Reflection

As individuals we have reflected on our learning experiences over the course of our blog being live. As practitioners know, reflection is an important part of practice. Below are some of our thoughts.

As a recently qualified practitioner I wasn't aware of much surrounding forest school. I had to research a lot in order to find information and this has helped me although I feel the discussion the comments have created has been the most beneficial to me. I hope I can bring in more aspects of forest school to my setting as well as having helped people learn more themselves.

I think that the way this module was delivered was a refreshing approach to learning. I have learnt a lot about forest schools including their history, how the approach reached the UK and the benefits and challenges of risky play in the concept of Forest Schools. I would have like to have been available to implant a Forest school activity on the study weekend to help me view this type of learning from a child's perspective. Thank you to Louise and the rest of the group.

Through carrying out research around the topic of developing forest schools there is a visible link between the experience with nature and the value it holds on a child’s holistic development. It is important that practitioner promote good practice through being supportive, questioning the children’s actitation’s and extending their learning in order to ensure that each child has the opportunity to gain full potential in their experiences of Forest Schools and outdoor learning.

Thank you for being a part of our blog -  Charlotte, Frankie, Jade, Georgia and Sophie!

Full Reference List

Below is the full list of references used in the blog posts for you to find further information.

Child, CYH, Y. H.- and Australia, S. (2014) Parenting and Child Health - Health Topics - Fears - young children. Available at: http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=141&id=1612 (Accessed: 14 September 2015).

Full principles and criteria for good practice (no date) Available at: http://www.forestschoolassociation.org/full-principles-and-criteria-for-good-practice/ (Accessed: 14 September 2015).

Gallagher, J. and Davy, A. (2006) New Playwork: Play and Care for Children 4-16: For Cache and NVQ Levels 2, 3 and 4 and Playwork Practitioners. 4th edn. London: Cengage Learning Vocational.

SANTAR, J., Santer, J. and Griffiths, C. (2007) Free Play in Early Childhood: A Literature Review. LONDON: National Children’s Bureau Enterprises.

Almon, J. (2013) The Role of Risk and Play in Learning. Available at: http://www.communityplaythings.com/resources/articles/2013/the-role-of-risk-in-play-and-learning

Charlesworth, R. (2013) Understanding child development. Wadsworth: Cengage Learning.

Constable, K. (2012) The Outdoor Classroom, Ages 3-7. Using ideas from Forest Schools to enrich learning. Oxon: Routledge.

Department for Education (2014) Statutory Framework for the Early Years Foundation Stage 2014. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

Douglas, M. (2003) Risk and Blame. Essays in Cultural Theory. 2nd edn. London: Routledge.

Gill, T. (2007) No Fear. Growing up in a risk averse society. London: Calouste Gulbenkian Foundation.

Forest School: a marvellous opportunity to learn (2005). Available at: http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf

Knight, S. (2011) Risk and Adventure in Early Years Outdoor Play. Learning from Forest Schools. London: Sage.

Lindon, J. (2011) Too Safe For Their Own Good? Helping children learn about risk and life skills. 2nd edn. London: NCB.

Lester, S., and Russell, W. (2013) Play for a Change. Play, Policy and Practice. A review of contemporary perspectives. Available at: http://playengland.org.uk/media/120519/play-for-a-change-summary.pdf

Maynard, T., and Waters, J. (2014) Exploring Outdoor Play in the Early Years. Maidenhead: Open University Press.

Positively Safe: A Practical Guide to Safeguarding (No date). Available at: http://www.childrenengland.org.uk/upload/Positively%20safe%20Final.pdf

Solly, K. (2015) Risk, Challenge and Adventure in the Early Years: a practical guide to exploring and extending learning outdoors. Oxon: Routledge.

Voce, A. (2008) Risky play prepares kids for life. Available at: http://www.theguardian.com/society/2008/aug/06/children.play

Bruce, T. (2015). Early Childhood Education 5th Edition. London: Hodder Education.

Robertson, J. (2008). I Ur Och Skur. Creative Star Learning Company.

Tovey, H. (2013). Bringing the Froebel Approach to your Early Years Practice. Oxen: Routledge

Constable, K. (2012). The Outdoor Classroom Ages 3-7 Using ideas from Forest Schools to enrich learning. Oxon: Routledge.

