Section 3 Case Study: Fires, Food, and Fridays
Now that you have learned how to risk assess, plan, implement, and support your practice in using fire with children, it’s time to use these skills with a new case study.
This story invites you to reflect on how a service has integrated fire into its everyday practice — not just as a one-off activity, but as a shared experience that built confidence, connection, and community.
As you read, think about:
- What the service did well
- What challenges or risks might still exist
- How you might adapt similar approaches in your own setting
It Started with a Chilly Morning
One cold autumn morning, a small group of children gathered outside and began talking about how cold their hands were. One child suggested, “We could make a fire to warm up, like we do when we go camping with my family!”
The comment caught the attention of the educator, who saw a learning opportunity in the children’s natural curiosity. Instead of dismissing the idea, she invited them to talk more — What do we need to make a fire? How do we stay safe? What could we use the fire for?
Their conversation sparked a plan.
Planning for Fire
Later that week, the educator brought the idea to the team meeting. Together, they discussed how they could safely explore fire with the children. They reviewed policies, updated risk assessments, and planned a small controlled fire demonstration.
The first fire was simple — a single tealight inside a tin. The children watched as the flame flickered and learned that fire needs oxygen, fuel, and heat. They practised using sand and water to extinguish it safely.
Over time, the educators and children co-created safety rules, such as:
- “We stay sitting with our bottoms on the ground.”
- “We never run near the fire.”
- “We always have a bucket of water / sand close by.”
This gave the children a sense of ownership and responsibility.
From Learning Fire to Cooking Together
Once everyone felt confident, the team decided to take it further. They introduced outdoor cooking — starting small with toast and marshmallows, then moving on to simple recipes.
Cooking quickly became a highlight of the week. The smell of griddle bread and berries filled the air, and the children began asking to cook for each other.
Each week, a different group planned and prepared something new:
- Griddle bread made with flour and milk / buttermilk
- Purple pancakes with squashed blackberries
- Warm porridge with honey
- Vegetable soup using herbs from their garden
Campfire Fridays: A Shared Success
The success of these sessions inspired the whole team. The manager suggested making it a regular tradition — “Campfire Fridays.”
Every Friday, the outdoor area became a place of warmth, teamwork, and shared learning. Educators, children, and even visiting parents gathered around the fire to cook, share stories, and reflect on the week.
All staff took part — from setting up and lighting the fire, to documenting learning and supporting conversations about safety, sustainability, and food.
Through collaboration, everyone became more confident and capable in supporting fire-based learning.
A Living Learning Experience
“Fire Fridays” grew into something much bigger than cooking.
The children explored science (how materials burn and change), maths (measuring ingredients), and language and literacy (writing menus and recipes).
They also talked about sustainability — where wood comes from, why we only use fallen branches, and how we respect the natural world.
Fire had become a tool for learning, connection, and belonging.
It was no longer just about warmth — it was about community.
Reflective Questions
- What worked well?
- What practices supported children’s confidence, independence, and curiosity around fire?
- How did teamwork and shared responsibility contribute to safety and success?
- Children’s Experience:
- How do you think the children felt during “Campfire Fridays”?
- What kinds of learning do you think took place — practical, emotional, social, or all three?
- Risk and Responsibility:
- What potential challenges or risks might still need consideration?
- How can the team maintain safety while still allowing for child-led exploration?
- Sustainability and Reflection:
- How does this practice link to Aistear’s values of Ionadh (wonder), Fiosracht (curiosity), and Ómós áite (respect for place)?
- What aspects could you adapt or build upon in your own setting?
