Forest Schools

 

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. 

Forest Schools Website Link

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].