Value of Learning and Play in Forest School
Reference list. Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003) ‘Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?’ Psychological Science in the Public Interest, 4(1), 1-44. Available at: http://files.clps.brown.edu/jkrueger/journal_articles/baumeister-2003-doeshigh.pdf (Accessed: 19th September 2015). Constable, K. and Green, S. (2012) The Outdoor Classroom Ages 3-7: Using Ideas from Forest Schools to Enrich Learning. United Kingdom: Routledge. Ella, J. (2009) Nature Features. Available at: http://www.bbc.co.uk/birmingham/content/articles/2009/02/23/forest_schools_feature.shtml (Accessed: 12th September 2015). Hosogi, M., Okada, A., Fujji, C., Noguchi, K. and Watanabe, K. (2012) ‘Importance and usefulness of evaluating self-esteem in children’, BioPsychoSocial Medicine 6(9),pp. 1-6. Available at: http://www.biomedcentral.com/content/pdf/1751-0759-6-9.pdf (Accessed: 19th September 2015). Knight, S. (ed.) (2011) Forest School For All. London: SAGE Publications. Leather, M. (2015) ‘Lost in Translation: A Critique of "Forest School" from a UK Perspective’, The Ontario journal of outdoor education. 27(2), pp.11-14. NEF (2003) Forest School Evaluation Project A Study in Wales. Available at: http://www.forestry.gov.uk/pdf/ForestSchoolWalesReport.pdf/$FILE/ForestSchoolWalesReport.pdf (Accessed: 12th September 2015). Raiford, T. (2015) ‘Negative Effects of Too Many Rules on Children’, Globalpost. Available at: http://everydaylife.globalpost.com/negative-effects-many-rules-children-1262.html (Accessed: 19th September 2015). Veale, F. (2013) Early Years for Levels 4 & 5 and the Foundation Degree. United Kingdom: Hodder Education.
4 Comments
natalie lynn
10/15/2015 02:19:09 am
I see the both sides of the argument for teachers to be trained, i fell that some training for outdoor learning should take place but not necessarily having the forest school qualification. I have the level 3 forest school leader award and was mentor for 32 others going through. while doing my award I was involved in a project led by an fantastic experienced lady to evidence the benefits of the forest school approach to the heads of schools in Torbay before we brought the training in, her knowledge and practice is amazing and I learnt so much from her and her colleague but she is not a Forest School Leader in the sense of holding the Forest School qualification, this strangely means that she is not able to join things like the southwest forest school association. It has become very commercial and lacks seeing the wider picture of people that are out there that have so much to share but are looked down on because they don't have the actual qualification.
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Leanne
10/15/2015 08:42:56 am
Thank you for your comment and you make a valid point that there are both positive and negative aspects of being Forest School trained. I completely agree that it should be child led as according to Knight (2011) it provides children with experience of play within a wild area which offers excitement and adventure also helping to develop their interests. This opportunity should not be taken away by being adult led which may result in minimising the benefits Forest School aims to provide.
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natalie lynn
10/15/2015 02:23:18 am
in addition we used the Leuven scale of wellbeing and involvement for our projects, the children are still being tracked now on the Leuven scale and were tracked from the age of 3 through the foundation stage profile and continue to be monitored now. The children were selected to take part in their projects as they had been identified at being at risk of not achieving in PSED and CLLD at the profile stage.
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