Forest school (learning style)

Last updated

Forest school is an outdoor education delivery model in which students visit natural spaces to learn personal, social and technical skills. It has been defined as "an inspirational process that offers children, young people and adults regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment". [1] Forest school is both a pedagogy and a physical entity, with the use often being interchanged. The plural "schools" is often used when referring to a number of groups or sessions.

Contents

Forest school uses the woods and forests as a means to build independence and self-esteem in children and young adults. Topics are cross-curriculum (broad in subject) including the natural environment, for example the role of trees in society, the complex ecosystem supported by a wilderness, and recognition of specific plants and animals. However, the personal skills are considered highly valuable, such as teamwork and problem solving. [2] The woodland environment may be used to learn about more abstract concepts such as mathematics and communication. Forest school provision is also called nature schools.

Activities and scope

In the UK Model, schedules within forest schools vary, but one approach is to take students to woodlands once a week, with an initial six-week observation and assessment period, where a baseline is produced for each child in terms of areas of their holistic development, with particular emphasis on their social and emotional aspects of learning (SEAL). Once the baseline assessment has been produced the Forest School Leader/Practitioner will then continue with the long-term programme over the course of the learning period in order to support the child in their development and learning. The practitioner will provide opportunities for each child to develop in areas that have been identified as requiring interventions or support of any kind [3] The duration and frequency of visits influences the degree of outcome; more time spent in forest school brings greater benefits. [4] Visits should ideally continue throughout the year, allowing children to experience all weathers and the changing seasons.

Forest schools are for all students, of any age, often "led by the learner's interests" (learner-initiated learning) by comparison to other outdoor education which "starts with an issue agenda or problem for the learner to investigate". [5] The main goals of forest school in primary age children includes encouraging curiosity and exploration with all of the senses, empowering children in the natural environment, and encouraging spatial awareness and motor development. [2] Forest schools usually provide a higher adult to child ratio than some learning styles, in order to ensure children are supported sufficiently in a higher risk environment. [6]

Beyond primary-school-age children, forest school is frequently used to further develop social skills and explore creative learning and focuses on developing firm foundations for continued personal and education development. In particular it has been used as an alternative curriculum provision to support continued mainstream education involvement, or as a temporary/transitional approach back into school.[ citation needed ]

Consistent with attention restoration theory, children taking part in forest school have been described as more relaxed. [7] Relationships between the children and each other, with adults, and with the environment, are important. [8] Incorporating simple meditation practises, such as sit spots, helps children develop mindfulness in the natural setting. [9]

Forest school is part of the broader area of outdoor education. Outside the school curriculum, this extends to summer holiday camps, Scouting, Outward Bound projects and many other activities. Before children reach school age, forest kindergartens provide a similar service.

Forest school is currently taking place in Australia, Canada, New Zealand, USA, Malaysia, Switzerland, Spain, Israel, Ireland, Germany and United Kingdom.[ citation needed ]

Supporting exceptional children

The combination of freedom and responsibility has been particularly beneficial to children who lack confidence or whose behaviour is challenging. With high adult to child ratios, children can safely experience activities that are often prohibited, such as climbing trees or lighting fires. Children have the freedom to explore the area within the forest, this helps the child to learn to manage their own safety and move around comfortably. [10] The programme allows children to grow in confidence and independence and extend their abilities.[ citation needed ]

Some children do not perform well in classrooms. [11] They are encouraged to develop their innate curiosity and develop the motivation to learn. [12] They may come from a non-academic family background, may have a short attention span, or may just not be comfortable with the organisation of a teacher standing in front of a group of pupils. Boys in general, prefer to be outside, and learn better in this way. [13]

In a major study in the US, students with behavioural problems in "Environment as an Integrating Context for Learning" (EIC) programmes caused fewer discipline problems than their traditionally educated peers. [14] Similarly, Forest schools have been found to help children with additional support needs, including Attention-deficit hyperactivity disorder and autistic children. [15]

History

Sweden and Denmark

In the 1950s the idea was created in Denmark and shortly thereafter in Sweden. In Denmark it became an embedded part of the curriculum for pre-school children (under seven years) stemming from their småbørnspædagogik, or 'Early childhood education'. Children attending Forest kindergartens were in most cases arriving at school with strong social skills, the ability to work in groups effectively, high self-esteem, and confidence in their own capabilities.[ citation needed ]

In 1957, a Swedish man, Goesta Frohm, created the "Skogsmulle" concept to promote learning about nature, water, mountains and pollution. [16] With an increasing focus on measurable outcomes, forest schools have gained acceptance as an educational method in their own right. In Denmark, nature schools as well as forest kindergartens are popular with both school teachers and children. [17]

