concerns and
anyone else that has concernscan too and I've started the
(21:10):
circle and then they will voicethe concerns and then they will
brought things up, but justlittle things, like I, instead
of just saying I felt like itwas getting dysregulated and
that was about to get messy, orwhatever you want to call it.
I've said I noticed such andsuch as jaw was clenching, I
noticed that the the sound ofyour voices was getting louder,
(21:31):
the giggles were turning nervous, and so what you're doing
inadvertently is teaching thechildren to notice themselves
when the play is getting to thepoint where it's dysregulated,
and so then they start.
You know, hey, vicki, your jawsclenched.
I'm a bit scared right now.
Speaker 1 (21:47):
Yeah, and they're still OK.
Speaker 2 (21:50):
Yeah, yeah, I'm a bit worried.
Yeah, your jaws clenched.
Are we still good?
Yeah, do you want to pause?
You need a drink?
And I just think that that isthe learning that is missing so
often, and we can't do that whenwe ban these things.
Speaker 1 (22:01):
Yeah, because we're tuning into that consent as well
.
Speaker 2 (22:03):
Like this is where I get a little bit frustrated
about.
Speaker 1 (22:07):
To take it to the sex ed conversation, but this sort
of play is about buildingrelationships, and early on,
when we talk about sex education, we're not talking about
intimacy, we're talking aboutrelationship forming and
practicing consent in situationswhere emotions and those sorts
of things are really intense,which will mirror what happens
(22:30):
when we're older.
Right, those situations areintense in a different way, but
we're practicing outlets oftuning into people's body
language, facial expressions andmaking sure that there's
ongoing enthusiastic consent inthe play, by making sure that
they've got the ways to identifynonverbal communication but
then using verbal communicationto check in too.
(22:52):
So that's why this sort of playis so important and again, like
play is it.
Speaker 2 (22:58):
Play is learning and again, so often, we just
restrict it to the smallestamounts of play, where children
can't grow their wings andspread their wings.
Speaker 1 (23:07):
So and, as we said earlier, they do it anyway Like
they will do it if we're in anysort of educator role where
children do have a playtime,that this stuff isn't going on.
Like you said, we areconstantly monitoring it,
because even if it's banned itdoesn't mean it doesn't happen.
Speaker 2 (23:25):
Exactly, and the best thing we can do is empower them
with knowledge and tools.
So there are some times orspaces where you might not allow
stick play.
But we don't just mean becauseit's more like if you have a
smaller outdoor space, you mightdecide on a zone that stick
play is and isn't allowed.
So, for example, in our forestschool setting in on the
(23:46):
Sunshine Coast, at least basecamp is a safe zone and you
can't run through base campbecause that's where children
that don't want to play cancongregate and they can play and
feel safe there.
Your area might be so smallthat having a bunch of sticks
would feel unsafe.
So you might need to make asafe space where it is allowed
and where it isn't, or a timewhen you're allowed to do it.
Again, it is so face-based.
(24:07):
Please take all of this with agrain of salt and make it place
in person based.
Speaker 1 (24:12):
Exactly so.
We'd love to sort of finish upby talking about ways in which
we've observed children usingsticks.
We've mentioned a few already,but to just really broaden the
scope of why sticks why we havepersonally seen sticks be such
an important part of ourprograms is because they have
been used in so many differentways.
(24:32):
So we've seen them used forstirring and mud play.
So the extension of the body inbeing able to interact with an
environment, particularly forthose children who don't like
having their hands directly inmud and the water.
It can be a way for them tobridge that gap between their
body and the environment, whichis really cool.
Speaker 2 (24:54):
Always the sorting and the categorizing.
And if you think a stick can'tbe used as a numeracy tool,
you're kidding me.
There's a measurement there'slength, there's width, there's
mass.
So it's the patterns, time,yeah.
Alphabet, for numeracy,alphabetical literacy, all sorts
.
For art, there's weaving andmagic ones and small world
(25:15):
houses.
You can use them for oars orpaddles, for boats and rafts,
and children love to expand onthat.
It won't just be a stick.
They'll go find a palm tree touse the base of that on.
Or, you know, they just keepadding and adding to it too.
Speaker 1 (25:29):
Building nests and wildlife homes.
We've done that on differentscales as well, so like
individual tiny nests, but thengigantic nests that actually
become more like cubby housesand play areas, and then there's
also things like buildingbridges.
So there's a lot of engineeringthat can come from using play
(25:50):
and, as we've said, like cubbiesand even rafts.