Gill, T. No Fear: Growing up in a risk averse society (2007) London: Calouste Gulbenkian Foundation

Gill, T. (2005, September 23). Let Our Children Roam Free. Retrieved March 28, 2015, from The Ecologist:

http://www.theecologist.org/investigations/society/268765/let_our_children_roam_free.html

History of Forest School. Retrieved September 20, 2015, from Forest School Association: http://www.forestschoolassociation.org/history-of-forest-school/

McCree, J. C. (2012). A Brief History of the Roots of Forest School in the UK. horizons professional development for outdoor practitioners.

O'Connor, A. (2014). Play and the Revised EYFS. Sussex: Community Products (UK).

Weinstein, Nicole. 'Follow The Leader'. Nursery World 11-24 August 2014 (2014): 16. Print.

Ministry for Children, Education and Gender Equality. (2015, October). The Aims of Folkeskole. Retrieved from The Ministry for Children, Education and Gender Equality: http://eng.uvm.dk/Education/Primary-and-Lower-Secondary-Education/The-Folkeskole/The-Aims-of-the-Folkeskole?allowCookies=on (Accessed 23/09/2015)

Stasiuk, P. (Unknown). Early Nature Lessons in Denmark's Forest Preschool. Retrieved from Denmark.DK: http://denmark.dk/en/meet-the-danes/forest-preschools/ (Accessed 23/09/2015)

Williams-Siegfredsen, J. (Unknown). Danish Forest Schools. Teach Early Years, 53. Retrieved from Teach Early Years.

Early Education (2015). ‘Development Matters in the Early Years Foundation Stage’. Available at: http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf (Accessed 24 September 2015)

Kuo, F (2011). Parks and other green environments: Essential components of a healthy human habitat. University of Illinois: Urbana-Champaign.

Natural Learning Initiative (2012). Benefits of Connecting Children with Nature: Why Naturalize Outdoor Learning Environments, Creating a Supportive Network and Training Resources for Naturalized Learning Environments in Child Care. Available at: http://naturalearning.org/sites/default/files/Benefits%20of%20Connecting%20Children%20with%20Nature_InfoSheet.pdf (Accessed: 29 September 2015)

Kellert, S (2005). Building for Life: Designing and Understanding the Human-Nature Connection. Washington, DC: Island Press.

Macleod-Brudenell, I (2008). Advanced Early Years For Foundation Degrees & Levels 4/5. Heinemann: Edinburgh.

Play Safety by Play England (2008). Managing risk in play provision: A position statement. London: The National Children’s Bureau.

Risk and Challenge in Playgrounds (2008). Available at: http://www.kidsafewa.com.au/playchallenges.htm (Accessed: 19 September 2015)

Velmans, C (2012). ‘‘Risky play’ good for children, says Forest School study’, Forestry Commission Wales, 20 November [Online]. Available at: http://www.forestry.gov.uk/newsrele.nsf/weballbysubject/f14f1dcea465a55e80257aa7003fec6e (Accessed: 22 September 2015)

Vygotsky, L. S (1978). Mind in society: the development of higher psychological processes. Cambridge, Mass: Harvard University Press.

Critical Evaluation of Learning and Play in Forest School

“At heart, all learning is about going from what is known and familiar to what is unknown and uncertain. So learning, growth and development depend upon risk. Outdoor environments offer the best opportunities for children to get to grips with the unpredictable, engaging, challenging world around them.” (Gill, 20017) This quotation from the notorious advocate of outdoor play Tim Gill encapsulates the importance and value of learning within an outdoor environment such as Forest School.

     In order to critically evaluate the value of learning and play in Forest Schools I felt it appropriate to use the seven areas of learning as outlined by Development Matters as a springboard and guideline to focus the evaluation.

         In terms of physical development, children can use the advantageous open spaces to fine tune the physical skills that they have acquired in their earlier lives. Gross motor skills such as balancing on one leg, running safely on whole foot etc. are examples of these essential skills that can be achieved in Forest Schools: "To move, to run, to find things out by new movement, to feel one's life in every limb - that is the life of early childhood!" (Margaret McMillan as cited in: O'Connor, 2014)  It is therefore invaluable to offer a stimulating Forest School environment that provides risk and challenge in a monitored manner for children to get the most out of them.

