Through evidence collected from studies and theorists, it has been possible to collate information in order to decipher the role Forest Schools play in children’s education and development. Firstly one must look at the general concept of Forest School Education, in order to discover how skills through things like training are developed in both children and adults alike. Knight, states ‘Forest school is a way of facilitating learning outdoors’.(2013:2) Knight explains that she has worked alongside communities and institutes in order to consult and develop ideas to define Forest School Education, they derived the following ethos;
‘Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve, develop confidence and self-esteem, through hands on learning experiences in a local woodland or natural environment with trees. Forest school is a specialised approach that sits within and complements the wider context of outdoor and woodland learning.’(2013:16)
This ethos developed by practitioners and educationalists alike is a key part of the forest school curriculum. It is important that practitioners spend time incorporating this ethos into their Forest School practice in order to develop ideas and methods to ensure that they can provide children with the tools and opportunities. These opportunities should enable the children the best chance to flourish in a new environment and develop skills and knowledge and understanding in a way that suits them. This ethos is something that can be explored further with reference to international perspectives, and the differing views of practitioners globally, these references are presented within this blog. It is also key to note that there are differing views about the ethos and concept of Forest Schools in the UK as well as overseas, and the practitioners within this blog aim to achieve differing viewpoints as well as building on personal experiences of Forest School Education.
It can be argued that Sarah Knight is the leading educationalist when addressing the concept of Forest School Education, however, it is important to note and understand that she is just one person with ideas. There are many definitions of Forest Schools, and although they may all seem similar, it’s important to gain an understanding of them. The Forest School Initiative (FSI) for example, defines Forest Schools as;
‘an inspirational process that offers children, young people and adults regular opportunities to achieve, and develop confidence and self-esteem through hands on learning experiences in the local environment.’ (Forest School Initiative, Cited in Forestry Commision)
This definition is one that has been certified by the FSI and can be compared to that set out by Knight in many ways. Both definitions focus on the importance of inspiration and regular opportunities for the children. As a result of these opportunities, the definitions state that children will be able to develop in key areas such as their personal confidence. Developmental stages in children are key to every curriculum in education, and one that will be explored in this blog, with a focus on each individual area (Physical, Intellectual, Emotional, Social) and how they can be developed in Forest Schools.
The video below shows leading educationalist, Sara Knight and other practitioners discussing the importance of Forest School Education and how it's possible for every setting to incorporate it in some way (you don't have to be in a forest).
Skills and Development
Maciver, cited in Knight, (2012:32), explains how The Forest School Curriculum can offer children, of all ages a high quality experience and can promote:
-‘the development of practical skills, developing fine and gross motor skills
-the improvement of physical health and improved motor abilities
-the opportunity to undertake practical problem solving opportunities, utilising skills taught within the classroom
-the opportunity to enrich and further extend the schools’ cross-curricular topic-based approach
-the development of greater independence and pupils’ confidence in guiding their own language
-the development of personal and social skills, developing collaboration, team building and the ability to undertake conflict resolution
-the opportunity for all learning styles to be utilised and developed
- the opportunity for all children to attain higher levels of knowledge and skills and to be able to succeed regardless of ability
- the opportunity to develop pupils’ awareness of environmental issues
-the development of the whole child’
The above point shows development of the child from a range of angles, and aswell as looking at the physical development that can be seen by practitioners, it emphasises the importance of intellectual development and personal growth. The Forest School Curriculum provides children with experiences that may be new for them, this therefore allows the child to undertake new experiences, thus extending their knowledge and outlook of the world around them. This follows the Early Years Foundation Stage (EYFS), 2012, and the fact that children should be able to gain knowledge and understanding of the world around them through enriched activities and experiences.
Knowledge and understanding of the world sits side by side with the theory of enabling environments in the work place. The EYFS, (2012), Pg 2, states:
‘Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.’