So we can be doing rafts inmultiple different ways with
those parts and using differentsize sticks, as in like a really
nature-based raft is anothergreat way of building on a lot
of these skill sets as well.
Speaker 2 (26:07):
Yeah, you've got drawing and dirt or sand.
I can't tell you how often wesee children just sitting down
and again, they're buildingthose fine motor skills.
Even if they're not ridinganything yet, they're still
building the muscles that theyneed to begin that.
Another thing we use sticks foris safety.
So if we find a hole orsomething curious in a tree that
we want to look at, we teachour children not to use their
(26:30):
fingers and to use a stickObviously gently.
We're not using it to stab itthe wildlife was, you know, stab
it down a hole, but to exploreor lift a piece of bark, for
instance, instead of stickingyour fingers in.
Speaker 1 (26:41):
I use them all the time at Beach School too, for
pointing out and so that we'renot disturbing them, and to be
able to again extend my body tobe able to point at things that
might be in a hidden crevice orto have a very specific area to
look at.
So even as an edge, it can help.
Speaker 2 (26:59):
Yeah, I was going to say children and for us as well,
to measure the depth of thewater.
You know, before we get in,we're very lucky our water is
crystal clear, unless it'sstraight after a rain.
But I know there's plenty ofplaces around the world where
you would be ill advised toenter the water without
measuring it and checking thedepth of what's submerged below.
Speaker 1 (27:18):
And we use them in games for start and stop points,
and sometimes they'll use themas, like you know, the place
where you take the person tojail or a safe place if they're
paying tags.
So there's lots of differentways that they can be used, not
just imaginatively, but alsobecause they're practical.
Speaker 2 (27:36):
You know, you're not having to take markers down,
yeah, walking sticks absolutely.
Speaker 1 (27:41):
And then there's so much extension that can be done
from those starting points aswell.
So even with weaving, it can beindividual weaving, it can be
group weaving, it can be justfrom that one starting point we
really then start to extend andtone in on something that
they're very interested in.
Speaker 2 (27:58):
So we love them, and it's so great for indoor or
outdoor play too.
So if you're a music teacherand you're doing drums, go
outside and grab some drumsticks and experiment with
different sized drum sticks.
Or if you're an art teacher andyou're doing painting, go
outside and grab some sticks andmake your own paintbrushes, so
you don't.
Also, as a primary schoolteacher, you don't need to have
(28:19):
the entire lesson outside, butyou can bring in nature, you can
take children out for shortportions of your lesson as well.
Speaker 1 (28:26):
That's right.
So if your school or early yearservice doesn't currently allow
stick play, why not send themthis episode?
Send it to your leadership teamand maybe ask the question why
aren't we doing stick play?
You bring it up at your nextstaff meeting and use all the
tips that we've given you hereto adjust your risk assessments
or your policies and procedures.
You can start talking to thechildren about what rules they
(28:48):
think should be included aroundstick play and then add any that
you're missing, cause I'm surethere's other ways, and we'd
love to hear if you've got otherways that you manage stick play
in your center service orprogram.
Please send it to us, becausethe more ways in which we break
through these barriers, the morebeneficial it is for children
everywhere, and I think you'llalso find that the children will
start policing the rules ofstick play far better than you
(29:10):
can as staff.
Speaker 2 (29:11):
anyway, and after the initial adjustment period,
you'll just find that stick playis such a wonderful addition to
your outdoor learning or natureplay program.
So let's, all you know, be thesqueaky wheel and make a little
bit of noise, and let's just letkids be kids.
Speaker 1 (29:27):
Agreed.
Speaker 2 (29:29):
And until next week stay wild.
We decided that it was about time that we debunk
the age-old saying that sticksand stones can break my bones by
proving that, with carefulplanning, risk assessment and
collaborative play, sticks andstones not only won't break
bones, but can become thebuilding blocks of an enriching,
imaginative childhood adventure.
In this two-part series, we'regoing to have a look first at
(00:20):
sticks and then rocks and whatwe have observed and learned
about managing this childhoodtradition.
I'd like to acknowledge thetraditional owners and
custodians of the lands on whichwe work the Kabi Kabi and the
Gabi Gabi people.
I'd like to recognize theircontinuing connection to the
land and waters and thank themfor protecting this coastline
(00:41):
and its ecosystems.
Since time immemorial.
We pay our respects to elderspast, present and extend that
respect to all First Nationspeople listening today.
