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)

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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