Deep Play, Deep Learning: A Forest Friday Reflection
- Emily DesJardins
- Nov 7
- 6 min read
Posted by: Emily DesJardins, M.A., SpED, UDL/AT Content Lead, Open Access
As I approached the trailhead, two hours after the Transitional Kindergarten (TK) class had begun their weekly Forest Friday adventure, I couldn’t help but wonder how I’d ever find them in such a vast stretch of forest. Still, I trusted my instincts and followed the main path. A few minutes in, I reached a fork: three trails, three choices. I paused, unsure, then chose the widest path.
Just as doubt started to creep in, I heard it: the unmistakable sound of children squealing with delight. A grin spread across my face. I knew I was close.
The joyful sounds guided me up a steep, narrow hill, and I found myself marveling at the determination it must’ve taken those tiny legs to make the climb. When I finally reached them, I was greeted by a scene of pure, unfiltered joy: children darting between trees, buckets in hand, faces lit up as they hunted for the perfect “nature treasure.”
They had just finished a game of hide-and-seek with their teacher and a few parents and were now scattered across the forest floor, scouring it for sticks, moss, rocks, and leaves - materials they’d later use to create “mud creatures.”
Watching them, I realized the richness of what was happening in those moments of playful chaos. Curiosity sparked by small discoveries, laughter echoed as they shared questions and insights, and gentle negotiation unfolded over who got the “perfect stick” or how to build the next mud creature. They weren’t just playing - they were noticing patterns in nature, testing ideas, and collaborating in ways that would stick with them far longer than any worksheet might. Some climbed and balanced along logs and stumps; their scrapes and bruises were badges of adventure and resilience. Others carefully observed insects or moss, learning empathy and connection to the life around them, even honoring a smooshed banana slug with care before resuming their joyful exploration.
When it was time to transition, their teacher gave a familiar call. Without hesitation, the children responded, returning to the group with ease. Clear routines and expectations grounded their freedom, making space for both structure and spontaneous exploration.
At the end of their hike, the group gathered at the trailhead, catching their breath and smiling from the day’s adventures. Their teacher asked, “How many of you took a risk today?” Hands shot up, and the children cheered for one another as they shared the risks they had taken. One student, proudly showing his scraped knee, explained that he had climbed a log he wasn’t sure he could balance on, but that he was glad he tried. Moments like these reminded me how powerful it is for children to reflect on their bravery, celebrate each other, and recognize that taking risks is an essential part of learning.
Later, down by the creek, the real magic unfolded. With mud between their fingers and treasures tucked into their pockets, the children created their “mud guys”. Questions about leaves and moss, debates over which rock made the best nose, and excited chatter about design decisions filled the air. What looked like simple play was anything but. It was an immersive lesson in problem-solving, scientific curiosity, social negotiation, and resilience.
Research reminds us that humans learn best through doing, questioning, and engaging with the world around them. Jonathan Haidt, in The Anxious Generation, emphasizes that play is not a luxury; it is essential for healthy development. This means not just any play, but deep play, the kind that involves imagination, risk-taking, exploration, and collaboration, which helps children develop confidence, curiosity, and a sense of belonging in the world. These are experiences that cannot be replicated through screens or passive observation.
Forest Friday reminded me of a core truth at the heart of Universal Design for Learning (UDL): when we design for engagement and curiosity, we unlock pathways for every learner. Deep play isn’t separate from learning. It is learning. In that forest, these TK students were fully engaged: testing ideas, noticing patterns, building social and emotional skills, and creating something from nothing. Every laugh, every scraped knee, every delighted discovery of moss or stone was a reminder that childhood is meant to be experienced in motion, in nature, and in curiosity.
This teacher used their location near the forest to access this deep play, but you can find the same opportunities for exploration and engagement anywhere you are. Even without towering trees or a winding trail, students can experience curiosity, collaboration, and creativity through intentional, open-ended play. Using natural materials or everyday objects for creative building, observing plants and insects, exploring sensory elements like mud or water - all provide rich opportunities for learning that extend far beyond the classroom walls.