The biophilia hypothesis argues that a love of nature is instinctive. The term nature deficit disorder, coined by Richard Louv in his 2005 book Last Child in the Woods, recognises the erosion of this by the urbanisation of human society. Attention restoration theory and related psychological work has proven health benefits in reduced stress, improved concentration and improved medical outcomes from surgery. Scandinavian countries, rich in woodland, have maintained the human link more closely. Forest schools practice is based on up-to date pedagogy and andragogy.[ citation needed ] [18]

United Kingdom

This ethos was introduced to the UK during the 1990s from Denmark. The growth of forest school has been unprecedented throughout the UK developing into a separate and distinct model called the UK Model. Bridgwater College in Somerset was the pioneer of the forest school concept in the UK in 1994 after a group of nursery nurses travelled to Denmark to observe the Danish/Nordic Model of Forest Kindergartens for a few days. [10]

Various government and NGO agencies propose the use of woodland as part of the school educational curriculum; for example the Forest Education Initiative [19] and the Forestry Commission. [7] By 2006, there were approximately 140 forest schools in Britain. [1]

The governmental agencies have in some cases been set targets for the use of their resources for education or health benefits, [7] or are focused on the educational outcomes and see forestry as a step towards them. [20]

Many businesses and non-profit organizations facilitate forest school long term programmes. In Wales, training and strategic oversight is provided by Forest Schools Wales and government agencies such as the Forestry Commission who have supported research and the development of practical experience for forest school practitioners. In England, support has been provided by the Forest Education Network (which has replaced the Forest Education Initiative) to those initiating forest school provision. Such provision is provided within schools using their own trained staff or by external independent forest school providers.

Many organisations now offer training courses designed for the UK to enable practitioners to deliver forest school in their own settings and ensure children and teachers work within rich natural experiences.[ citation needed ] The OCN Level 3 training course is most widely recognised within the UK.

Developing from the Institute of Outdoor Learning's (IOL) Forest School Special Interest Group, in June 2012 The Forest School Association was established as an independent UK body. [21] In Northern Ireland, the Northern Ireland Forest School's Association runs after school Nature Ranger clubs, teacher training and other forest school activities.

Canada

Inspired by international developments, the first Canadian forest school was created by Marlene Power in 2007. It was named Carp Ridge Preschool and was located near Ottawa. [22] In 2012, Power founded and became the executive director of Forest School Canada, an educational initiative of the Child and Nature Alliance of Canada. [22] [23] Forest School Canada is focused on being a "network for support, education, and accreditation for concepts associated with the FS movement in Canada." [22]

The movement has spread into Canada's provinces and is primary associated with private schools. [22] However, there is emerging support from public schools such as the Nature Kindergarten pilot which is a partnership between the Sooke District School Board and the University of Victoria's Centre for Early Childhood Research and Policy, Royal Roads University, and Camosun College's Early Learning and Care Program. [24]

Terminology

Attempts have been made to copyright and trademark generic terms related to forest school. [25] There is no known protection of the term "forest school" or "forest schools".

See also

Related Research Articles

Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:

<span class="mw-page-title-main">Homeschooling</span> Education of children outside of a school

Homeschooling or home schooling, also known as home education or elective home education (EHE), is the education of school-aged children at home or a variety of places other than a school. Usually conducted by a parent, tutor, or online teacher, many homeschool families use less formal, more personalized and individualized methods of learning that are not always found in schools. The actual practice of homeschooling varies considerably. The spectrum ranges from highly structured forms based on traditional school lessons to more open, free forms such as unschooling, which is a lesson- and curriculum-free implementation of homeschooling. Some families who initially attended a school go through a deschool phase to break away from school habits and prepare for homeschooling. While "homeschooling" is the term commonly used in North America, "home education" is primarily used in Europe and many Commonwealth countries. Homeschooling should not be confused with distance education, which generally refers to the arrangement where the student is educated by and conforms to the requirements of an online school, rather than being educated independently and unrestrictedly by their parents or by themselves.

<span class="mw-page-title-main">Kindergarten</span> Preschool educational approach

Kindergarten is a preschool educational approach based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school. Such institutions were originally made in the late 18th century in Germany, Bavaria and Alsace to serve children whose parents both worked outside home. The term was coined by German pedagogue Friedrich Fröbel, whose approach globally influenced early-years education. Today, the term is used in many countries to describe a variety of educational institutions and learning spaces for children ranging from two to six years of age, based on a variety of teaching methods.