Welcome to Raising Wildlings, apodcast about parenting,
alternative education, steppinginto the wilderness, however
that looks, with your family.
Speaker 2 (01:01):
Each week, we'll be interviewing experts that truly
inspire us to answer yourparenting and education
questions.
We'll also be sharing storiesfrom some incredible families
that took the leap and aretaking the road less travelled.
Speaker 1 (01:14):
Wear your hosts, vicki and Nikki from Wildlings
Forest School, pop in yourheadphones, settle in and join
us on this next adventure.
Speaker 2 (01:22):
Welcome to the Raising Wildlings podcast.
Wear your hosts, nikki Farrelland Vicki Oliver, stick play.
Anyone who's ever worked withchildren knows exactly what a
battle it is to stop childrenplaying with sticks.
It's just a deep and reallylike it's a really natural
attraction.
So a lot of the schools andearly years services that we've
(01:43):
worked with have banned thisform of loose parts play.
But in our experience, not onlyis this unnecessary, but it
also deprives children of thatreally important learning
opportunity and it createsrelationship conflicts as
educators because we have toregularly police it.
Speaker 1 (01:59):
That's right.
Speaker 2 (02:00):
And that is exhausting.
Speaker 1 (02:02):
It is exhausting, especially when you sort of flip
it around and look at theactual benefits of playing with
sticks and then also come upwith a plan on how you can do
that safely.
So I thought it would be reallyimportant for us to really
highlight why we are advocatesof stick play, because there are
so many benefits to thisamazing loose part nature like
(02:30):
toy event, like.
It's this amazing, you don'thave to do anything, free,
they're free, they're there,they come in lots of different
shapes and sizes that can beused in so many different ways.
And I think one of the greatthings about sticks is that
they're a really great physicaltool and helping to build, you
know, muscles like your smalldevelopmental muscles and but
(02:52):
also large ones as well.
So carrying and maneuveringsticks, swinging them through
the forest, but then also youneed to be using that those fine
motor skills and gripping andmanipulating them in your hands
as well.
So they're actually a reallygreat stepping stone if we are
looking at early years in theprecursor to writing.
Speaker 2 (03:12):
Yes, I think we often forget that.
I think sometimes, as educatorsand teachers, we assume that
you need to learn to write bywriting, but actually you need
to learn by to write, bydeveloping those muscles in a
really natural way first, andnot a forced way, because
writing isn't our natural grip.
Actually, we don't use it foranything else, perhaps a
(03:32):
paintbrush.
So, yeah, we need to buildthose muscles in a natural way
first before we can even thinkabout picking up a pencil.
Speaker 1 (03:39):
And there's so many different ways in which sticks
can be used and because they'reso different sizes, so you could
be looking at tiny, minisculelittle sticks all the way up to
massive big logs so you areusing a variety of different
techniques to hold that in thespace and also being aware of
(04:00):
where those things are in space,which is also helping to build
that vestibular and also properreception skillset and those
senses, in particular, knowingwhere your body and the things
that are an extension of yourbody are in space.
Speaker 2 (04:17):
Yeah, one of my favourite things to watch, and
what I guess my favouritebenefits, is the teamwork that
we see when we're buildingcubbies and shelters.
And not only that, but thecreative thinking and the
imagination and the role playing.
You know, I don't know ifyou've seen that meme on
Facebook where it's like this isa plastic cucumber slice.
It can only be a cucumber slice,this is a stick, this can be a
(04:39):
wand, blah, blah, blah.
You know, and we see that timeand time again, and these games
at Wildlings in our programswill go for weeks and weeks and
they'll come back and pick upright where they left off and
they will just continue to play.
So and it opens upopportunities for other children
to come in.
So it actually helps developthat socialisation and those
social skills too, becausesometimes children that might
(05:02):
not be in a certain friendshipgroup might be able to play a
small part in that game or inthat role play as well.
So I think it's really greatfor that.
And then the obvious conflictresolution when there's turf
wars and cubbies and also in anyother stick games or role plays
that they're doing.
So it isn't just a stick.
Speaker 1 (05:24):
No, it's not.
And it's such a great tool forchildren to learn those risk
assessment skills because theyare often using them in group
situations and there's groupdynamics and so they really do
have to be thinking about how doI keep myself and my friends
safe, otherwise this game isgoing to stop and then,
consequently, what often happensis that stick play gets banned
(05:47):
because, when we actually thinkabout it, the stick plays banned
because the educators haven'tgone to any effort or have
thought that that could be apossibility to actually, step by
step, go through how do we playwith stick safely and give them
an opportunity to demonstratethat they are able to do that If
they really want to play withsomething.
