Forest Schools Internationally
A change in thinking about being in the outdoors internationally occurred in the 1700s. ‘This was from one feeling of battling with elements for survival, to one of it being a positive aesthetic experience’ (Eichberg and Jespersen, 2009, p.7). Rousseau believed in nature and child upbringing, therefore, this inspired the public to understand the benefits of being in the outdoors. Throughout this time, ‘literature, poems and songs were written eulogising the beauty of nature and especially for rich people, leisure activities such as walking and horse-riding became popular’ (Williams-Siegfredsen, 2012). Many more people by the end of the 1800s were living in urban environments. There was a demand for more workers in the cities as this was after the industrial revolution. Due to the demand for workers, it meant they had to undertake long hours meaning limited time outdoors. However, the factory owners would plan day trips for the workers and their families so that they could spend time in the natural environment of the outdoors. These day trips relieved workers everyday stresses of having to working long hours in the indoors. ‘Outdoor kindergartens were established so that patients and young children could have fresh air, peace in nature and more hygienic living conditions’ (Williams-Siegfredsen, 2012). And this came about due to health experts found that being in the outdoors helped prevent illnesses. Sweden Firstly, the Forest School concept first originated in Scandinavia in the 1950s. In Sweden there was a concept called Skogsmulle and this was developed in 1957 by Gosta Frohm. ‘Skog means wood and Mulle is a fictional character who helps children learn to love and care for nature’ (Robertson et al, 2008). Frohm created stories for young children so that they could use their imagination to help them learn about the natural environment. For example, he came up characters like Mulle, Laxe and Nova and many more who are characters which help the children learn about the outdoors. To further the children’s learning, Frohm came up with the idea of having the practitioners dress up as the characters or using puppets so that the children gained a better understanding. Similar to Skogsmulle, in Norway it’s known as ‘Friluftsliv’ which is a Norwegian expression. ‘Scandinavian traditions all adhere to the saying that ‘there’s no such thing as bad weather, only bad clothing’ (Fardtad, 2005). Siw Linde was the founder of the first forest school and this was in 1985. At first, she was a pharmacist. However, when her children were born, this is when she decided to get involved in Skogmulleskola and later on carried out training to become a Skogmulle leader. And this happened in the seventies. Skogmulle School was very effective and the children loved the characters, stories, songs and games which meant they loved the outdoors. 'Eventually, through various amounts of training and retraining as a nursery nurse, she opened the first “I Ur Och Skur” school ‘which means “Rain or Shine” with six children’ (Robertson, 2008) and this is where it was developed from. Denmark Based on standards of health, welfare and education, there are surveys that show that Danes are known to be the happiest people in the world (Bisgaard, 2011). In Denmark, ‘the children set their own agenda, cook on open fires, listen to storytelling, sing songs and explore at their own level. They are able to climb very high into the trees on rope, ladders and swings, and sit and whittle sticks with knives, alone' (Trout, 2004). This was developed in the 1950s but isn’t actually called Forest School, it’s called Skogsbornehaven which means ‘kindergarten’. This is a similar approach that Sweden take with Skogsmulle. ‘In 1976, local authorities were obliged to offer a full time child care place for all children between three months and school age’ (Williams-Siegfredsen, 2012). Early Years settings in Denmark open from 6.30am and then close at 5pm, and then there are out of school centres where children can attend before and after school times. This has been seen in settings in England also where they offer child care facilities so the children can go here until their parents/carers have finished work. What are your opinions on the Forest School approach in these two countries? Switzerland And Australia
Switzerland ‘There is a growing concern that children’s outdoor experiences with nature are decreasing, at least in the Western countries’ (Prezza et al, 2004). This is something that needs to change in the Western countries as it is proven that ‘outdoor play enables the infectious agents to spread out and be dissipated, it also enables children to get fresh air and exercise and be less constrained than they are in the classroom (Aronson, 2002). The more we get our children to experience the outdoors, the more opportunity they are getting to exercise and explore in a different environment which will expand their learning and development. Australia Forest School in Australia is referred to Bush School/kindergarten. According to the work of Knight (2009, 2011), Milchem (2011), O’Brien and Murray (2006) and Waller (2007) they have created a ‘theoretical and practical framework for the conduct of forest/bush school’ (Knight, 2013, p.136). Without these theorists’ input, this approach wouldn’t exist today, however it does and this give the children in Australia the chance to experience and explore the outdoors. Many activities are carried out when it comes to Bush School. Surprisingly, hunting and gathering are many of the activities that the children participate in. Sobel (2008) states ‘hunting and gathering are important and timeless themes in children’s play’ (Knight, 2013, p.138). In Australia there is a tradition for hunting native animals for food and this still happens in today’s society as it has existed since the Aboriginal culture. When this is happening, it involves the use of spears, traps and boomerangs. For the children to participate in this activity, they are given a demonstration to show how the children should hunt and gather. After the demonstration is given, the children are given pieces of dowel (a solid cylinder rod made from wood, plastic or metal) about 1.5 meters long with blunt edges which will help them hunt and gather. With the dowel, the children are able to and enjoy digging for bush onions, turtle eggs and even hunting kangaroos. From reading the UK perspective and now the international perspective, which approach do you think works best? Reference List: Bisgaard, 2011 cited in Willaims-Siegfredsen, 2012, p6 Eichberg and Jespersen, 2009 cited in Williams-Siegfredsen, 2012, p7 Knight, S. ed., 2013. International Perspectives on Forest School: Natural Spaces to Play and Learn, Los Angeles, CA: SAGE Publications. Lindemann-Matthies, P. & Knecht, S., 2011. Swiss Elementary School Teachers Attitudes towards Forest Education. Journal of Environmental Education, 42. Robertson, J., Fardtad, A., (2008) I UR OCH SKUR. Available at: http://creativestarlearning.co.uk/wp-content/upload/2013/06/Mulle-borg-Forest-School.pdf (Accessed: 24 September 2015) Williams-Siegfredsen, J., Trout, R., 2011. Understanding the Danish Forest School Approach: Early Years Education in Practice, United Kingdom: Routledge
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