Forest School in the UK
Although Forest Schools seem to be a fairly new programme and have only recently become popular within Early Years the concept of it dates as far back as the 19th Century. A variety of philosophers and theorists have worked hard to create and introduce what we know as a Forest School today. A few decades ago education was very much based on and around the National Curriculum- focusing most on Mathematics and English as the core subjects. Other educational models then emerged from this in the 1990’s which led to the idea of Forest Schools.
The importance of natural environments for children began in the 1800’s when Friedrich Froebel (1782- 1852) emphasised this learning type as beneficial for children. Froebel saw childhood as a part of nature and was influenced by both Rousseau (1712- 1778) and Pestalozzi (1746- 1812) (Pound, 2006), all with the views that education should be child- centred. He was passionate on placing greater emphasis on learning by doing, rather than the traditional indoor classroom approach and strongly believed outdoor provision benefited children’s intellectual, physical and even spiritual development as Froebel was deeply philosophical and regularly reflected on his religious beliefs. The first Kindergarten was developed which can be interpreted to mean “a garden for children, a garden of children or a garden for growing and nurturing children” Pound (2014, p.18). What are your opinions on giving children the freedom to make their own choices and establish their own ideas? Do you feel it benefits or detracts from their holistic development? In the late 1800’s poverty and hygiene was at its worst. In 1894 Margaret McMillan (1860- 1931) became elected onto the Bradford School Board (Pound, 2006). It was through the visits to schools that the extreme poverty children were exposed to and living in became apparent. She began to advise parents on hygiene and nutrition which led the work of the McMillan sisters to be focused primarily on health (Pound, 2006). Children were becoming so unwell that Margaret and her sister Rachel wanted to take the children outside. This is when the first “Open Air Nursery” emerged in 1908. There was a strong emphasis on being outdoors so children could benefit from fresh air and space. (Pound, 2014) The idea of Forest Schools originated in Scandinavia, after which the approach was then adopted in Denmark due to the lack of indoor facilities. In 1994 the early year’s department from Bridgewater College visited Denmark. They were enthused by the outdoor learning and child-centered play that the development of Forest School emerged in the United Kingdom. “Bridgewater College staff and students returned inspired. They began to develop what we now know as Forest School…” Knight (2009, p.4). Forest Schools are becoming more popular throughout Early Years and there is current research, new ideas and more information about this learning and developmental approach which is interesting to read and learn about. A theory that goes back to the year 1919 but is still commonly used in society today is the theory from Rudolf Steiner. (1861- 1925) “Rudolf Steiner wanted to create an education which gave children clarity of thought, sensitivity of feeling and strength of will” Pound (2014, p.34). Steiner believed that there were three, seven year stages of development, all fitting with what he describes as “thinking, feeling and willing”. The first stage is from birth to seven years suggesting that the “active” and “will” predominates throughout this stage. Stage two is from the years seven to fourteen were Steiner believes the “effective” and “feelings” predominates. The final stage is from the years fourteen to twenty one where the “cognitive” and “thinking” ability predominates. Steiner strongly felt children experience these cycles throughout the development and that this approach supports learning as it is the natural stages of growth. Steiner education focuses on natural resources and the outdoor classroom. This educational approach encourages children to “stay as children for longer” by getting children to read books at the age of seven and not before, focuses on hands on experience outside and allows children to learn at their own pace through the means of natural materials and does not believe in children taking exams. Forest School is key to this approach and regular sessions will take place for children to explore, learn and develop their imaginations. Do you believe children's development fall into these three distinct stages? This educational approach is current as there are schools around the UK and internationally who pride themselves on working to this theory. “There are currently over 1.200 Steiner schools worldwide and 2,000 Early Years settings in a total of 60 different countries, 36 in the UK and Ireland” (Steiner Waldorf Schools Fellowship, no date). What are your opinions on Steiner's approach of 'keeping children as children' for as long as possible? There is current research and discussion on the benefits of outdoor education and Forest Schools, including behavioral benefits. Research now supports the statements that practitioners have made on the benefits for children experiencing the outdoor environment. Children are able to build on their self-confidence, team work, communication, emotional well-being and problem solving skills. “…they then offered Forest School sessions to students with special needs…There were benefits to the students’ self- esteem, confidence and well-being that are now being addressed in the Every Child Matters agenda…” Knight (2009, p.5). Forest Schools allow children to enjoy their learning and achieve their potential. Kinaesthetic learners particularly learn best from this approach as outdoor learning is primarily hands on learning and involves practical work. During Forest School sessions children are physically active most of the time which improves their stamina. Not only do Forest Schools promote physical health, but also mental and emotional health. Children gain confidence and improve their self- esteem, which has a result on their overall emotional and mental well-being. If your child experiences Forest School within their setting are you noticing any significant changes in their development or confidence and self- esteem levels? Another benefit of Forest Schools is the opportunity to allow children to experience manageable risk taking. Many individuals worry about this and remove it. Forest School sessions enable children to take and manage risks and learn from their mistakes. Tim Gill states that “Children’s lives are becoming ever more scheduled, controlled and directed... added to which there’s parental risk aversion, and fear of litigation. Children are safer than they ever