I find obviously this is ageneralization and they're
(06:10):
obviously different childrenthat make this can make this
more challenging, but from myexperience, if children want
something, they will stay withinthe guidelines and the rules to
ensure that that play cancontinue.
Speaker 2 (06:22):
Yeah, absolutely.
And by doing that it bringsabout this empathy and awareness
of others.
And again, we will neverprogress as a society if our
children don't grow up withempathy.
So I think there's so manythings there, and even just
little things with the push forsustainability like the 2.0
framework here in the earlyyears learning framework.
We need to be out in nature tounderstand sustainability.
(06:46):
We need to be able todistinguish live wood from dead
wood.
We need to scan the environmentfor a stick safely.
In Australia we have snakes, sohow do we do that safely?
Ecological literacy what treeis that stick from?
What leaves are they?
When am I going to get itchyfrom those leaves or sap on
myself?
So much learning and it's asimple yeah, and just the
(07:07):
connection to nature.
I am playing in nature withsomething from nature and I am
nature and this is my place andI belong here.
So it's so important for ourchildren to feel safe in the
environment, that they're into,indoors or out.
Speaker 1 (07:21):
And I think that I was just thinking too.
It's sometimes it's unspokenthings that you learn, like if
you pick up a log and it'sreally light, that means it's
probably quite rotten and deadand so that's not going to
sustain any strength.
If you wanted to use that for,say, a building material like,
it's very easily like some ofthese things that you learn that
you don't actually say out loud, but there's so much
(07:41):
understanding that you gain fromyour surroundings because of
that sensory feedback thatyou're getting that tells you a
little bit more about an objectin your environment.
So, stick like, because we usesticks as they're probably our
most used part, nature play, youknow thing that we find we
(08:04):
learn that this, I feel likethere's all these unsaid things
about sticks the children arelearning.
Speaker 2 (08:11):
I just thought of one as the emotional resilience as
well.
So if we're making baron arrowsand they make the arrow too
short, or they're bow snapsbecause they've used a thin
stick, it's the oh gosh.
that is upsetting, oh you mustfeel quite sad or frustrated or
what emotion do you feel rightnow?
And we can make another one.
(08:32):
And it's not a failure.
We're just learning and this isan experiment.
So again, it just provides,like it's not just the stick.
It's the cheapest, easiest,most accessible learning tool,
learning resource you can findin an early year service and
school.
Speaker 1 (08:50):
So the next step is to understand what safety
considerations we need to makewith sticks and the sorts of
questions you can start askingchildren to start risk assessing
sticks and to put in aframework for safe play around
sticks.
So the first question that wetalk about with children is is
(09:12):
this stick the right size for myhands and body and purpose?
Because our general rule forstick play is that the stick
shouldn't be longer than yourarm.
Speaker 2 (09:25):
Do you want to explain why that is Not just a?
Yeah, we just made it up.
Speaker 1 (09:29):
I'm just going to pick something, and this is not.
I was going to caveat thatsometimes children will pick up
logs and stuff like that thatare bigger than their arms, and
there are different rules inthose situations.
But generally for stick playwe're talking about wielding
something around in the air, sowe need to have a distance that
is easily measurable forchildren to make, and the length
(09:51):
of their arm is a visual areaaround their body that they can
actually keep an eye on easilyas well.
So any longer than that, theycan really lose the sense of
where the stick is in space andthen not be able to manage that
space properly and safely.
Speaker 2 (10:07):
And then it's developmentally appropriate,
because a three-year-old stickis going to be half the size of
a 10-year-old, and as they growand their stick grows, so too
does their peripheral vision,which is what we're really
looking at.
That's right.
But just because they don'thave the peripheral vision yet,
that doesn't come in untilthey're around 10 to 12
(10:28):
generally, so they're walkinglike horses with blinkers on.
That doesn't mean we can'ttrain them to look around in
that space.
Speaker 1 (10:36):
So another thing that we will ask them is is the
stick smooth or will it give mesplinters, because not all
sticks are created equal.
If you were to grab a branchfrom a, oh, what's the?
Speaker 2 (10:49):
Bogan velia.
Speaker 1 (10:51):
Precisely covered in thorn, or even if you were to
pick up parts of a banyan treecovered in very uncomfortable
bits and pieces.
