Forest Schools

From the late 17th Century, during the industrial revolution, Danish factory owners and the wealthy inhabitants arranged days out for their workers and families, understanding the importance of 'friluftsliv', which translates to fresh air life.(Williams-Siegfredson 2012). The importance of outdoor experiences continued, influencing Freidrich Froebel first kindergarten (garden of/for children), in 1880. Bruce (2011) states that he 'pioneered outdoor education' (p. 57).  Many different  outdoor pedagogies continued up until 1952 when Ella Flatau, a Danish pedagogue, assembled children in the mornings to explore the surrounding fields and woods (Williams-Siegfredsen 2012).

In 1993, a group of students from Bridgwater College returned from Denmark motivated by the positive outcomes forest schools provide for children, setting up the first British forest school. The methodology was taken to Wales in 2002, where two forest school settings were assessed before expanding into England.

 





Forest Schools are now recognised as an integral part of holistic learning being recognised by Estyn as 'an excellent vehicle for delivering many National Curriculum targets as well as the Outdoor Learning recommended at the Foundation Phase.'  Research by the Forestry Commission Wales in 2006 revealed that experiential learning within this environment nurtured:

Increased self-esteem and self-confidence

Improved social skills

The development of language and communication skills

Improved physical motor skills

Improved motivation and concentration

Increased knowledge and understanding of the environment

 

 

Forest schools work alongside Growing Schools supporting the Governments  Learning Outside the Classroom  guidance, and according to Lamb (2011) 'develops the whole child', which is representative to the Danish approach to develop 'head, hands and heart', 'intertwining learning with health, social and emotional well-being' (Williams-Siegfredsen 2012 p.10). According to Blackwell and Pound (2011), the child develops knowledge and understanding of the world; critical and creative thinking; historical and cultural understanding; communication and literacy among other benefits.  They state that symbolic play enhances imagination, also 'deep-level intrinsic learning, and the ability to transform new knowledge or skill can emerge from Forest School experiences.' (p.135)

 

Experiences that children learn through activities within a Forest School environment include:

• Climbing trees
• Making musical instruments
• Making Dens
• Making fires
• Whittling wood
• Nature exploring
• Digging
• Eating Outdoors
• Making slides, swings and see saws

 

The children are also provided with child size wheel barrows and implements to encourage independence and a child centred learning experience. (Williams-Siegfredson 2012) The Forest Schools website for Swansea, Neath and Port Talbot state, 'Activities can include exploring, bush craft, campfires and cooking, den building, green play, woodwork, foraging, using tools, woodland management, environmental education games, art and music, mathematics, science, history, sustainability.' 





 

The involvement of practitioners within a Forest School is observation and direction.  Blackwell and Pound say that 'if a child is to be open to the learning opportunities around them, then supporting that process is fundamental.' (p. 134)

Independence is motivated by providing a choice of activities, and according to Lamb (2011) risk is assessed by the children ensuring that they are aware of dangers and boundaries building their self-esteem and self-worth.

 

Children have a natural curiosity of the world. Forest School provides an inspirational approach to exploration and memorable experience that the child can return to, and learn from.  It provides a constructive approach to learning where the child learns from the environment with the teacher scaffolding the learning with an increased opportunity for questioning and direction.

 

547 words.

 





Learning in Another Context

Learning through experience was first developed by John Dewey who believed that cross curricular activities were essential for children to learn from experiences through a theme or project.  According to Pugh and Bergin (2005), with the correct preparation and post reflective summaries, learning in ‘informal environments’ can encourage investigation and schema formation to transfer knowledge from experiential learning into school learning. They also state that a child can ‘imagine new possibilities,’ ‘enrich’ their learning and ‘inspire’ a ‘school prompted interest’ while experiencing a new learning environment.

The National History Museum

Learning outside the classroom within another context is the foundation for all learning (Beard and Wilson, 2006), and for successful achievement the learner must ‘engage with the experience and reflect what happened.’ (pg. 20)

 

Cramp (2008) states that not only children that benefit from the informalities of outdoor or residential settings.  It is explained that children are more likely to act naturally outside the classroom enabling teachers to observe the real child and develop closer relationships that will continue within the formal school environment. 'Outdoor adventure' (p.173) builds risk taking, positive teacher/pupil relationships, behaviour modification, self-esteem, confidence, teamwork, self-knowledge, and encourages 'further learning opportunities.' (p.175)

Trecoed Village

The Government set out to improve learning outside the classroom, setting out a manifesto to emphasise the importance this has on children’s learning. This resulted in the 'Teaching Outside the Classroom Scheme'; a framework for outside learning. According to Welsh Governments guidance to outside learning, ‘Visiting new areas and exploring new environments broadens young people’s horizons.’

• Independence
• Safety
• Team Building
• Peer Rules
• Boundaries
• Spacial Awareness
• Fine and Gross Motor Skills
• Physical Development
• Social Skills: sharing; turn taking; friendships
• Communication Skills
• Risk Taking

'Outdoor settings can challenge, amaze and nurture both teachers and pupils.' (Cramp 2008) with children of all ages benefit from learning outside the classroom, however it is essential that practitioners develop the children’s learning with relevant areas to visit.

431 Words