Forest Schools in the UK
"Forest school is an inspirational process that offers all ages regular opportunities to achieve and develop confidence through hands on learning in a woodland environment."(Murray,R. and O'Brien,L. 2005)
Origins of Forest Schools
According to the Forest School Association , in 1993 a group of nursery nurses that worked in Bridgwater College, Somerset went to visit Denmark to look at the pre-school system. Friluftsliv 'open air' is apart of Danish and Norwegian culture- it is their way of life. This had influenced their early years programme. The nursery nurses were impressed and in awe of the outdoor, play based, child centred programme in which the Danish used. When they returned they started their own Forest School programme with children that attended the college creche.
From the year 2000 Wales and England became increasingly involved in the Forest School approach, in 2003 the Forestry Commission in Wales supported and developed the OCN qualification which supported forest school training for practitioners.
Key Features and Aims of Forest Schools
- It is run along side level 3 Forest School practitioners in a woodland setting over a long period of time.
- There must be regular contact with an outdoor woodland setting.
- Aims are to
"provide opportunities for children to develop self- awareness, self regulation, management of their emotions, self motivation,empathy and social skills through the medium of the natural world."(Blackwell.S and Pound.L 2001)
- Teaching children to use outdoor resources such as 'making a fire' or 'cutting fire wood with a knife in a safe manner.
- It is essential for children to take risks in a safe manner and learn about hazards in their surroundings.
Children learn through experience and make meaning from direct experiences. It is stated in the video below that 'exploring and taking risk is essential for the future.' The Forest School Approach creates more opportunities for children through being based in the outdoors rather than in classroom settings. It is a child led process, children are able to choose their own activities which is significant to them. The child will then feel independent by choosing his/her own activities and will be motivated to learn through his/her personal interests. Children learn about the world through their senses they need to see,smell, feel and hear to be able to be fully engaged in learning.
The Forest School Approach teaches the children to identify hazards for example a slippery slope or holes in the ground to make the children aware of their surroundings and to become familiar with the woodland. Forest School provides opportunities for the children to improve on their fine motor skills by them undertaking certain activities to increase children's stamina and physical development. A recent study suggests that Forest School experience can help lead to the development of healthier lifestyles as children ask their parents to take them on trips to the woodland. There is an improvement within the children's cognitive, interpersonal ,social, physical and behavioural impacts. (O'Brien. and Murray.2007)
The Role Of the Teachers
The role of the teachers in the Forest School environment is to observe and monitor the children. The teachers need to let the children make their own choices, take their own initiative and take their own risks. The forest is such a natural environment to a child, they can run,play in the mud, climb trees, make things out of branches. They are allowed to be free and be their natural self.
Teachers can help the children build on knowledge of the environment by asking questions or basing the work in the classroom around the forest for example names of leaves, trees and mini beasts.
Teachers are able to cover the national curriculum by being involved with the Forest School Approach.
Teachers are able to monitor and identify what levels the children are achieving and where the children are improving, this makes it easy for teachers to then offer extra equipment for support when the children are ready to move their learning on. This approach supports learning through allowing the children to solve problems through a hands on experience, only then children can truly make meaning of the world and issues related to them. Forest Schools adopt the constructivist approach by shaping teaching methods to suit the child.
Outcomes
- Children gain the confidence to work independently.
- There is an improvement in their social skills by working in groups to complete tasks.
- Development in language and communication through the children engaging in dialogue with their friends and teachers.
- The children's motivation and concentration skills have increased by them choosing their own tasks which suits them they are more focused and more willing to learn.
- Children gain respect and knowledge for their peers and for the environment.
Introduction to Forest School
References
Murray,R. and O'Brien,L. (2005)'Forest School and its impacts on young children',: Case studies in Britain. Urban Forestry and Urban Greening,6 (2007), pp.249-265.
Forest School Association,(2014) History of Forest Schools.
(Accessed:08 2014).
Blackwell,S. and Pound,L.(2001)'Forest Schools in the Early Years',: Contemporary Theories. London:Sage,pp. 134-147
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