Thorns nobles.
Speaker 2 (11:03):
Bark.
Speaker 1 (11:04):
Bark and that's not comfortable and that creates a
safety risk as well.
So we're asking them to be veryintentional about what kinds of
sticks they're playing with,because in the event that they
do hurt someone, it will bedouble the hurt if he gets swung
around, has got thorns and allsorts of sharp bits all around
it.
Speaker 2 (11:24):
Another thing we ask them is does the stick have any
sharp or pointed edges I need tobe aware of.
And again, if you're a12-year-old and shooting a bow
and arrow, that's very differentto a three-year-old walking
around not even really knowingthat the end of their stick is
sharp.
So it's just pointing it out.
Sometimes, if it's very largegroup play, you might want to
snip the edge off If it's very,very sharp and it's a game that
(11:46):
you don't want a very pointededge on.
But more often than not it'sjust bringing that awareness to
the child.
Speaker 1 (11:52):
It's making you think about it, because sometimes
there is a situation that theydo want a pointy stick.
Speaker 2 (11:58):
So it's not A digging stick.
Speaker 1 (11:59):
Yeah, it doesn't always have to be.
The question isn't always aboutmitigating, eliminating the
risk.
It's about being aware of it sothat they can alter their
actions to ensure that they'recreating a safe environment,
because sometimes, as I said,sometimes the sticks are longer
than their arms.
So they might say to us Ireally want to play with that or
(12:22):
I need to move that, check in,and we will understand and they
will have different.
We will talk to them aboutdifferent ways of managing
larger items and what for, andletting other people around us
know what's going on.
So there's definitely differentways to do it, but we can have
some general framework of rulesthat we start with in particular
(12:44):
.
Speaker 2 (12:45):
Yeah, and one of those other prompting questions
is how do I want to use thisstick?
And because exactly that, thesharp stick, might be exactly
what I'm looking for right now,or that giant log.
I need that for the wall for mycubby.
Great, no problem, let me makesure that you're carrying that
in a safe way.
Speaker 1 (12:59):
Yeah, and another reason why you might want a
sharp stick, or stick forpurposes, is when we've got
other riskier activities goingon at the same time, like when
we've got the fire there andwe're roasting marshmallows.
So the length of the stickcomes into play there, in terms
of having it long enough to fitin the fire, but also not too
long that we're wielding a hotmarshmallow around the fire
(13:22):
circle, also wanting it to beslightly sharp so we can
actually get the marshmallow onthe end of the stick.
So this is why we need to behaving these conversations,
because each individualsituation might come with a new
set of parameters, but we'restarting to help them to think
about how they manage thosecontrol measures for themselves
as they're playing.
Speaker 2 (13:42):
And another question is will this stick break easily?
So that's particularly forthings like on arrows, but also
if you're building a cubby, youobviously don't want a very
rotted piece of wood, for youknow one of your TP legs.
It just depends on thesituation.
But there's a bunch ofprompting questions that we can
use instead of saying you knowno sticks or what have you got
(14:03):
that stick for?
Put that stick down and itmight be.
Oh, it's your plan, what's yourplan?
with that stick and suddenly yougo wow, that sounds amazing,
let me.
I can't wait to observe this.
Speaker 1 (14:13):
Yeah, and sometimes as stick plays for grossing, it
is more about prompting them tothink about instead of stopping
the play.
It's about prompting them tothink about you.
Can.
You can pause the play and belike, oh, I'm just a little bit
worried about X, Y or Z, so thatthey for something that they
may not have been aware ofbefore, and sometimes we might
(14:33):
have to do that multiple times.
But that's the whole point oflooking at our role,
responsibility and supervisionof the play, as opposed to just
going.
It's just just too hard.
No, it's not.
Speaker 2 (14:45):
That's it.
We're mentors and educators.
We're not police officers thatjust stop anything.
We are educators helpingchildren learn life skills and
safety skills.
Speaker 1 (14:55):
That's right.
So, nick, how about we discusswhat safety measures and sort of
rules that we put in place forkids so that they can really
enjoy stick play?
Speaker 2 (15:05):
Yeah, great idea.
So the main one that we use atWildlings is teaching children
to use what we call a bloodbubble, or, if you don't like
that really graphic term, youcan call it a safety circle, but
we like things that are sticky,and the visualization of a
blood bubble makes childrenreally, you know, think about
what they're doing.
