Forest School

Forest schools

       In Denmark, Forest school have played a vital part in early years education. Forest schools were introduced to enhance children’s appreciation of the outside world and the need for looking after the environment. They aimed to encourage children to become autonomous, independent, explore and have a willingness to get dirty (Dowling, 2005).

       Originally in Sweden, Norway and Denmark, children were taken to the forest in their own school or were escorted to a local wood where they, the forest school and nursery staff would play, climb trees, explore, make dens and fires and use natural tools. This had a profound effect on the child’s confidence and self esteem (Bilton, 2010).

      Whilst at the forest, children are encouraged to roam around freely, out of sight from the teachers, re-locating them by sound helping overcome fears of getting lost. The children are not provided with any equipment, as the school encourages use of the natural land resources to build on imagination. They are also encouraged to collect wood to create fires (Tovey, 2007).

       O’Brien (2009) argues that forest school plays a big role in child development. They ensure children have regular contact with woodland areas. The aim is to signify the importance of having experience outside the classroom which can improve confidence, concentration, motivation, physical, language and communication.  

      Positives of forest schools include sufficient space for children to be energetic, free to explore the limits of their physical skills and to feel confident to take risks. This can build on them emotionally, socially and cognitively. They can also use a range of curriculum activities such as maths, science, creativity and linguistic (May, 2011).

      Tovey (2007) identifies the rapid growth of outdoor provision since the outbreak of forest schools. Doyle (2006, cited in Tovey, 2007, p.82) concludes that

“forest schools build on an individual’s innate motivation and positive attitude to learning, offering them the opportunities to take risks, make choices and initiate learning for themselves”.                      (p.82)

      Evaluation studies suggest that forest schools have an important role on children’s development and well being. Evidence has shown that children have increased confidence, the ability to work with others, an awareness of their actions, improved physical stamina and respect for the environment (Tovey, 2007).

       Children are permitted to attend the schools in diverse weather conditions and through the changing seasons. The schools offer an opportunity for individuality (Garrick, 2009). Fjortoft (2001) suggests that challenging physical experiences can have a positive impact on the physical fitness of the children.

       However, there are concerns over forest schools. People view this as offering children too much freedom and responsibility which they may not be given at home and only spend half a day or one full day a week in the forest. There are also concerns over possible conflicts between forest schools with nurseries or schools who do not offer this programme (Tovey, 2007).

 

 Activities in forest schools

 

Using tools such as a saw



 

Making a fire

                                                                           

 

Cooking










 Trusted with boundaries
 

                       

 Building a den 

                                                                           

                                                                    

 
 

      

Can forest schools help academic studies video

 

http://www.bbc.co.uk/news/education-17283190

Forest school video

 

http://www.suffolkwildlifetrust.org/education-for-all/other-education-opportinities/forest-schools/

 

 

 







                                        

Teachers TV: Outdoor Learning with Forest School

 

http://www.tes.co.uk/teaching-resource/Teachers-TV-Outdoor-Learning-with-Forest-School-6046493/

 

 

 

 

 

  Useful Forest school/outdoor learning websites

http://www.forestschools.com/

http://apps.rhs.org.uk/schoolgardening/uploads/documents/Norfolk%20Outdoor%20learning%20Early%20Years%20TOol%20kit_1299.pdf

    

   

References

Bilton, H. 2010. Outdoor learning in the early years; management and innovation. Oxon. Routledge.

 

Dowling, M. 2005. Young children’s personal, social and emotional development. London. Sage. Second edition.



Fjortoft, (2001), The natural environment as a playground for children. In Garrick, R. (2009). Playing outdoors in the early years. Page 117. London. Continuum.



Garrick, R. 2009. Playing outdoors in the early years. London. Continuum. Second edition.

 

May, P. 2011. Child development in practice; responsive teaching and learning from birth to five. Oxon. Routledge.


O’Brien, L. (2009), ‘Learning outdoors’, The forest school approach. Volume 37. Number 1. Pages 45-60.

Tovey, H. 2007. Playing outdoors; Spaces and places, risk and challenge. England. Open university press.