                Children can also develop abundant social skills in outdoor environments in accordance with the prime area of Personal, Social and Emotional Development highlighted within the 2012 Development Matters document. Children can reap enormous benefits in speech and language development as a facilitator of social development. Social interaction often entails some form of verbal communication, namely when pre-school children engage in role play activities. This ideology is extended by Constable (2012) in her contemporary book exploring the use of Forest Schools to enrich early years learning in which she stipulates that “opportunities for developing personal social and emotional skills are widespread in the outdoor classroom. There are more challenges, it’s a more risky environment, and there are opportunities for small group tasks, decision making and cooperative work.” (Constable, 2012 p.73) Challenges are constantly being set within the outdoor environment, natural materials are such as planks/blocks of wood, tree stump stepping stones, pebbles, bark etc. all provide children with their own challenges in accordance with their age and stage of development. An important benefit of this is that it can be continually adapted to facilitate children's growing skill and stimulate any child to explore their boundaries, simultaneously boosting their confidence as they realise they are capable of new skills. This also leads on to the importance of practitioners assessing risk on a continual basis as a result of the fluctuating levels of risk caused by these variables.

         Communication and language: Noam Chomsky introduced the concept of transformational grammar. This concept comprises of four kinds of linguistic knowledge; phonology, semantics, syntax and pragmatics. Pragmatics can be explained as the knowledge of what kinds of responses are appropriate in social situations. Children in the pre-school age range can develop their understanding of pragmatics through conversing with one another in imaginative creative ways, including role play. As the stimulating environment of a Forest School lends itself to role-play and imaginative play this conversation between children is likely to occur leading to the correlating benefits.

          Numeracy: There are a number of opportunities for children to develop their skills of numeracy in outdoor areas. Children are able to use real life concepts to support counting such as stepping stones, tyres, logs, pebbles, etc., look for shapes in the outdoor environment and explore shape space and measure concepts such as positional language and symmetry in the natural world. (Constable, 2012)

       Literacy: In the outdoor environment at the setting, there is a chalk board and chalks within the sheltered wooden play area. This encourages the beginnings of letter formation for those pre-school who have acquired such skills. While younger children and babies can develop fine motor skills and hand eye co-ordination to prepare them for the physical skill of writing, Water and paint brushes are also provided outdoors on a regular basis to encourage development of the skills needed to grip writing equipment: - "even the most reluctant writers are keen to have a go when writing opportunities are linked to their interests outside." (Weinstein, 2014, pg. 17)

          Understanding the World: Role play is also often engaged in frequently whilst in outdoor spaces, this may due to the lack of direct provocation in the form of toys which may direct and shape a child's play. Instead they are free to be creative and role-play situations using their own imagination. The outdoors provides the opportunity for children to experience role-play on a larger, noisier and messier than they would be able to indoors. Learning the names and the purposes of wildlife is also the likelihood within Forest Schools which will support children’s understanding of the world and the ideology that plants and trees need certain things to live.

        Expressive arts and Design: "Given the space, children can dance and spin, developing their own creative ways to express their feelings." (O'Connor, 2014) Furthermore, expanding from the previous notion that role-play in the outdoors is a regular occurrence, imagination is intrinsic to role play as children and young people express their thoughts, feelings and emotions through this type of play.  Children are also free to create far more large scale creations outdoors using various natural resources to express themselves which supports endless learning including textural discrimination.

      In conclusion it is evident that Forest School experiences allow children to progress in all areas of the Early Years Foundation Stage alongside having fun and making memories for life in a play environment that is unknowingly teaching them foundation life skills. Although some risks may be entailed the benefits outweigh them in the form of confident independent adults that the children grow up to be.

Original post by Georgia

The impact of the natural environment on children’s holistic development.

When it comes to Forest Schools it is important to remember that the key elements of the concept is that the provision of resources that stimulate the children learning and development are all naturally created and sourced. There is no specific structure to the environment or resources however this is what allows it to be of such quality to the children’s learning.

Kellert (2005) claims that “nature is important to children’s development in every major way—intellectually, emotionally, socially, spiritually and physically”. All these areas of development hold different aspects of specific learning. Within a child’s intellectual development they develop the abilities to problem solve and be creative. A study by Bell and Dyment (2006) found that “children engaged in more creative forms of play in the green areas…. also played more cooperatively” (cited in Natural Learning Initiative, 2012). By allowing children to become more independent with their problem solving and playing together with others we are supporting their emotional development. It is allowing children to understanding the feelings of others, an important aspect of PSED stated in the development framework for early years (Early Education, 2015).

The beneficial areas of the natural environment are all linked. For example the exploration aspect of the natural environment and resources will increases children physical activity which has been proven to in turn reduce Attention Deficit Disorder (ADD) symptoms. This is because “schools that use outdoor classrooms and other forms of nature-based experiential education support significant student gains in social studies, science, language arts, and math” (Natural Learning Initiative, 2012). This aspect is then also linked to the enhancement of cognitive abilities by having an outdoor classroom we are allowing children to learn in an environment that holds enough natural air and light in order to show good concentration (Natural Learning Initiative, 2012). The outdoor classroom will also reduce later in life eyesight problems and anxiety or stress levels increasing (cited in Natural Learning Initiative, 2012).