So, essentially, if a childextends their arms with a stick
(15:26):
or any other tool in it, theymust be able to turn in a full
circle, a full 360, withouthitting anyone or hurting anyone
, and that's what we call theblood bubble.
So if anyone's in their bloodbubble, they can get hurt and
thus the blood.
And this rule applies wheneversticks are being swung around or
used to hit things, even whenwe're soaring.
You know, if you've got a sorein your hand, you need to make
(15:47):
sure you've got a blood bubble.
When you're carrying bamboo oreven dragging it, you need to
have a blood bubble.
So, again, because of thelength of the stick, your blood
bubble might be really small orit might be really really long.
But again, instead of sayingwatch out or be careful, we can
then say, oh, you're about towalk into Vicki's blood bubble,
or just watch your blood bubble.
So it's reframing that languageall the time.
(16:09):
So we're not constantly tellingchildren no, no, no, no, and
we're educating them in saferways to do things.
Speaker 1 (16:16):
That's right, and so the next step that we take about
instructing stick play istalking to them about how they
carry the stick.
So for a stick that as long astheir arm or shorter and they're
carrying that around.
Oftentimes we'll tell them toput their thumb over the top of
the stick as they're walkingaround, as they drag it.
So if they fall over they'regoing to protect any organs if
(16:39):
they were to fall face down ontothat stick.
So that thumb is sort ofproviding a little bit of a
barrier there and I think it'salso one more sensory hold onto
that.
Like you know, it's a veryspecific action so that they've
really got control of the stickto when they're walking.
If it's a bigger stick, so ifthey're using it for building
purposes, like a log, becausewhat you'll often see is kids
(17:03):
will pick it up and it willbecome airborne and then they'll
swing it around in the air.
And that's when we know thatthat's could potentially collect
children.
The blood bubble is way too big, and so what we instruct
children to do is to drag thoselogs behind them.
That way it is actually in onepart of space behind them.
It's unlikely that they'regoing to collect someone as it's
(17:25):
coming directly behind theirbody and it's just the safest
way for them to be moving largerobjects around the space.
Speaker 2 (17:34):
I would even add, with the small sticks.
When you've got your thumb overit, the top of it, naturally
you're carrying it in the sameway.
So it's down by your hip,pointing to the ground, and it's
not being waved through the airas you're running, you know,
towards people's eyeballs andfaces.
Speaker 1 (17:48):
So Hard to do that with your thumb over the stick
to wave yeah.
Speaker 2 (17:52):
So by naturally teaching those things that
they'll eventually justinstinctually do.
That's a huge part of your riskassessment and risk awareness
for them as well.
Speaker 1 (18:02):
If you've got lots of children working together with
sticks, we would suggest havinglike a higher level of
supervision and obviouslyreminding them to be aware and
going over the safety rules thatyou've come up with together.
And sometimes it is worth, eventhough, having these rules in
mind.
Children will come up withthese themselves if you ask them
(18:23):
beforehand and then you can addmore rules on to keeping them
safe.
But when you're, when you'reworking with lots of children,
the tricky part I thinksometimes about this is that if
you do elastic place, say at aschool, where supervision is
probably not as highly ratio isensuring that children are very
(18:46):
aware of all of these rules andand just keep it keeping an eye
on those areas where this playmight be occurring.
Speaker 2 (18:53):
So some really basic rules that the children will
come up with themselves, orsticks, and never permitted to
hit people, one that we've seen.
You know this.
Again, none of these are blackand white.
So what I want to say here is alot of services will say you
can't run while holding a stick.
I would then argue that if youare holding your stick with your
(19:17):
thumb and carrying it backwards, the only injury you're going
to do is hurting your thumb.
You know, if you're not runningaround with it, waving it
around your head and you've gota point into the ground behind
you, I would argue that that'sreally safe.
So you know, I think this is aservice by service, child by
child, because sometimes itmight be just one child as well.
(19:37):
That is, you know, making thisrule difficult for a lot of
people and they just might needextra coaching.
It's not a no, always it's a.
You know, let's practice thisuntil you get it.
Speaker 1 (19:47):
Exactly and it's the same with you know, we don't
allow, obviously, sticks to comein contact with other people's
bodies, but some places might becomfortable because of the
types of children that they haveand the trust with stick
battles.
So when the sticks areconnecting with each other and I
am an advocate for that type ofplay However, always should be
(20:11):
up to the facilitators andeducators, knowing your children
, knowing your space, to makethat call.