Alternative education encompasses educational philosophy differing from mainstream pedagogy and evidence-based education. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.

<span class="mw-page-title-main">Pedagogy</span> Theory and practice of education

Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.

<span class="mw-page-title-main">Preschool</span> Establishment for education of young children

A preschool, also known as nursery school, pre-primary school, play school or creche, is an educational establishment or learning space offering early childhood education to children before they begin compulsory education at primary school. It may be publicly or privately operated, and may be subsidized from public funds. The typical age range for preschool in most countries is from 2 to 6 years.

The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education. This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. The programme is based on the principles of respect, responsibility and community through exploration, discovery and play.

<span class="mw-page-title-main">Outdoor education</span> Organized learning that takes place in the outdoors

Outdoor education is organized learning that takes place in the outdoors, typically during school camping trips. Outdoor education programs sometimes involve residential or journey wilderness-based experiences in which students participate in a variety of adventurous challenges and outdoor activities such as hiking, climbing, canoeing, ropes courses and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.

<span class="mw-page-title-main">Environmental education</span> Branch of pedagogy

Environmental education (EE) refers to organized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography.

<span class="mw-page-title-main">Democratic education</span> Schooling run as direct democracies

Democratic education is a type of formal education that is organized democratically, so that students can manage their own learning and participate in the governance of their educational environment. Democratic education is often specifically emancipatory, with the students' voices being equal to the teachers'.

<span class="mw-page-title-main">Forest kindergarten</span> Outdoor-based early learning approach

Forest kindergarten is a type of preschool education for children between the ages of three and six that is held almost exclusively outdoors. Whatever the weather, children are encouraged to play, explore and learn in a forest environment. The adult supervision is meant to assist rather than lead. It is also known as Waldkindergarten, outdoor nursery, or nature kindergarten.

Place-based education, sometimes called pedagogy of place, place-based learning, experiential education, community-based education, environmental education or more rarely, service learning, is an educational philosophy. The term was coined in the early 1990s by Laurie Lane-Zucker of The Orion Society and Dr. John Elder of Middlebury College. Orion's early work in the area of place-based education was funded by the Geraldine R. Dodge Foundation. Although educators have used its principles for some time, the approach was developed initially by The Orion Society, a Massachusetts-based nonprofit organization, as well as Professor David Sobel, Project Director at Antioch University New England.

<span class="mw-page-title-main">Waldorf education</span> Educational philosophy

Waldorf education, also known as Steiner education, is based on the educational philosophy of Rudolf Steiner, the founder of anthroposophy. Its educational style is holistic, intended to develop pupils' intellectual, artistic, and practical skills, with a focus on imagination and creativity. Individual teachers have a great deal of autonomy in curriculum content, teaching methods, and governance. Qualitative assessments of student work are integrated into the daily life of the classroom, with standardized testing limited to what is required to enter post-secondary education.

Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.

The Secret Garden is an outdoor nursery school in Letham, Fife, Scotland, for children aged 3–7 years. It is a forest kindergarten in which children walk to a woodland every day, in almost any weather. They use the natural resources they find there rather than modern toys to learn according to the government educational framework under the heading "Nature as Teacher".

Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.

<span class="mw-page-title-main">Indigenous education</span> Education that focuses on teaching within formal or non-formal educational systems

Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity. Indigenous education also refers to the teaching of the history, culture, and languages of Indigenous peoples of a region.

Cedarsong Nature School is an early education nature immersion program based on the German forest kindergarten model. The students are children ages 2–6 and the curriculum is based on interaction with the environment and establishing a connection to the natural world through play. Founded in 2006 by naturalists and childhood educators Erin K. Kenny and Robin Rogers, Cedarsong was the first school in the United States to open a forest kindergarten, and as of February 2015 was the only school in the United States offering Forest Kindergarten Teacher Training and Certification. The school is located on a five-acre campus on Vashon Island, Washington and serves the Greater Seattle area.

Anji Play is an early childhood curriculum designed by Cheng Xueqin, Director, Office of Pre-Primary Education, Anji County Department of Education, Zhejiang Province. The key elements that make up Anji Play are its pedagogy, site-specific environments, unique materials and integrated technology. The focus of the program is the participating children's self-determination in choosing what, where, and with whom to play and the role of the teacher as observer, particularly in instances of physical risk. Anji Play is the full-time curriculum of all public kindergartens in Anji County.

<span class="mw-page-title-main">Educational management</span> Administration of education systems

Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution. Research in educational management should explore the dynamic interplay among educational leaders, their followers, and the broader community to enhance the quality of teaching and learning outcomes.

