Video: How to set up a forest school (Surrey County Council, 2013)

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

Forest School benefits are endless. The ethos is to encourage and inspire the children to enjoy all that is on offer through natural play and positive outdoor experiences.

The outdoor environment promotes emotional well-being, social skills and team building.

The children learn that responsibility is a vital skill. Trust amongst peers to use tools safely. Engaging in an outdoor classroom brings the skill of resilience and independence.

There is no wrong or right way, child centred learning that is unhurried and very hands on.
Use own initiative co-operate with others, share and listen to ideas.
As Lindon, 2011 states ‘All children deserve to be encouraged to stretch themselves a little beyond their current comfort zone.’
Forest school sites are rich, varied and an ever changing resource. Natural resources provide ‘props’ for role-play and essential building materials for dens and hideaways.

Children can experiment with their own ever growing size and strength, setting themselves physical challenges which at home they may not have the space or freedom from over cautious parents. The forest school sessions bring less restriction and more appreciation for their abilities. It stimulates the need to explore, experiment and investigate their surroundings

‘ …greenery is important for lifting the human spirit, and it seems particularly important for children’

(Palmer, 2006)

 

Gibson,(1979) discusses the benefits of affordances in an outside environment. The concept of affordances was developed by Gibson to explain the opportunities available through natural and environmental resources. The environment will effect the way a child plays in both a positive and negative way. 



Forest Schools meet the requirements of the Early Years Foundation Stage through the four outcomes.(Department of Education, 2014) All children learn in their own time and preferred style, each child is unique. Forest Schools provide opportunity for Visual, Auditory and Kinaesthetic learners. Activities are flexible and open ended, enabling all children to achieve a degree of challenge, encouraging perseverance.

Another outcome within the EYFS is positive relationships. Children learn to be responsible for themselves and others. Develop their sense of self preservation. The natural environment can be a calming and reassuring place. We should not under estimate the impact this can have on children’s behaviour.

The forest school site is less restrictive than the classroom, this enables confidence and exploration. It gives the children opportunity to develop their safety awareness and take control in enabling environments.

Children are at their best when they are engaged in practical, active learning. Asking questions ‘what can I do with this?’ or ‘How can I do this?’. Exploration is at the very heart of learning, children can discover new ways to approach an activity, make links and connections. They are supported by the adult to think critically, to assist their learning and development.

 

This leads on to the Characteristics of Effective Learning (Department of Education, 2014)

Playing and Exploring- Acting out experiences, playing with objects that they know.Encouraging a ’can do’ attitude, taking risks and trying new things-learning by trial and error. Using senses, initiating activities

Active Learning- Pleased to meet own goals, stay focussed for long periods, pay attention to details Bounce back after difficulties-even when challenges arise.

Creating and thinking critically- Children establish deep thought and critical thinking skills. Have own ideas and make links and predictions. Notice patterns, change approach to an activity and solve problems.

Freedom to explore, challenge themselves and experience risks in a safe space with appropriate supervision. Risks are assessed and managed but not completely taken away. No adults interfering, but on hand to assist and support the children’s ideas. Acting as facilitators and actively observing play.

When children play outdoors they:

Explore using their senses

Show appreciation for the beauty of nature and investigate it in all its forms.

Burn more calories

Master physical skills

Make observations and predictions

Learn to make decisions

Negotiate and co-operate

 

Every child is included, builds self-confidence and raises their self-esteem within the group.
Obvious links to prime areas physical development and understanding the world but the Forest school experience is essentially holistic.
All intertwined and weave in and out of each other. Holistic approach to learning which has been influenced through early theorists Comenius, Dewey, Froebel and Montessori. Forest School is simply an old idea re shaped for current lifestyles and curriculum demands. Social policy has been pushing towards this way of learning since 2008.

 




Personal Social Emotional Development-making relationships, managing feelings and behaviour, confidence and taking charge of own learning.      

Communication and Language-chances to listen to sounds, identify what they can hear. Demonstrate their understanding of following rules and boundaries, stayingsafe at Forest School. Encourages communication with peers and adults when using tools and working together. They can share what they have enjoyed or disliked with the group.

Physical Development-Build up strength, negotiate the ground, different surfaces and terrains. Running, jumping, digging, climbing and balancing. Using tools and moving objects. Awareness of boundaries and identifying risk.

Literacy-mark making in mud, clay. Reading and telling stories, re-enacting familiar stories

Mathematics-Lots of opportunities for counting, problem solving, sorting.  Exploring Shape, space and measure using natural resources found in the wood-leaves, twigs, flowers, and stones.