And sometimes you can allow it.
And then sometimes it's, theheat of the play can sometimes
take over and they're notthinking in the same way and we
might just have to scale thatback for a little bit, Like, oh,
it looks like this placegetting a little bit too
(20:31):
involved and I'm just, you know,a little bit worried that
someone might get hurt orinjured because of the intensity
of the play, when you can scalethat back a little bit and then
reintroduce it again.
So sometimes these rules aremoment by moment as well and
having a framework is helpful.
Speaker 2 (20:49):
Yeah, and I want to add there again that the
emotional skills learning hereis so great in those situations.
We've had moments where we'veallowed the stick battles to
happen, and then, when we'vecome together in circle or I've
pulled them together and said,okay, I just I would I need to
pause this for a bit and I needto just air some concerns and
anyone else that has concernscan too and I've started the
(21:10):
circle and then they will voicethe concerns and then they will
brought things up, but justlittle things, like I, instead
of just saying I felt like itwas getting dysregulated and
that was about to get messy, orwhatever you want to call it.
I've said I noticed such andsuch as jaw was clenching, I
noticed that the the sound ofyour voices was getting louder,
(21:31):
the giggles were turning nervous, and so what you're doing
inadvertently is teaching thechildren to notice themselves
when the play is getting to thepoint where it's dysregulated,
and so then they start.
You know, hey, vicki, your jawsclenched.
I'm a bit scared right now.
Speaker 1 (21:47):
Yeah, and they're still OK.
Speaker 2 (21:50):
Yeah, yeah, I'm a bit worried.
Yeah, your jaws clenched.
Are we still good?
Yeah, do you want to pause?
You need a drink?
And I just think that that isthe learning that is missing so
often, and we can't do that whenwe ban these things.
Speaker 1 (22:01):
Yeah, because we're tuning into that consent as well
.
Speaker 2 (22:03):
Like this is where I get a little bit frustrated
about.
Speaker 1 (22:07):
To take it to the sex ed conversation, but this sort
of play is about buildingrelationships, and early on,
when we talk about sex education, we're not talking about
intimacy, we're talking aboutrelationship forming and
practicing consent in situationswhere emotions and those sorts
of things are really intense,which will mirror what happens
(22:30):
when we're older.
Right, those situations areintense in a different way, but
we're practicing outlets oftuning into people's body
language, facial expressions andmaking sure that there's
ongoing enthusiastic consent inthe play, by making sure that
they've got the ways to identifynonverbal communication but
then using verbal communicationto check in too.
(22:52):
So that's why this sort of playis so important and again, like
play is it.
Speaker 2 (22:58):
Play is learning and again, so often, we just
restrict it to the smallestamounts of play, where children
can't grow their wings andspread their wings.
Speaker 1 (23:07):
So and, as we said earlier, they do it anyway Like
they will do it if we're in anysort of educator role where
children do have a playtime,that this stuff isn't going on.
Like you said, we areconstantly monitoring it,
because even if it's banned itdoesn't mean it doesn't happen.
Speaker 2 (23:25):
Exactly, and the best thing we can do is empower them
with knowledge and tools.
So there are some times orspaces where you might not allow
stick play.
But we don't just mean becauseit's more like if you have a
smaller outdoor space, you mightdecide on a zone that stick
play is and isn't allowed.
So, for example, in our forestschool setting in on the
(23:46):
Sunshine Coast, at least basecamp is a safe zone and you
can't run through base campbecause that's where children
that don't want to play cancongregate and they can play and
feel safe there.
Your area might be so smallthat having a bunch of sticks
would feel unsafe.
So you might need to make asafe space where it is allowed
and where it isn't, or a timewhen you're allowed to do it.
Again, it is so face-based.
(24:07):
Please take all of this with agrain of salt and make it place
in person based.
Speaker 1 (24:12):
Exactly so.
We'd love to sort of finish upby talking about ways in which
we've observed children usingsticks.
We've mentioned a few already,but to just really broaden the
scope of why sticks why we havepersonally seen sticks be such
an important part of ourprograms is because they have
been used in so many differentways.
(24:32):
So we've seen them used forstirring and mud play.
So the extension of the body inbeing able to interact with an
environment, particularly forthose children who don't like
having their hands directly inmud and the water.
It can be a way for them tobridge that gap between their
body and the environment, whichis really cool.
Speaker 2 (24:54):
Always the sorting and the categorizing.
And if you think a stick can'tbe used as a numeracy tool,
you're kidding me.