References

  1. 1 2 O'Brien, Liz; Murray, Richard (2008), Forest School Research Summary (PDF), Forest Research, archived from the original (PDF) on 2011-09-29, retrieved 2009-10-08
  2. 1 2 "What is Forest School". Forest School Association. Archived from the original on 2014-02-20. Retrieved 2014-02-17.
  3. ↑ A guide to Forest School in Wales (PDF), Forestry Commission Wales, 2009, archived (PDF) from the original on 2016-03-09, retrieved 2016-03-09
  4. ↑ Rickinson, Mark; Dillon, Justin; Teamey, Kelly (March 2004). "A Review of Research on Outdoor Learning" (PDF). National Foundation for Educational Research and King's College London. Archived from the original (PDF) on 2010-10-07. Retrieved 2009-10-08.
  5. ↑ Massey, Sam, The Benefits of a Forest School Experience for Children in their Early Years (PDF), National Foundation for Educational Research
  6. ↑ "History of Forest School | Forest School Association". Archived from the original on 2014-02-19. Retrieved 2014-03-15.
  7. 1 2 3 Woods for Learning Education Strategy. Forestry Commission Scotland. 2005. ISBN   0-85538-684-3. Archived from the original on 2009-09-12.
  8. ↑ Bond, Sara (April 2007). "Forest School: relational pedagogy in action". Reclaiming Relational Pedagogy in Early Childhood: Learning from International Experience. Anglia Ruskin University. Archived from the original on 2011-07-26.
  9. ↑ "Sit spot mindful forest school activity". NurtureStore. Archived from the original on 25 June 2020. Retrieved 25 June 2020.
  10. 1 2 Knight, S (2009) Forest schools and outdoor learning in the early years. London, SAGE publications
  11. ↑ Burnard, Sonia (1998). Developing children's behaviour in the classroom: a practical guide for Teachers and Students. Falmer Press. p. 77. ISBN   0-7507-0722-4.
  12. ↑ Brien, L; Murray,R (2006)A marvellous opportunity for children to learn Archived 2014-06-30 at the Wayback Machine
  13. ↑ Sax L. (2001) Reclaiming Kindergarten: Making Kindergarten Less Harmful to Boys Archived 2010-05-25 at the Wayback Machine in Psychology of Men & Masculinity (2001) 2.1 pp3-12
  14. ↑ Lieberman, Gerald; Hoody, Linda (1998). Closing the Achievement Gap. Using the Environment as an Integrating Context for Learning. Executive Summary (PDF). State Education and Environment Roundtable. Archived (PDF) from the original on 2017-12-15. Retrieved 2009-10-08.
  15. ↑ Woods for Learning Education Strategy (PDF). Forestry Commission Scotland. 2005. ISBN   0-85538-684-3. Archived from the original (PDF) on 2016-03-04. Retrieved 2009-10-08.
  16. ↑ "Skogsmulle Foundation". Archived from the original on 2002-06-06. Retrieved 2009-10-08.
  17. ↑ Fuks, Vlada (2004), Environmental Education and Nature Schools in Denmark (PDF), Roskilde University, Denmark, archived from the original (PDF) on 2007-06-20
  18. ↑ Sylvester, Rachel. "How to teach a toddler, the Scandi way". The Times. Archived from the original on 7 May 2022. Retrieved 16 April 2022.
  19. ↑ "What is an FEI Forest School?". Forest Education Initiative. 2009. Archived from the original on 2010-02-01.
  20. ↑ Early Years Framework (PDF). Scottish Government. 17 December 2008. ISBN   978-0-7559-5942-6. Archived (PDF) from the original on 11 November 2010. Retrieved 8 October 2009.
  21. ↑ "History of Forest School". Archived from the original on 2014-02-19. Retrieved 2014-03-15.
  22. 1 2 3 4 MacEachren, Zabe (Autumn 2013). "The Canadian Forest School Movement". LEARNing Landscapes. 7: 219–233. doi: 10.36510/learnland.v7i1.639 . Archived from the original on 2017-10-29. Retrieved 2017-10-28.
  23. ↑ Forest and Nature School in Canada. Forest School Canada. 2014. pp. 1–64.
  24. ↑ "Proposal for a Nature Kindergarten | Nature Kindergarten". naturekindergarten.sd62.bc.ca. Archived from the original on 2017-10-29. Retrieved 2017-10-28.
  25. ↑ Forest School Association (7 March 2014). "Trade marking terms that are generic within the Forest School sector". Archived from the original on 17 May 2014. Retrieved 16 May 2014.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.