Understanding the World- Forest School gives each child the opportunity to find out more about living things and change.

Expressive Arts and Design-imagination to build dens using branches and twigs.Music making using immediate surroundings, small world play landscapes and homes.

Take our learning and experiences back into setting- for example:  Mini beast hunting at Forest School -extend  and develop into making a bug hotel in setting/long term projects like aspects of the Reggio Approach

 
Negatives – lost in translation?-UK forest schools accommodate the British attitudes- the outdoors not part of everyday life as in Denmark/Sweden, not as much risk and freedom.

‘Spending time outdoors provides 25 percent more oxygen for the brain development and learning than staying indoors’ (Long, 2014)

 



                                                                                

Figure 1 Gösta Frohm 



Gösta Frohm Figure 1 (Nordlöv) was neither a philosopher nor an educationalist. However, he made an important contribution, in his native country of Sweden and internationally through teaching ecological concepts to young children (Joyce, 2012).

He came from a military background and he was involved at a national level with the Association for Promotion of outdoor life – Friluftsfrämjandet. It was founded in 1892 and was a voluntary, apolitical, non-profit making, independent organization (Joyce, 2012). Joyce (2012) continues the organization started off promoting skiing activities for adults and gradually, other activities were added for younger people.

After the First World War in Sweden, there was great concern regarding the health of the nation. Consequently, the Government started to promote outdoor activities for children to learn to ski and to improve their physical well-being (Joyce, 2012).

In the early 1950s there was little snow for skiing and this was the perfect opportunity for Frohm to develop his own ideas for children’s outdoor activities. He felt that children weren’t connected to nature as they used to be.

Frohm (Joyce, 2012) believed that in order to develop love and respect for nature, young children have to be involved in outdoor activities before they become corrupted by the lure of society, technology and commercialism

Figure 2 Skogsmulle with friends Lasse, Fjällfina and Nova

In 1957 Frohm set up and developed a concept Skogsmulle school Figure 2 (Pettersson) for children from 5 to 6 years of age (Robertson, 2008), with a simple philosophy: ‘ if you can help children to love nature they will take care of nature, because you cherish things you love’ (Linde cited in Joyce, 2012 p.89).

Linde( Joyce, 2012 p.84 ) in Swedish ‘Skog’ means ‘wood’ and ‘Mulle’ is a fictional, cheery innocent character who lives in the forest. Skogsmulle helps children learn to love and care for nature and learn about the natural environment. 

Skogsmulle has friends (Robertson, 2008; Joyce, 2012), Laxe, Fjällfina, Nova and Urban as shown in Figure 2 (Pettersson)

Frohm (Joyce, 2012) believed like McMillan and Froebel before him, that children benefit from first-hand sensory experiences.  His approach involved (Joyce, 2012 p.89)  ‘ love nature through fairy tales, songs, music and games while out in the woods studying plants and animals’ . Frohm felt that by taking children to the forest they would benefit from hands on experiences. He believed that children learn from the teacher and the teacher also learns from the children in an active participative way as shown in Figure 3 (Abel, 2012) ethical permission has been given by the parents to use photos. 

Figure 3 Frohm’s view children learn from the teacher, so they can question what they see.

 

In the 1950’s many mothers were training to become Skosmulle leaders while at home with their children. Frohm welcomed close child and parent interaction and this was important in Skogsmulle philosophy and practice (Joyce, 2012) .

When the Skogsmulle concept was later introduced, a precondition to its use in kindergartens, nurseries and pre-schools was that teachers should attend a Skogsmulle leader course held by Friluftsfrämjandet.  At this point, they were then entitled to use Skogsmulle activities, either in their gardens or nearby forest (Joyce, 2012). 

Figure 4 ‘Rain or Shine’ was founded by Siw Linde

According to Joyce (2012), Frohms’s biggest legacy is the evolution of the I Ur och Skur (Figure 4). In 1985 the first forest school ‘I Ur och Skur,’ which means ‘Rain or Shine’ was founded in Sweden by Siw Linde, she was a trained Skogsmulle leader with support from her husband, Magnus and another nursery worker Susanne Drougge.