There's a measurement there'slength, there's width, there's
mass.
So it's the patterns, time,yeah.
Alphabet, for numeracy,alphabetical literacy, all sorts
.
For art, there's weaving andmagic ones and small world
(25:15):
houses.
You can use them for oars orpaddles, for boats and rafts,
and children love to expand onthat.
It won't just be a stick.
They'll go find a palm tree touse the base of that on.
Or, you know, they just keepadding and adding to it too.
Speaker 1 (25:29):
Building nests and wildlife homes.
We've done that on differentscales as well, so like
individual tiny nests, but thengigantic nests that actually
become more like cubby housesand play areas, and then there's
also things like buildingbridges.
So there's a lot of engineeringthat can come from using play
(25:50):
and, as we've said, like cubbiesand even rafts.
So we can be doing rafts inmultiple different ways with
those parts and using differentsize sticks, as in like a really
nature-based raft is anothergreat way of building on a lot
of these skill sets as well.
Speaker 2 (26:07):
Yeah, you've got drawing and dirt or sand.
I can't tell you how often wesee children just sitting down
and again, they're buildingthose fine motor skills.
Even if they're not ridinganything yet, they're still
building the muscles that theyneed to begin that.
Another thing we use sticks foris safety.
So if we find a hole orsomething curious in a tree that
we want to look at, we teachour children not to use their
(26:30):
fingers and to use a stickObviously gently.
We're not using it to stab itthe wildlife was, you know, stab
it down a hole, but to exploreor lift a piece of bark, for
instance, instead of stickingyour fingers in.
Speaker 1 (26:41):
I use them all the time at Beach School too, for
pointing out and so that we'renot disturbing them, and to be
able to again extend my body tobe able to point at things that
might be in a hidden crevice orto have a very specific area to
look at.
So even as an edge, it can help.
Speaker 2 (26:59):
Yeah, I was going to say children and for us as well,
to measure the depth of thewater.
You know, before we get in,we're very lucky our water is
crystal clear, unless it'sstraight after a rain.
But I know there's plenty ofplaces around the world where
you would be ill advised toenter the water without
measuring it and checking thedepth of what's submerged below.
Speaker 1 (27:18):
And we use them in games for start and stop points,
and sometimes they'll use themas, like you know, the place
where you take the person tojail or a safe place if they're
paying tags.
So there's lots of differentways that they can be used, not
just imaginatively, but alsobecause they're practical.
Speaker 2 (27:36):
You know, you're not having to take markers down,
yeah, walking sticks absolutely.
Speaker 1 (27:41):
And then there's so much extension that can be done
from those starting points aswell.
So even with weaving, it can beindividual weaving, it can be
group weaving, it can be justfrom that one starting point we
really then start to extend andtone in on something that
they're very interested in.
Speaker 2 (27:58):
So we love them, and it's so great for indoor or
outdoor play too.
So if you're a music teacherand you're doing drums, go
outside and grab some drumsticks and experiment with
different sized drum sticks.
Or if you're an art teacher andyou're doing painting, go
outside and grab some sticks andmake your own paintbrushes, so
you don't.
Also, as a primary schoolteacher, you don't need to have
(28:19):
the entire lesson outside, butyou can bring in nature, you can
take children out for shortportions of your lesson as well.
Speaker 1 (28:26):
That's right.
So if your school or early yearservice doesn't currently allow
stick play, why not send themthis episode?
Send it to your leadership teamand maybe ask the question why
aren't we doing stick play?
You bring it up at your nextstaff meeting and use all the
tips that we've given you hereto adjust your risk assessments
or your policies and procedures.
You can start talking to thechildren about what rules they
(28:48):
think should be included aroundstick play and then add any that
you're missing, cause I'm surethere's other ways, and we'd
love to hear if you've got otherways that you manage stick play
in your center service orprogram.
Please send it to us, becausethe more ways in which we break
through these barriers, the morebeneficial it is for children
everywhere, and I think you'llalso find that the children will
start policing the rules ofstick play far better than you
(29:10):
can as staff.
Speaker 2 (29:11):
anyway, and after the initial adjustment period,
you'll just find that stick playis such a wonderful addition to
your outdoor learning or natureplay program.
So let's, all you know, be thesqueaky wheel and make a little
bit of noise, and let's just letkids be kids.
Speaker 1 (29:27):
Agreed.
Speaker 2 (29:29):
And until next week stay wild.
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