Forest school is the idea of using a forest as a learning
environment which began in Scandinavia. The UK took on this idea in the 1950’s
and it has since proved especially popular in early years, key stage one and
foundation phase/stage teaching. However, forest school can be useful for
children of any age. The forest school
ethos is to “encourage and inspire individuals of any age through positive
outdoor experiences over an extended period of time” (Forest Schools, 2012). It
can help to develop motor skills, independence, personal and social skills and
awareness of the environment in children. It gives the opportunity for all
learning styles to be used, for practical activities to be undertaken and helps
to extend cross-curricular teaching (Lamb, 2011).
Forest schools are able to successfully address many of the
learning outcomes set out in the Welsh governments’ framework for children’s
learning in the foundation phase. For example six out of the seven areas of
learning come with specific recommendations that children should be given the
opportunity to experience outdoor learning (Welsh Assembly Government, 2008).
More specifically it helps to promote co-operative working, can form the basis
of further classroom learning for almost any subject, can improve understanding
of the local environment to name but a few. Liz O’Brien published a research
report in 2008 which was made up of observations of children aged three to nine
in forest school over an eight month period. O’Brien found children had
developed in three overarching themes: social skills, motivation and
concentration and new perspectives. In addition it could be seen that the
children displayed an improved awareness of the impact of their actions on
others, had better team work skills, increased creativity in play and improved
vocabulary (O'Brien, 2009).
It’s easy to see how forest school can be successful in the
foundation phase. In this setting it is often used as an environment for
children to take part in creative play, where the teachers will take on the
role of a facilitator and not direct or influence. The children play freely and
the activities develop naturally with the teacher engaging in some questioning
and/or sustained shared thinking. The video demonstrates the usefulness of forest
school in key stage two where it is being used more formally than foundation
phase/stage to extend subject specific classroom learning. The children are
vocal about how much they enjoy putting into practice the theory they have
already learnt.
In an age where technology seems to rule, especially for
children, forest school can provide a setting for children to engage in some old
fashioned outdoor play. This opportunity for outdoor learning and playing may
be rare for some children whose school or home may not have a safe or suitable
outdoor play area. Forest school can provide a safe environment for children to
explore and play creatively, something which benefits their overall
development.
References List
Government, W.A., 2008. Framework for Children's
learning for 3 - 7 year olds in Wales. Government Report. Cardiff : Welsh
Government Welsh Government.
Lamb, C., 2011.
Forest School - A Whole School Approach. In Forest School for all.
London: Sage. pp.29-40.
O'Brien, L., 2009.
Learning Outdoors: The Forest School Approach. Education 3-13:
International Journal of Primary, Elementary and Early Years Education,
37(1), pp.45-60.
Schools, F., 2012. www.forestschools.com.
[Online] Available at: http://www.forestschools.com/ [Accessed 28 February 2013].