It is not only the resource of the natural environment that provide great opportunities for children but also the environment itself. Kuo (2011) developed an idea that “Green environments are an essential component of a healthy human habitat”. This is because “humans benefit from exposure to green environments (parks, forests, gardens, etc.) and conversely, people with less access to green places report more medical symptoms and poorer health overall” (Kuo, 2011). This means that the environment also supports the health and well-being of children. Kuo (2011) use that phrase of “Vitamin G (G for green)”, claiming all children need this to develop a healthy lifestyle.

It is all about adapting your learning environments and ensuring the outdoor environment is not just a place for physical play but more of an outdoor classroom for learning. Here is an example of an outdoor environment that has been adapted in just this way, creating so many more benefits to each individual child’s development and learning.

“Figure 6 - Before the renovation, this OLE consisted mostly of patchy lawn and manufactured play equipment” (Natural Learning Initiative, 2012).

“Figure 7 - After the outdoor learning environment was renovated and naturalized; it includes raised garden beds, a looped pathway, arbor, and many new trees” (Natural Learning Initiative, 2012).

Good Practice Examples

Green Lane Forest School was praised for its ‘long term planning’ and ‘emphasis on outdoor play’. (Forest Schools Education, 2015)

These two aspects are important when considering starting a Forest School. As the weather can change frequently it is important to know what needs to be done to keep the setting useable in the long-term as well as having a range of activities for the indoors as well due to changing weather conditions. An emphasis on outdoor play is possibly one of the most vital aspects of forest school. Without practitioners believing in what principles they follow, children will not develop from their time at a forest school and are less likely to enjoy the experience. As well as this, the emphasis practitioners have through showing enthusiasm and supporting children in their learning helps to motivate children, especially those who may feel reluctant to engage in an outdoor setting to explore the environment around them.

Crowmarsh Pre-school was rated outstanding, including the use of ‘skilful questioning’ which aids the children learning (Crowmarsh Pre-school, 2015).

Questioning children about their environment can help them understand more about what they are observing. For example, if in a forest school setting a child finds a caterpillar, a practitioner could use questions about the life cycle of a butterfly to help the child explore their environment in order to find the answer.

Bus Stop Pre-school also gained an Outstanding OFSTED rating for aspects including their partnership with parents (Robertson, 2014).

Within a forest school setting, partnership with parents is incredibly important for children’s learning. Knowledge from parents helps extend a child’s learning, for example if a child has shown an increase in balancing skills at home, a practitioner could provide more opportunities for risky play such as tree climbing. As well as this, one of the principles of forest school is providing new experiences. By communicating with parents about what their child hasn’t experienced in an outdoor setting, a forest school could tailor an activity to provide this for the child.

Original post by Charlotte

Developing Forest School

To develop a forest school, initially an adult input is needed. Forest school is a child led learning environment but at the initial stages adults need to ensure the space is safe for children to explore.

One of the first steps is to clear the area of anything which may cause harm to anyone participating in forest school including adults. Care needs to be taken from the adults that they do not clear too much and create an environment which is not inviting for children. The children need to be creating their own learning environment so it is essential that adults do not create learning spaces for the children as this will create an adult led learning space. And this links back to principles two, four, five and six. (Full principles and criteria for good practice, no date)

Source: https://www.flickr.com/photos/johnbullas/
5935090020/in/photostream/
This image is not subject to copyright.

Piaget believed in his theory that children create knowledge through play by being engaged and doing so in their environment, this is true for forest school and is a theory that also fits into children’s learning styles through schemas, which is also a good reason for adults to be relaxed about letting children explore their surroundings with minimal adult interference. (SANTAR, Santer, and Griffiths, 2007)

Team work is a key part of forest school, children will begin to do this as they become more confident and grow socially. From experience in creating a forest school it is also important for the adults to work as a team to provide the best experiences for the children. Involving children in the creation of their space they will learn to manage risk themselves and will make adults aware of any danger within the environment.

From experience, adults need to be at ease with themselves about getting messy and using their imagination skills. By showing children that its ok they will feel more at ease and feel more relaxed and this will enable them to have far more beneficial learning experiences.

“children learn most by copying important adults in their lives”

(Child, CYH, anD Australia, 2014)

By being clear with the children about boundaries and safety practitioners are enabling children to explore and take risk. By setting out clear instruction as to what is safe the children then feel freedom within the boundaries set by the adult.  