Linde followed Frohm’s (Joyce, 2012) first-hand, sensory approach to learning outdoors. However, she added method and theory to this in order to look closely at the potential for intellectual, physical, emotional and social development in the outdoor environment.  Central to I Ur och Skur thinking is reflective practice, where participants, both adults and children, reflect on their experiences and learn from them. The idea was that the adults would be supporting or ‘scaffolding’ (Vygotsky, in Pound, 2006) children’s learning and moving them to the next stage. This is done through observation, seeing the world through children’s eyes, careful listening and communications between practitioners/parents and children (Joyce, 2012).

In Sweden there is a highly developed view of the child based on democratic values which gives respect for the child as a person in its own right and a belief in the child’s inherent skills and potential (Gunnarson, Martin Korpi & Nordenstam, 1999).

Joyce (2012) writes Swedish values of treating the child as a person in its own right are reflective of the UK’s “The unique child” in the DfES( 2007) EYFS as both concepts work towards giving the child the chance to develop as a unique individual. However, in Sweden this is really underpinned by the political emphasis on democracy and equality.

Children are out every day, in every season Figure 5 (Abel,2012). If the weather is really bad or the temperature falls below- 10C then the children will spend up to three hours inside at some point of the day, however 80% of the day is spend outdoors (Robertson,2008).

Figure 5 Children are out everyday 'rain or shine'

Outdoor activities, games and play are explored in various non- competitive ways at all ages. In a preschool context play has served an important function linked to education. It can be said play is now accorded the same importance as formal learning in Sweden and is regarded as necessary for making sense of surrounding world and this has been clearly influenced by Skogsmulle School (Knight, 2013).

In Sweden there are approximately two hundred and twenty three I Ur och Skul units all over the country, catering for children from 1 to 11 years of age (Joyce, 2012). According to Siw she believes that the strong parental support has been a key factor in the success of an I Ur och Skur (Robertson, 2008). I Ur och Skur schools have been established in Japan, UK, Germany, Russia, Finland, Latvia and Norway.






UDESKOLE DANISH SCHOOLS

Figure 6 seeing the world through children’s eyes using Mosaic approach.

The Danish like the Swedish approach uses the outdoor environment as a part of the pedagogy of early year’s settings. It started in the mid nineteenth century through Frobel’s (1782-1852) kindergarten approach to learning (Williams-Siegfredsen). This has inspired Danish pedagogues to start a kindergarten system that included an ‘outdoor school’ called Udeskole to provide opportunities for young children.  Children are encouraged (Bentsen et al. 2010, Williams-Siegfredsen)to engage with nature through educational contexts, learning through play and exploration for example; children are given the cameras to take pictures what captures their imagination as shown in Figure 6 (Abel, 2014).

Mygind described udeskole as a bottom-up phenomenon started by devoted and enthusiastic teachers originating from ( Bentson et al.2010 p.237)  ‘the reality in the Danish school system’’. Therefore, it has been thought that Udeskole has spread in Danish schools by local voluntary initiatives by ‘enthusiastic teachers and schools, in contrast to central/top –down initiatives, e.g. ministerial and municipal programmes’ (Bentsen et.al. 2010 p. 237).

Figure 7 Playing out in rural forest.

Every ‘forest school’ in Denmark is different; each outdoor environment is unique and varies depending on where it is situated and according to the people who are using it, for example: children, parents and pedagogues (Williams-Siegfredsen).

In Denmark a high percentage of men work as pedagogues. Cummings (2010) believes it could be because, Danish pedagogues have much higher status, which is reflected in their pay compared to UK early years practitioners. Cummings (2010) continues 94 per cent of pedagogues belong to a union and pedagogues who run kindergarten see themselves as social educators. 

Family values and a true reflection of democracy and humanism are strongly underpinned in Danish pedagogy. This was clear in a survey conducted in 2009 by Copenhagen Council which identified the values that parents and pedagogues felt  most important for children to learn and experience in early years settings as: ‘self-worth, independence, consideration for others, and tolerance’ (Williams-Siegfredsen p.53) In keeping with the emphasis on nature, they also identified that children should experience spending time in nature, learning about animals in a peaceful and tranquil environment (Williams-Siegfredsen).

Williams-Siegfredsen continues, In 2004 the curriculum for pre-school settings in Denmark became law and every setting has to make an institutional curriculum plan that covers six areas of learning:

• All-round personal development
• Social development
• Language
• Body and movement
• Nature and natural phenomena
• Cultural expression and values

Williams-Siegfredsen writes, four learning processes, ‘to be able’, ‘to experience’, ‘to enjoy’ and ‘to understand’; are facilitated within these six areas of learning and regular access to the natural environment fully supports this.