Looking to create a Forest Friday at your school site but don’t have access to a forest? You can still capture the magic of deep play by transforming a schoolyard, field, or even a courtyard into a “campus forest”. Encourage students to gather sticks, rocks, leaves, and other natural materials; build imaginative creations; explore sensory elements like mud or water; observe plants and insects; and collaborate on creative projects. With clear routines, open-ended exploration, and moments of reflection, a campus Forest Friday can give students the same joy, engagement, and deep learning as a day in the woods.
Want to learn more about how Forest Fridays began? Check out Local Education is Global Education, an article by Krista Croteau, the TK teacher at Redwood Prep who created Forest Fridays.
Looking for a ready-to-go lesson plan to bring Forest Friday to your own campus? Take a look at our example below! Consider it a starting point to spark your own ideas. Feel free to adapt it to fit your space, students, and imagination.
Forest Friday on Campus: A 4-Hour Deep Play Experience
Overview
Create a “mini-forest” experience using natural elements, loose parts, and open-ended play spaces on your school campus. Students move freely between stations, guided by clear routines, while exploring, imagining, and collaborating. The day emphasizes curiosity, risk-taking, creativity, and social-emotional development.
Sample Schedule
12:00-12:30 | Arrival & Orientation
Students enter the “campus forest” and are introduced to rules: stay within boundaries, respect each other, and handle natural materials gently.
Quick warm-up: “Forest eyes, forest ears” - Notice 3 things you see and hear around you.
Teacher models curiosity, asking open-ended questions about the environment.
12:30–1:30 | Exploration & Discovery
Students rotate through stations designed for discovery and open-ended play.
Examples:
Nature Treasure Hunt: Collect sticks, rocks, leaves, or pinecones.
Mud & Loose Parts Creation: Use collected materials, soil, or sand to build “forest creatures” or miniature worlds.
Observation Spot: Sit quietly with magnifying glasses, binoculars, or notebooks to observe plants, insects, or birds.
Climb & Balance Area: Logs, stumps, or benches for gross motor challenges.
Deep Play Tip: Encourage asking questions, making predictions, and trying new ideas without fear of being “wrong.”
1:30–2:00 | Snack & Reflection
Gather students in a circle.
Ask:
“What did you notice?”
“What was surprising?”
“What did you try that was hard?”
“What risks did you take?”
Encourage sharing discoveries and insights - this supports metacognition and vocabulary development.
2:00–3:00 | Extended Project & Collaboration
Students return to the “creation stations” to expand or invent a new project:
Build a “forest village” using sticks, rocks, moss, leaves, and other materials.
Collaborate in small groups, negotiating roles, sharing materials, and problem-solving.
Teacher role: Facilitate curiosity. Ask “What happens if…?” or “How can we make this stronger/bigger/more magical?” but let students lead the creation.
3:00–3:45 | Free Exploration / Choice Time
Students choose where to go or what to do next within the forest boundaries.
Options:
Revisit a favorite station.
Observe insects or plants they missed earlier.
Storytelling circle or imaginative role play using their creations.
Learning Goal: Encourage autonomy, risk-taking, and creativity while maintaining safety routines.
3:45–4:00 | Closing Circle & Reflection
Gather students to reflect:
“What was your favorite discovery today?”
“How did you solve a problem or help a friend?”
“What’s one thing you want to try next Forest Friday?”
End with a ritual. For example, a “forest cheer” or silent moment honoring the day’s discoveries.
Materials Needed
Buckets or bags for collecting natural materials
Magnifying glasses, binoculars, or simple observation tools
Loose parts: sticks, rocks, pinecones, leaves, moss, sand, soil
Logs, benches, or safe climbing structures
Art materials for optional creative projects (chalk, clay, string)
Key Design Principles
Clear Routines and Freedom: Students know boundaries and safety rules, but can explore creatively.
Multiple Entry Points: Children can engage physically, creatively, socially, or cognitively.
Open-Ended Materials: Natural elements and loose parts invite imagination.
Time for Reflection: Supports deeper learning, vocabulary, and metacognition.
Choice & Autonomy: Encourages engagement, resilience, and persistence.