Froebel, Montessori and Steiner had the belief that adults domineered children’s play causing the children to loose motivation, this is also theory that works well in helping adults to prepare a forest school as it shows that too much adult input can cause more harm than good in some situations. (SANTAR, Santer, and Griffiths, 2007)

Original post by Frankie

Benefits of risk and challenge – specifically the role the practitioner plays.

In order to ensure we are keeping the children safe within their play environments “standards suggests carrying out risk assessments in order to identify hazards inside and outside” (Macleod-Brudenell, 2008, p253). These risk assessments help to minimize the risk of danger or harm to children however when minimising and measuring these risks it is important to consider that “safety considerations also need to be balanced with children's needs for play, learning and fun in the playground” (Risk and Challenge in Playgrounds, 2008), meaning they have the right to risky play.

When providing play opportunities for risky play we as practitioner are allowing children to “assess risk, problem solve, communicate, collaborate and get along with others” (Risk and Challenge in Playgrounds, 2008), all key factors of promoting healthy development.

Play Safety by Play England (2008) claimed that “It is the job of all those responsible for children at play to assess and manage the level of risk, so that children are given the chance to stretch themselves, test and develop their abilities without exposing them to unacceptable risks.” (Play Safety by Play England, 2008, p02)

It takes great observation and engagement from the practitioner within the setting to allow children the confidence to take themselves out of what may be their secure comfort zone. This is why it is important for the practitioners to show personal confidence and participation in all activities and environments. Vygotsky’s (1978) social cultural theory supports the importance of the practitioner when it comes to helping children to learn new concepts such as managing risk or problem solving. He explains how children will use their peers and surrounding adults as a provider or knowledge to feed off. They do this through his theory of the Zone of Proximal Distance (ZPD). The ZPD is the “distance between the actual developmental level and the level of potential development where the adult guidance helps the individual solves the problem and succeeds to the next level of learning” (Vygotsky, 1978). This means that the knowledge and learning that each individual child will develop is due to the knowledge in which their surrounding adults provide them with. If the adult or practitioner is not engaged and supportive of a child when experiencing risk and challenge they will not be able to develop a clear understanding of how to manage their risks and cope with the challenges they may face.

On the other hand it is important to consider that an adult can still be supervising a situation or activity even if they are stood at a distance. A study was carried out on a group of children in Cardiff while they were engaging in a forest school activity. The study found that “children were adept at policing themselves and were more likely to learn from the environment around them if permitted to play without too much adult interference” (Velmans, 2012). This gave them the opportunities to discuss the situations between themselves and manage their own risks. The dangers were still kept minimal and was “managed through discussion with the children and the nurturing of positive self-regulation” (Velmans, 2012). Also the adults were all “available to loosely monitor the children, aware of where they were and wandering occasionally to find and talk to them” (Velmans, 2012). This kind of supervision had a noticeably positive impact on the children’s development because “the option to make their own decisions allowed them to follow their own interests and therefore become more engaged in their learning experiences” (Velmans, 2012). This mean the children learnt valuable skills for engaging in personal learning.

The supervision of adults when engaging in outdoor, natural play that may be risky is paramount. However there is an added value to sharing your knowledge as an adult with the children through discussion and then taking a step back and allowing the children to problem solve themselves. When doing so, be sure to make yourself available to the children’s queries at all times as this will provoke self-esteem and the ability to self-regulation.  

Oriinal post by Sophie

The benefits and challenges in providing risky play to children

Existing research now supports what Early Childhood Educational Pioneers have known all along- children are stimulated by the natural outdoor environment and when provided with this experience on a regular basis, their self-esteem, confidence, social development and over all wellbeing are enhanced (Knight, 2011).

Despite this, Maynard and Waters (2014) have highlighted that society has created an outdoor environment for children which is controlled and structured, in the form of parks and playgrounds to minimise risk and injury to children during play. Lindon (2011) supports this and suggests that many children are limited to hands on experiences with nature.

Douglas (2003) suggests that this is because professionals often associate risk with danger and choose to provide learning opportunities to the children that present minimal risk. This in conjunction with pressure from parents/ carers and previous mistakes in safeguarding, alongside changes in legislation has resulted in a risk avoidance culture because many practitioners are worried about their own legal safety (Solly, 2015). These have become the main obstacles for those working with children, for not providing risky play to them.



