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I used this great tutorial to make the quilt tote bag - I just made it bigger and added the castle applique. This guest post was written by Jasmine Nault, an early childhood educator and mother of 2 children in Northern Manitoba. The role of Forest and Nature School educators is to understand the link between emotional intelligence and self esteem.
Self esteem is based not only on how a child feels about themselves and their ability to achieve their goals but also on the child’s perception of how they are viewed by significant people in their lives.
Self esteem is predominately nurtured in the home environment, and as a child matures and spends more time in the care of other adults outside the family, such as in childcare or school, the educator’s role to build and protect self esteem in a child becomes increasingly significant.
In order for children to build self worth they need to be able to make real choices and decisions, they need to feel a sense of personal competence and pride. One spring day while out with my daycare the children noticed and commented on the new appearance of several dozen dragonflies in our area, and immediately inquired about the insects origins. We learned that a dragonfly is one of the most well adapted insects on earth, that they are even prehistoric and live on all continents. They can live for years but spend their whole life except about a month in the water, once they emerge they are no longer aquatic and take dragonfly form.
One of the children’s mothers later told me that she had observed her son’s self confidence increase dramatically through his experiences and acquiring of knowledge.
4)     Relationship management- the ability to attune ourselves to or influence the emotions of another person.
Children with strong emotional intelligence (EQ) are able to identify, express and manage their own feelings and empathize and understand the emotions of others. A good way for an educator to help children with their EQ is to model it: showing empathy, using expressive language, making responsible decisions, sharing stories, solving problems, keeping cool in difficult situations. One way I have done this is by making up stories with my kids using puppets or stuffed animals.

This made both friends feel very sad and angry at the same time.  They started fighting over everything, even about who was better friends with the birds. Late that day when the sun was starting to set, they were so busy fighting that they didn’t see their friend Owl watching them. Younger pupils are acquiring good habits and developing positive attitudes to learning and each other.
There is a strong sense of an inclusive community, a new feeling for many, which they are very pleased to be a part of. Children and young people make progress in this residential provision, particularly socially and in building their self-esteem and confidence. For some pupils, boarding and the friendships they make represent the first time they feel part of a community.
In the early years of the new South Africa, there were some ground-breaking teacher education programmes and materials, which made the highest quality pedagogic knowledge accessible to remote and neglected under-qualified teachers, and helped them develop confidence, self-esteem, and new contextually relevant ways to engage their learners and learn while teaching.
The University of Fort Hare’s 240 credit four year in-service Bachelor of Primary Education for Eastern Cape teachers was one such programme. Saide has secured the permission of the relevant authors to digitise the study units (or Imithamo) in the programme. An important part of which is the healthy development of a child’s self esteem and Emotional Intelligence- these competencies are essential life skills. Self esteem is built by favorable social experience and social competence; emotional intelligence is pivotal in fostering social experiences conducive to positive self esteem. A sense of mastery or flow evolves from children having successful outcomes in solving problems independently.
By playing with children, giving eye contact, showing interest and enthusiasm, caring for their needs, an educator communicates to them that they are valued and accepted. They go through a huge metamorphosis: first they are eggs, then they live the majority of their lives as nymphs, creatures that look like aliens.

Children instinctively want to understand the world around them and feel more powerful and sure of themselves when they do. The characters in the story solved their problem, and together the children used this example as a way to solve their problem, too. Pupils make good, and often outstanding, progress in a wide range of academic and vocational subjects.
A Forest and Nature School setting is uniquely suited to promote self esteem as FNS is by definition a child lead, inquiry based, emergent and experiential program.
Only when the water reaches a certain temperature do they emerge through the water and transform, which explained why we didn’t see them before that day. They feel safe in the school and the residential provision because of the good care they receive from staff. I need to remember this so that I can be a better friend to others experiencing grief, and so that I may understand my own if I should feel it. The children wanted to go see if we could find the left behind nymph skins in the small marshy area near our house as the books had described we might.
This made both animals very upset so they would say “This is my forest, go somewhere else!” “No! Not only did we find several nymph skins but we also found nymphs themselves and tadpoles and snails, which launched us on many more exploratory discoveries for weeks to come.

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