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).