To help overcome this and in the context of safeguarding, those working with children need to find an even balance between risk and safety. They need to provide a unique and challenging environment whilst ensuring the children whom they are responsible for do not come to avoidable harm (Positively Safe: A Practical Guide to Safeguarding, No date).  This is endorsed by The Health and Safety Executive (HSE, 2012) who inform:

“When planning and providing play opportunities, the goal is not to eliminate risk, but to weigh up the risks and benefits. No child will learn about risk if they are wrapped in cotton wool.”

                                                                                                (HSE, para.5 2012)

Practitioners need to be able to distinguish between good risks and bad risks. A good risk has many benefits and the level of harm is minimal. A bad risk has no obvious benefits and the risk of harm is high (Gill, 2007).To be able to do this a knowledge of the benefits of risk in a child’s learning and development is essential.

According to Gill (2007), allowing children to take risks increases their confidence, self-efficacy and resilience. When allowed to participate in adventurous play, children quickly learn to judge their own skills and match them to the demands of the environment (Almon, 2013).These children ask themselves, “how high can I climb?”  or “am I capable of climbing that?” According to Almon (2013) this makes the children become knowledgeable about themselves and their environment and increases their confidence. Children who are confident about taking chances rebound well when they fail at first. This makes them resilient and they will keep trying until they succeed, or avoid a situation if necessary.

Gill (2007) illustrates children who are confident and resilient are more likely to participate in new challenges. This is due to being independent. Independent children engage in more challenging experiences and activities that are beneficial to their development (Charlesworth, 2013). The second stage of Erikson’s Stages of Development, Autonomy vs. Shame and Doubt (1923) explains how this autonomy is established by allowing children to take risks,

Also, Voce (2008) illustrates that by providing more ‘risky’ experiences for children their physical development and social and emotional skills will be promoted. On engaging in ‘risky’ activities, areas of development are furthered and well-being is increased through self-esteem (Voce, 2008).  They have to make several decisions, physically, socially and emotionally, to determine the risk: decide the level of risk they want to and are physically capable of taking. Lester and Russell (2013) highlights that when assessing risk, children are prompted to ask questions such as ‘Why and how?’ These questions promote a child’s thinking and also encourage them to engage in further conversations, therefor promoting their language development (Gill, 2007). Lindon (2011) also states that children get satisfaction in learning to do something new and their social and emotional development is furthered. But not only do they gain new physical, social and emotional skills, their self-esteem is boosted when trusted to do something independently or different by an adult (Lindon, 2011).

The Forest School approach is an example of learning that allows children to take positive risks that will promote their holistic development (Knight, 2013). Forest Schools offer an enabling environment with nature (Forest School: a marvellous opportunity to learn, 2005). Enabling environments are an overarching principle of the shape practice should take in an Early Years Setting (Statutory Framework for the Early Years Foundation Stage (EYFS), 2014). Forest Schools offer hands-on learning experiences in natural environments with natural resources. This type of learning develops confidence, self-esteem, social and physical development, knowledge and understanding and communication (Forest School: a marvellous opportunity to learn, 2005). The controversy in Forest Schools are the risks that they present. This is because it is the natural, outdoor environment that adult’s asses as posing a risk to children (Gill, 2007).

Cummings (2010) suggests that the Forest School philosophy allows a constructivist approach to learning. This allows learning to take place from a child using their own experiences to help form new knowledge (Athey, 19990). A Forest School allows children hands on experiences with their natural world. It allows them to use their own initiative to make decisions, solve problems and take calculated risks (Cummings, 2010).

Knight (2013) emphasise that taking risk and being able to assess risk are essential life skills. A Forest School helps children to acquire these skills. By assessing the risk with the guidance of an adult, the child becomes aware of the hazards posed and their own capability in managing them (Knight, 2013). If the risk is assessed prior and during a forest school activity, it will always be minimal and the outcome of participation beneficial (Constable, 2012).

The research has highlighted the challenges practitioners encounter in providing risky play to children. The difference between good risk taking and bad risk taking has been distinguished to assist practitioners in determining whether an activity is advantageous to the child when balanced against the risk involved. Statements from Working Together to Safeguard Children, 2015 and the Health and Safety Executive, 2012 have been included to support this. The literature emphasises the benefits of allowing children to take risks. It is evident that overall holistic development is promoted. Furthermore, through taking risks, children are acquiring essential life skills (Knight, 2011). Literature has been provided on Forest Schools and the role they play in promoting children’s learning and development. The risks that a Forest School approach include have been listed and analysed against the research of the benefits of risk taking. From this analysis it is evident that the Forest School approach is a valuable learning experience for children. This is also reinforced by educational pioneers including Froebel, the MacMillan sisters and Isaacs whom stressed the importance of outdoor learning in early childhood education and its benefits.

