The Forest School Association in its principles for good practice states the “forest school aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners.” They suggest that the forest school leader should link experiences with forest school, school, home and pre-school. All areas of development are promoted including the spiritual characteristics of the individual.
Constable (2012) informs us forest school was initially set up in the United Kingdom to support the promotion of self-esteem and self-confidence it has evolved in such a way that all areas of development can be supported in this environment. Which is what holistic learning is all about. Constable (2012, pg. 8) states “forest school as we know it now is not just about the environment, it’s about the opportunity and empowerment given to the children taking part.”
We can also use the characteristics of effective learning (DfES 2012) to think about the holistic benefits of forest schools. We understand that children are motivated when provided with new and unusual opportunities to explore particularly when these are of interest to them. In the area of creating and thinking critically children involve themselves in activities exploring the environment and focusing for extended periods. Within the area of physical development stamina is improved and opportunities made available to develop gross motor skills.
Looking at the theory behind the holistic approach to learning we find the first mention of it in the writings of Froebel in the late eighteenth and early nineteenth century, (Constable 2012) His opinion was that opportunities should be made available allowing exploration showing how ideas and subjects were linked. He encouraged children to take responsibility in choosing activities and so build on their experiences. Constable (2012, pg. 2) suggest that, “Froebel didn’t want learning to be compartmentalised into specific subjects but rather an opportunity to explore how all things are linked and fit together.”
Linda
Taken from ‘Forest Schools in Great Britain: an initial exploration’ this article outlines the key aims, approach and ethos of Forest School and its relevance to young children. Drawing upon the potential benefits of outdoor play. Maynard and Waters (2007) note, this type of environment encourages development and learning across all areas of the EYFS. Forest School provides an exciting place for children to explore, play and take risks. Children instantly feel ‘free’. Ouvry (2003) states, children have the space to move around freely. Bilton (2002) notes that movement has long been described as the most natural and crucial mode of learning for young children. That said, it seems agreeable that children who can explore and play outside by their own means, will grow and develop in a way which is natural and individual to them. A key factor in this having positive experience is having knowledgeable Forest School leaders / practitioners who can support children during their journey.
Forest School environment makes a suitable setting for Practitioners wanting to observe their key children. Being able to record how that child is playing, who with, what with, adds to an invaluable current picture of how the child is learning.
Child- led learning outdoors allows the child to make their own decisions and set their own challenges. Practitioners may see the children in a ‘new light’ and observe new or different learning styles. Also, Forest School provides a sound environment to learn new skills and increase their knowledge about the world around them. Following the child’s interests allows Practitioners to plan and support with next steps. This type of environment allows children to practice all of the areas within the EYFS, and ultimately deepen their knowledge, skills and understanding of the areas.
Sophie
Constable (2012) informs us forest school was initially set up in the United Kingdom to support the promotion of self-esteem and self-confidence it has evolved in such a way that all areas of development can be supported in this environment. Which is what holistic learning is all about. Constable (2012, pg. 8) states “forest school as we know it now is not just about the environment, it’s about the opportunity and empowerment given to the children taking part.”
We can also use the characteristics of effective learning (DfES 2012) to think about the holistic benefits of forest schools. We understand that children are motivated when provided with new and unusual opportunities to explore particularly when these are of interest to them. In the area of creating and thinking critically children involve themselves in activities exploring the environment and focusing for extended periods. Within the area of physical development stamina is improved and opportunities made available to develop gross motor skills.
Looking at the theory behind the holistic approach to learning we find the first mention of it in the writings of Froebel in the late eighteenth and early nineteenth century, (Constable 2012) His opinion was that opportunities should be made available allowing exploration showing how ideas and subjects were linked. He encouraged children to take responsibility in choosing activities and so build on their experiences. Constable (2012, pg. 2) suggest that, “Froebel didn’t want learning to be compartmentalised into specific subjects but rather an opportunity to explore how all things are linked and fit together.”
Linda
Taken from ‘Forest Schools in Great Britain: an initial exploration’ this article outlines the key aims, approach and ethos of Forest School and its relevance to young children. Drawing upon the potential benefits of outdoor play. Maynard and Waters (2007) note, this type of environment encourages development and learning across all areas of the EYFS. Forest School provides an exciting place for children to explore, play and take risks. Children instantly feel ‘free’. Ouvry (2003) states, children have the space to move around freely. Bilton (2002) notes that movement has long been described as the most natural and crucial mode of learning for young children. That said, it seems agreeable that children who can explore and play outside by their own means, will grow and develop in a way which is natural and individual to them. A key factor in this having positive experience is having knowledgeable Forest School leaders / practitioners who can support children during their journey.
Forest School environment makes a suitable setting for Practitioners wanting to observe their key children. Being able to record how that child is playing, who with, what with, adds to an invaluable current picture of how the child is learning.
Child- led learning outdoors allows the child to make their own decisions and set their own challenges. Practitioners may see the children in a ‘new light’ and observe new or different learning styles. Also, Forest School provides a sound environment to learn new skills and increase their knowledge about the world around them. Following the child’s interests allows Practitioners to plan and support with next steps. This type of environment allows children to practice all of the areas within the EYFS, and ultimately deepen their knowledge, skills and understanding of the areas.
Sophie