have been... But our key job in children’s lives is not to remove all risk, it’s to help children manage risk” (Rowlatt, 2013). What are your opinions on children taking managed risks? Behavioural changes have become evident within Forest Schools. It is said that many behavioural difficulties begin with children struggling with any physical and emotional issues. Within an outdoor environment children are more able to run around, use their imagination creatively and are not confined to just a classroom with four walls. They are able to let their emotions out and try to control their behavioural difficulties in a more constructive way. “…the natural environment offered by forest school can also go some way to enabling children to cope with the causes of their behavioural difficulties” (St Helen’s Preschool, no date). The main ethos of Forest Schools is primarily based on the safety of children, to respect them and enable them to investigate, explore, become curious about the environment and nature surrounding them and allow them to develop and grow through a mixture of adult and child led learning. It focuses on the importance of children’s right, linking into the 'United Nations Convention on the Rights of the Child' (UNCRC). Article 6 in the UNCRC states “Children have the right to live. Governments should ensure that children survive and develop healthily” (Unicef, no date). Many individuals working in the Early Years sector would argue that a major part of a child’s development and growth is being outdoors and experiencing another “side” to nature in which Forest Schools are ideal which then becomes part of the ethos. In Article 31 the UNCRC states “Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities” (Unicef, no date) giving children the ability to explore and play both indoors and outdoors. The right to being outside, and to be able to play whilst taking manageable risks and learning from them, forms the basis of the Forest Schools ethos. Deep learning and progression is the norm when regularly taking part in Forest School sessions. They are not based around rigid planned activities, can be adapted and changed easily, following from what the children seem interested in and what they are leading themselves. “…a woodland environment is central in supporting this very dynamic approach to learning…” (Forest School Training, no date). In 2011, the United Kingdom Forest Schools Community agreed to the six principles in which the Forest School ethos is related around. These principles were first articulated in 2002, reviewed in 2011 and published in February 2012. The initial principle focusses on the long term process of regular Forest School sessions. Principle two states that Forest Schools must take place in a natural environment so children can develop in their knowledge and understanding of the relationship between learner and the natural world. Principle three aims to promote a holistic development for all children involved. Principle four enables children to take supported risks throughout the session ensuring that the risks are appropriate to the environment and to themselves. Principle five suggests that sessions should ideally be run by a qualified Forest School practitioner. Finally principle six focuses on the importance of using a range of learner- centred processes to create various individual and unique development and learning in all children. With regard to principle five, would you feel better knowing your child's Forest School sessions were being lead by a qualified Forest School practitioner? After reading the six principles do you feel Forest Schools are useful to children and their development? Forest Schools within the UK are vastly growing, woodland areas are being expanded and adjusted so that sessions can be taken within a safe environment for all individuals. New research surrounding whether Forest Schools are beneficial and healthy to children will always be on going with much debate. For now however, research on Forest Schools appear to be mainly positive, and the focus is currently on whether outdoor sessions such as Forest Schools are valuable for development and behavioural issues. Forest Schools are becoming increasingly popular and individuals are taking inspiration from others to improve their sessions even more which overall will be beneficial for the children. Over the years Forest Schools are likely to change, but as long as the learning is based outside and natural resources are used throughout then Forest Schools are likely to keep children stimulated for years to come and development and learning will shine from it. Thank you for taking the time to read this. I hope it has given you a greater insight into what Forest Schools are. I would love to hear your opinions and thoughts on this so please feel free to respond in the 'comments' and I will get back to you as soon as I can. Reference List
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“If a child can’t learn the way we teach, maybe we should teach the way they learn”. (Estrada, 2015) Technology is vastly becoming a useful tool for parents and teachers to provide children with distraction, entertainment and an aid for learning. There is an on-going debate whether this is useful or whether it is actually doing more harm to the children than good. Every child is unique which alters their approach to learning and their preferred learning styles. The use of technology to teach children may be useful for some, however there are others who need a more kinaesthetic, hands on approach. Forest Schools is a valuable means for children to experience a practical way of learning.
What are your opinions on the growing use of technology vs natural play and experiences? CBS News recommend that “children two and older should be involved in at least sixty minutes of moderate intensity physical activities each day”. Nonetheless children seem to be satisfied staying indoors. This is where Forest School is key. Not only do the sessions support children who learn better from a practical perspective, but children are experiencing fresh air, physical activity and environmental awareness. Forest School is an outdoor classroom where children fulfil opportunities to explore nature and use their imagination to create individual creations. Sessions take part on a regular basis and offer children the ability to progress and achieve their potential, whilst building their self-esteem and confidence through hands on experience within a natural environment. For those who have children, do they experience sixty minutes of outdoor play every day? Do you think they need more time than this? Reference List
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AuthorThis page was written by Jessica Berry. ArchivesCategories |