Jade Manley

The International Ethos of Forest School

Internationally the principles of Forest Schools remain similar to those in the UK however there are some slight differences.

In Denmark, having a curriculum of learning for preschool became a legal requirement in 2004 and from this, forest school leaders developed their own principles for learning. These are the following:

To be able – No child should be made to complete a task that they do not have the skills to complete safely. For example, children who cannot balance correctly should not climb trees to a great height.

To enjoy – Children should be allowed to enjoy nature and learn from it. This principle is followed through allowing children necessary freedoms but also protecting them by bringing them inside during the particularly harsh weather such as extreme cold.

To experience – It is important for children to be allowed to explore and experience nature and provide this experience for as many as possible. For children who reside in built up areas, this principle is especially important to forest school practitioners.

To understand – Children can use the outdoor setting around them to further their understanding of the world. For example, one forest school in Stockholm has provided chickens for their setting which they raised and later killed to show the children how their meat is gathered. This understanding is vital for teaching children how important nature is for survival (Stasiuk, Unknown).

(Williams-Siegfredsen, Unknown)

The Ministry for Children, Education and Gender Equality also released ‘The Aims of Folkeskole’, in order to guide practitioners in best practice to lead in forest school. These aims include:

Working with parents to help extend children’s knowledge and aid them in their journey in education as well as teaching Danish culture and the importance of the environment around them.

Aid children in their knowledge of social understanding for example responsibility and their role in Danish society. (Ministry for Children, Education and Gender Equality, 2015)

Original post by Charlotte

Forest School in the UK

It was agreed in 2011 by the UK forest schools community that there would be six principles outlining the ethos of forest schools.

Principle 1: Forest school needs to be done frequently in woodland or a natural environment, observation and planning is a key part of the review process.

Principle 2: The natural environment is used to build relationships with the natural world and the learner.

Principle 3: The main focus is that the children will benefit from an holistic development approach and will become resilient learners who are also confident, independent and creative.

Principle 4: Forest school provides children the opportunity to risk manage themselves as it’s an important part of development.

Principle 5: That qualified forest school teachers will continuously develop their knowledge as practitioners.

Source: https://pixabay.com/en/road-forest-trees-tree-trip-21205/ (2015)

This image is not subject to copyright.

Principle 6: Forest school has a child centred approach, this allows the children to create their own learning opportunities to enable them to develop.

(Full principles and criteria for good practice, no date)

Forest school is an opportunity for children to access a natural environment and use their innate play needs.

This is particularly important for children who have a lack of natural or wooded areas in their community and who may struggle in a conventional learning environment. Children who thrive in a classroom may struggle in forest school as they may feel uncomfortable about not having instruction from an adult. Regardless all children will learn beneficial skills to support them in their development. This gives them the ability to create their own play opportunities using resources they find in the environment around them and to explore their creative and imaginative skills. Using natural resources from the environment can also provide children with skills for life in regards to recycling and looking after their community and their environment around them.

(Gallagher and Davy, 2006, p.80-81)

Original post by Frankie

The history of Forest School - An International perspective.

Forest School is a brand of the Early Years Sector and is trademarked as such, however it is often used as a generic term for outdoor learning. Before we can look at the current concepts used within Forest School environments we must first understand where the idea of outdoor learning originated.

On an international scale, the idea of outdoor leaning was first penned in the 19th century by several European theorists.

Froebel, the German creator of the first kindergarten believed that through outdoor play, children had the opportunity to extend their learning, as well as being aware of the world around them. As well as this, he also argued that for a child to learn, they need a strong community built on a relationship of learning together and respect (Tovey, 2013, p. 3). This idea of community is seen throughout Forest School teaching, where a child is respected as an individual who can take risks such as using building tools, however, in current practice it is often a teacher-led area which doesn’t suggest adults learning from children.

Steiner theorised several ideas that still form the foundation of any Forest School now. Bruce and Halder detail Steiner’s idea that children are physical based learners who are ‘will dominant’ (Bruce, 2015, p. 29). Steiner also emphasised the need for a suitable environment where children can actively learn from their surroundings.

The first Forest Schools were developed in countries such as Denmark and Sweden in the 1980s. Juliet Robertson suggests in her report that this stemmed from the idea of ‘skogsmulle’, a character who lived in the woods and taught children to ‘love and care for nature’ (Robertson, 2008). Many educators trained in order to provide skogsmulle activities, such as building fires however it wasn’t until the mid-eighties that these ideas and values were made into a full nursery setting.