It continues by stating that enabling environments need to offer the children things like the ability and confidence to take risks without fear, and that they need to be stimulating through the use of resources and playful teaching. A forest school is an excellent way to offer children the stimulation to learn about the environment around them, and is an educational experience that should help to enhance every child’s development.
Pyle (2002) suggests that when contact with nature is diminished, negative impacts are felt at every cultural level. People suffer:
Physically – from lack of fresh air and exercise
Intellectually – from not developing awareness, observation and imagination
Emotionally – by not developing attachments to specific places
Morally – through lack of awareness of the ethical and moral dimensions to human interaction with the natural world. (Forestry Commission, 2014)
This statement is based on humans in general, and although it may not link directly to the impact of Forest Schools and children, it does present practitioners with the negative benefits of not being exposed to nature. This theory can also show parents the importance of their children being offered Forest School opportunities now, as it may encourage them to continue being active and outside in the future, and may therefore help with children’s development throughout life.
Murray and O'Brien (2005) Cited in Slade, Lowery and Bland (2013:1), found a way of looking at the results of forest schools, and referred to it as the ‘ripple effect beyond Forest Schools’. This ripple effect explored the idea that Forest schools offered practitioners a new insight into how each and every child viewed the world, and enabled the practitioners to gain new knowledge on each of the children, that they were unable to gain inside the classroom. Murray and O’Brien’s work resulted in looking at Forest Schools as a whole, and not just observing the development of children, they looked closely at the links between the child and nature, the practitioner’s link to the child and nature and more importantly, the parent’s link to the child and nature.
This theory can be adapted and taken further into involving the parents/guardians in their child’s level of development and exploration when it comes to exploring something new, like Forest Schools. It’s often viewed by practitioners that parents are crucial in their child’s development and learning; therefore they should have their say and be given the opportunity to discover new and exciting skills in themselves and their children. Parents have a voice, and this voice should be heard by each and every person involved in the forest schools system, parents often want to learn and have the right to learn just as much as the children do. If parents are interested in nature and are given the opportunity to learn more about nature then surely the bond between the child, parent and nature can grow and be explored as deeply or as little as each and every person involved in the Forest School process feels necessary. There are many guides available to parents who wish to learn, one of these guides is ‘Forest Schools and your child: A Parents Guide’ (Basildon Council, No Date). This guide offers parents short, sharp snippets of information why Forest Schools are special and unique, a typical day to day procedure, first aid training and offers parents tips on how they can help with their child’s Forest School experience.
It is not always possible for parents to expose their children to the concept of Forest School Education, this is often because the demands of Forest Schools are seen as overwhelming, for example having a forest available for use. However, there are ways in which parents can make the most of the environment available to them, in order to develop their own and their children’s level of knowledge, understanding and exploration. Simple activities like playing in the back garden or going to the park can provide a child with new and exciting prospects, and give them the opportunity to learn about nature hands on.
The Forest School Curriculum, emphasises the idea of free play and that play does not and should not be planned; sometimes the best experiences of play are those that are free flow and spontaneous. Parents need to remember is that play should be fun, and that by allowing their children to play outside, in the mud or trees encourages development and growth in the child’s relationship with nature and the parents relationship to the child and nature. Similarly getting involved with Forest School projects at their children's school or nursery is also a good way to gain new skills and levels of understanding. If parents are keen to learn more, they are likely to be able to find handbooks on how to get involved on their local council websites or from local practitioners.
Having a good understanding of the skills needed and how Forest Schools may help children to develop may be key for practitioners when talking to parents. Practitioners need to be seen as articulate about the knowledge they possess. Froebel said that practitioners need a deep knowledge of how children develop and learn, and the environments which make them flourish. Observation, child development, curriculum and subject knowledge are all necessary and important parts of the expertise of professional practitioners. (Bruce, 2012:21)
Furthermore, if any parents or practitioners are interested in achieving any level of Forest School Training or gaining a qualification in the Forest School Curriculum, then please visit: http://www.forestschoollearning.co.uk/training-information.php
Heather Gallagher