12-18 months

Forest School Education for Toddler (12-18 Months)

Welcome to the toddler explosion. Between twelve and eighteen months, children become walkers, climbers, carriers, and demolishers. They want to do everything themselves, they want to do it now, and they want to do it their way. Forest School is perfectly designed for this developmental stage because the outdoor environment says 'yes' far more often than any indoor space can. You can't break a forest. You can throw sticks, stomp in puddles, rip leaves, dig holes, knock things over, shout into the wind — and none of it matters. The forest absorbs it all. This is the age when Forest School's emphasis on 'risky play' becomes most visible and most controversial. Toddlers want to climb higher than feels comfortable, pick up heavier sticks than seem manageable, and venture farther than parents are used to allowing. Research by Ellen Sandseter at Queen Maud University in Norway identifies six categories of risky play that children seek instinctively: great heights, high speed, dangerous tools, dangerous elements (fire, water), rough-and-tumble, and disappearing/getting lost. Toddlers are beginning to test all of these. Forest School's position is that children need to experience manageable risk to develop accurate self-assessment and genuine confidence. The toddler's relationship with natural materials also deepens dramatically. They're no longer just mouthing and dropping — they're stacking, filling, dumping, carrying, sorting, and beginning to use objects as tools and symbols. A stick becomes a spoon, a wand, a fishing rod. A pile of stones becomes a meal, a tower, a family. Symbolic play in natural settings is richer than with manufactured toys because the materials demand more imagination to transform.

Key Forest School principles at this age

Risky play as developmental necessity — allowing climbing, jumping, balancing, and testing physical limits within observed boundaries

The outdoor environment as a 'yes space' where the toddler's drive to move, throw, splash, and explore is met with permission rather than restriction

Emerging symbolic play with natural loose parts — sticks as tools, stones as food, mud as paint

Increasing independence in self-directed exploration, with the adult stepping further back as the child's competence grows

Process over product — the digging matters more than the hole, the collecting matters more than the collection

A typical Forest School day

Sessions extend to 90 minutes or more. The toddler arrives and heads straight for whatever drew their attention last time — they're building memory and expectation about the space. Free play dominates, with the child moving independently between zones: the mud patch, the climbing log, the puddle, the stick pile. The caregiver follows at a moderate distance, close enough to help if asked but far enough to let the child problem-solve independently. Group sessions introduce simple collaborative activities: carrying a heavy log together, passing stones in a circle, a group splashing session in a stream. There's often a snack time around a central gathering point, where sitting together outdoors models the communal aspect of Forest School. Stories might be told using found objects as characters. The session ends with a goodbye ritual — perhaps leaving a 'gift' for the woodland (a pattern made of leaves, a stick placed in a special spot) and singing a closing song.

Forest School activities for Toddler (12-18 Months)

Mud kitchen play — stirring, pouring, mixing earth and water in pots, pans, and natural containers like bark bowls and large shells

Log and stump climbing — scaling, balancing on top, and jumping down from increasing heights with adult spotting

Puddle jumping and stream wading in waterproof gear, learning about water depth and current through whole-body experience

Transporting activities: filling buckets with stones, carrying sticks from one place to another, moving logs with help

Early den building with large branches leaned against a tree, creating an enclosed space the toddler can enter

Sorting and collecting: gathering acorns, pine cones, or interesting stones into containers and dumping them out repeatedly

Parent guidance

The single hardest thing about Forest School with toddlers is managing your own anxiety. Your child will climb things that scare you. They'll pick up sticks that look too big, head toward water that seems too deep, and throw themselves at physical challenges that make your stomach clench. Before you intervene, run through three questions: Is there a risk of serious, permanent injury? Can I spot them effectively from where I am? Have they done something like this before and managed it? If the answers are no, yes, and yes — let them try. If you do need to intervene, try to adjust the situation rather than remove the child from it. Move a stepping stone closer rather than lifting them out of the stream. Show them where to grip rather than pulling them off the log. The goal is to support their attempt, not end it. Also: bring a complete change of clothes, including shoes. Toddlers and mud are inseparable.

Why Forest School works at this age

The toddler drive to move, explore, and test limits is perfectly matched by the boundless, resilient outdoor environment
Symbolic play with natural loose parts builds imagination and cognitive flexibility more effectively than single-purpose commercial toys
Risky play opportunities build genuine confidence rooted in real competence, not empty praise
The sensory richness of mud, water, wind, and textured surfaces satisfies the toddler's intense need for tactile input

Limitations to consider

Toddlers have virtually no impulse control — they'll run toward hazards without hesitation, requiring constant vigilant supervision
Tantrums and emotional flooding happen frequently outdoors, and a dysregulated toddler in a forest clearing is harder to manage than one in a living room
Nap schedules and energy levels are unpredictable, meaning some sessions will be cut short or need to be very flexible
Adult-to-child ratios must stay low (1:2 or 1:3 maximum) because the combination of mobility and poor judgment demands close supervision

Frequently asked questions

How high should I let my toddler climb?

The general Forest School guideline is: if they got up there under their own power, they can probably handle being there. A child who climbed to a height independently has the strength and coordination to manage that height. The danger comes from adults lifting children to heights they couldn't reach themselves — that creates a mismatch between position and ability. For toddlers, this usually means climbing on logs, low stumps, and boulders up to about their own height. Stay close enough to spot (catch if they fall) but resist the urge to lift or boost. If they're stuck, talk them through it rather than extracting them.

My toddler just wants to eat mud and leaves — is that okay?

Tasting is still a primary way toddlers gather information, and it tapers off naturally. A small amount of clean soil or a nibbled leaf from a non-toxic plant isn't harmful. The concern is quantity and contamination. Redirect persistent soil eating (some toddlers develop a real taste for it — if it continues, mention it to your pediatrician as it can indicate iron deficiency). Know your toxic plants. And choose Forest School sites away from areas with heavy dog traffic, agricultural runoff, or industrial history.

What gear does my toddler need for Forest School?

The essentials: waterproof outer layer (puddle suit or rain pants plus jacket), wellies or waterproof boots, warm base layers in winter (wool or synthetic, never cotton), a sun hat in summer, and a spare complete outfit in a bag. For the adult: the same waterproof and warm approach, because you'll be on the ground too. Nice to have: a small backpack the toddler can carry their own water and snack in (builds independence and ownership), a sit mat or kneeler pad for you, and a thermos of something warm for both of you in cold weather.

How do I find or start a Forest School group for toddlers?

Look for groups affiliated with the Forest School Association (in the UK) or your country's equivalent accreditation body — trained leaders will have Level 3 qualifications and carry insurance. Many nature preschools also offer toddler sessions. If nothing exists locally, start informally: find two or three like-minded parents, choose a safe woodland or park, and meet weekly. You don't need a formal qualification to do outdoor play with toddlers — you need consistent outdoor time, a willingness to let children lead, and a basic understanding of local hazards. As the group grows, consider investing in a Forest School leader training course.