Since the development of the first Forest Schools, it has continued to grow across Western Europe and now has a large following of educators and children alike who work together in order to make the outdoors a learning space where children can develop and learn as well as caring for the environment around them. In today’s society, where climate change and deforestation are serious concerns for the future, it is hoped that the more children learn from a natural environment, the more they will want to protect it.

Original post by Charlotte

UK Historical Concept of Forest School

       Although the Forest School initiative may still seem like a fairly fresh and new movement in the UK, it is in fact grounded on a heritage of outdoor learning dating back to the 19th century. It has however grown in popularity and social regard in recent years. The following section of the blog will tell the story of Forest Schools from the writer’s perspective focussing on key developments within the UK. The compilation of this post was supported greatly by secondary research which will all be referenced at the end of this entry.

      The ideologies and theories of distinguished educators within the UK including the likes of Wordsworth, Susan Isaacs and the Macmillan sisters have all contributed the foundations and main philosophies of the scheme referred to as “Forest School” today. Their work all encapsulated the importance of outdoor learning in the Early Years centuries ago. In particular the work of Margaret McMillan (1860-1931) alongside her sister, demonstrated an imaginative and open air approach which strikes correlations with our current approach to Forest Schools and outdoor experiences.

         1970s/80s: The education system within the UK progressed toward an outcome-centred approach in order to improve children’s academic skills and thus saw the introduction of the national curriculum.  Arguably in response to this, there was a growth of ‘alternative’ educational models which rebelled from the strict regimented structure of the national curriculum and it is in this context that Forest School emerged.

      1993: A team of British nursery nurses visited Denmark to look at the pre-school system.  These individuals returned to the UK inspired by the outdoor based, child-centred ethos employed by the Danish practitioners. Consequently they developed their own 'Forest School' emulating what they had learned with children attending their settings. This resulted in the development of a course in Forest School which was offered Early Years practitioners across the UK.  This opportunity built on the UK’s outdoor learning heritage and soon Forest School was being offered around the UK.

       2002: A group of practitioners shared the first national conference in which a definition of Forest School within the UK was formulated: 'An inspirational process that offers children, young people and adults regular opportunities to achieve, develop confidence and self esteem through hands-on learning experiences in a local woodland environment.' (History of Forest School)

        2002- Present: Various other progressions have been made in the field of Forest School learning. Many settings now have trained Forest School practitioners and the movement is ever growing and becoming more highly regarded. The production of this blog is another means by which the movement is being promoted and shared between practitioners in the UK and beyond.

        The question at present is: Will the Forest School movement last, will it eventually become an embedded element of the national curriculum or will it fade like many other social trends within the Early Years sector. It is up to this generation of UK practitioners to decide...

Original post by Georgia

Introduction

This blog has been created by exploring different areas of literature to increase knowledge on the aspects of developing a Forest School. These areas have then been analysed and aim to inform and assist fellow Early Years practitioners on the concepts of developing a Forest School.

The history of Forest School’s, internationally and within the UK has been researched to help understand the ethos behind them. This knowledge of the history of the Forest School should help to create an insight into how the Forest School philosophy has reached where it is now.

Further evidence has been gathered in the form of existing literature to evaluate the impact of a natural outdoor environment on a child’s learning, play and holistic development. By analysing this research, it aims to determine whether or not the Forest School approach is beneficial to a child’s learning and development.

Forest School activities have been put into practice to assess the skills a practitioner needs to develop a Forest School provision. They also seek to help practitioners to consider a Forest School Provision from a child’s perspective.

 The benefits of risky play and the challenges in providing it has been explored to assist practitioners to implement it into future practice. This in turn addresses the expected role of a practitioner in supporting risky play to children.

All of the above has then been consolidated to explore the ideas of developing a Forest School.

Using Nature to Nurture - About Us

We are a group of five Early Years practitioners, based in either pre-schools or nurseries, studying for a Foundation Degree in Early Years.  Between us we have over ten years’ experience working within the Early Years sector and are all level four qualified .We are currently in our second year of study and as part of the course, are required to create a blog on ‘Developing a Forest School.’

Source: https://pixabay.com/p-505860/?no_redirect (2015)
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In order to achieve this, areas of research have been carried out independently and then all the information has been compiled together to create this group blog. Each section of the blog allows you to leave your own feedback on the topic and will be responded to daily.

We hope you enjoy the reading and find the information provided beneficial. Any comments, feedback or personal experiences would be appreciated.

Thank you,

Frankie, Charlotte, Jade, Georgia and Sophie.

(Original post by Jade)