Often the Danish Nature Kindergartens settings are modelled on the child’s home life and the belief that children should feel comfortable and safe within this environment. Parents are encouraged Figure 7 (Abel, 2014) to take part of activities and be involved in their children’s lives (Cummings, 2010). As in Sweden, children spend most of the day (up to 80%) outside, no matter what the weather.

Even though, ‘the education outside the classroom has become increasingly popular and even increased during the last decade in Denmark’( Christensen, 2004; The Forest in the School, 2008;  cited in Bentson et al. 2010 p.236) there are some ‘economic’ barriers to practicing udeskole  for example: cost for transportation, salary for an extra teacher, and cost for training of staff ( Bentson et al. 2010). 

Figure 8 The Danish attitude towards risk is positive

The Danish attitude towards risk is positive. Safety concerns are not a major barrier (Bentson et al. 2010)for Udeskole practitioners and our culture’s obsession with health and safety is regarded with bemusement (Forest School Wales). Children are motivated to expand their limits, to try climbing the trees, hanging from branches as shown on Figure 8 (Abel, 2014). The Danish outdoor aim is to counteract concerns that childhood has become overprotected and believe that external education makes children more creative and independent.

 

AUSTRALIA

Australians have been perceived as active, outdoor people, living among the natural elements of sand, sea, surf and bush. However, in reality, this is not so for many Australians, research shows only 35 per cent of Australian children play outdoors every day and opportunities for children to be active outdoors are declining (Reidy, 2012). Like many western countries, Australia is witnessing the negative impacts of urban living, risk aversion, virtual world via i-devices, and limited access to outdoor play. This has been linked to children’s social and health issues, well-being and development (Elliott,in Knight, 2013).

In 2009 Australian government published its’ first ever national curriculum framework Belonging, Being & Becoming: Early Years Learning Framework (EYLF) of Australia (Commonwealth DEEWR, 2009) and the National Quality Standards (NQS) (ACECQA, 2011 Elliott in Knight, 2013).

The first document EYLF (Commonwealth DEEWR, 2009) is not only a landmark document that covers five broad principles: ‘secure, respectful and reciprocal relationships; partnerships; high expectations and equity; respect for diversity; and ongoing learning and reflective practice’ (Elliott, in Knight 2013 p. 115) but also refers to the spiritual aspect of children’s lives and considers its (the spiritual’s) role in children’s learning and wellbeing (Grajczonek).

 

The second document NQS (ACECQA, 2011 cited in Knight, 2013) offers direct guidance on the importance of outdoor play in nature and provides educators with information on appropriate challenge, and risk taking in the early childhood years. So far, Australian like American educators, have been trying to reduce the challenge of outdoor play due to potential legal implications of injury, even though they are aware that such restrictions result in educational compromise for children. ( Bundy et al. 2009).

In 2010, the Australian government announced that kindergarten hours were required to be increased from 12 hours to 15 hours per week from January 2013. In response to that Westgarth kindergarten community established a pilot Bush Kinder programme in May 2011 (Fargher, 2012).

The concept was branded as ‘Bush Schools’ because Australian folklore has its foundation in the bush (Bush Schools Australia). The concept itself has been adapted and interpreted from the forest schools of Scandinavia and in the UK, but all the materials and content have been adapted to suit the Australian culture and environment. Fargher (2012) writes that the Australian bush is a learning environment unlike any other, yet Australian children have not had a model of education that allows children to be outdoors for extended periods of time and to develop a connection with the environment.

 

At Westgarth Kindergarten (Fargher, 2012) educators believe that childhood is precious and that an important part of childhood is being outside in nature. Children in the Bush Kinder have the opportunity to experience the changing weather – to be outside in the rain, respond to the wind, play according to what nature has provided, get wet or feel the sun on their skin – all of this stimulates the content of their play. Children are supported in their choices, but teachers support them as they take the risk and face challenges.  Children’s developmental progression, interests, and advancing skill levels is written down by teachers to support their future learning.  Parents are involved in this programme, they share specific knowledge or skills, sharing their childhood stories about play in response to the children’s Bush kinder experiences (Elliott in Knight, 2013). Elliott (Knight, 2013 p.125) continues this has promoted an intensity of relationships, as one teacher stated: ‘It’s all about relationships, belonging and community’ 

Interest in Bush Kinder amongst like-minded educators, academics, parents and the wider community has been overwhelming, Bush Kinder will undoubtedly have a growing and bright future ahead.


                                                                               Katre Abel