The United Kingdom has a history of recognising the importance of implementing learning from nature . An example of this are the educationalists McMillan (1911) and Isaacs () as cited in Ethical living education (November, 2012). their foresight transformed pedagogy early in the Twentieth Century.
However, childhood within the 21st Century has been increasingly dominated by new information including Information Technology, environmental factors and the overwhelming protectiveness "cotton wool theory" of modern day parenting. As practitioners we know and realise the importance of being outdoors. The freedom of the great outdoors releases natural stimulants that inspire the children's literacy and numeracy. Ofsted (2013) have changed focus on attainment within the National Curriculum. Their actions have re-launched the phenomenal importance of how within the EYFS framework (2014) outside learning covers all aspects of development.
The outdoor learning environment provides children with the opportunity to move freely. Ouvry (2003) maintains children develop a deeper level of creative thinking. Essentially, the benefits of outdoor learning develop confidence in their skills and self esteem in taking risks effectively. Internationally, reports from Scandinavia demonstrate children appear healthier, play more flexibly, have increased gross and fine motor fitness along with improved balance and co-ordination. We need to provide the affordances of various outdoor seasonal environments to create a diverse and stimulating learning area.
Lisa
Looking back to the sunny weekend in September we can see how much has been learnt about forest schools
including the historical context, the benefits to all including the importance of promoting risky play, the role of the practitioner and how to go about planning.
It was interesting looking at the development of outdoor play through history and the theorists who promoted this type of learning. Working with other practitioners on this blog has brought together knowledge, experience, skills and interests which have supported our continuing development and exploration of forest schools. The research has shown that all children can benefit from these activities and that they promote learning in all seven areas set out in the EYFS Statutory Framework (2012).
We hope that reading this blog encourages other practitioners to have ago and take part in forest school activities.
However, childhood within the 21st Century has been increasingly dominated by new information including Information Technology, environmental factors and the overwhelming protectiveness "cotton wool theory" of modern day parenting. As practitioners we know and realise the importance of being outdoors. The freedom of the great outdoors releases natural stimulants that inspire the children's literacy and numeracy. Ofsted (2013) have changed focus on attainment within the National Curriculum. Their actions have re-launched the phenomenal importance of how within the EYFS framework (2014) outside learning covers all aspects of development.
The outdoor learning environment provides children with the opportunity to move freely. Ouvry (2003) maintains children develop a deeper level of creative thinking. Essentially, the benefits of outdoor learning develop confidence in their skills and self esteem in taking risks effectively. Internationally, reports from Scandinavia demonstrate children appear healthier, play more flexibly, have increased gross and fine motor fitness along with improved balance and co-ordination. We need to provide the affordances of various outdoor seasonal environments to create a diverse and stimulating learning area.
Lisa
Looking back to the sunny weekend in September we can see how much has been learnt about forest schools
including the historical context, the benefits to all including the importance of promoting risky play, the role of the practitioner and how to go about planning.
It was interesting looking at the development of outdoor play through history and the theorists who promoted this type of learning. Working with other practitioners on this blog has brought together knowledge, experience, skills and interests which have supported our continuing development and exploration of forest schools. The research has shown that all children can benefit from these activities and that they promote learning in all seven areas set out in the EYFS Statutory Framework (2012).
We hope that reading this blog encourages other practitioners to have ago and take part in forest school activities.
"The best-kept classroom and the richest cupboard are roofed only by the sky"
Margaret McMillan (cited in Davy 2012)
Margaret McMillan (cited in Davy 2012)
Linda
My initial thoughts towards creating a forest school were of uncertainty, although just one weekend of team work made a huge difference in terms of confidence. Two months on, and my mental knowledge has caught up with the practical knowledge I learnt on that day. I now feel far more knowledgeable in the theory and history of this subject, and although a forest school leader requires a level 3 qualification, I believe I feel able to assist with forest school sessions. Additionally, I am far more likely to pursue forest school training in the future.
As my first piece of research, I felt inspired by Sara Knight's 'Forest School for All'. With so many case studies included in the book, what really came through were the passion of the practitioners, the advantageous learning to children and adults alike, and the sense of achievement and purpose for all in seeing a finished product after each session.
Likewise, working in a group to produce this Blog was truly an enjoyable experience. All members shared their talents and i was able to learn so much about subjects such as planning which I felt I lacked skills in.
I have helped to compare Forest School in other Countries, and although we are not the forerunners, through research i have observed a great deal of excitement and encouragement of this subject. Knowledge about Forest School in Britain is certainly growing and in time, I believe outdoor learning will become the norm.
Laura
The process of creating this blog has increased my knowledge and understanding on the concept of Forest Schools. This module positively challenged my own view on children’s learning. By being given the practical opportunity to learn outside one weekend in the woodland environment, helped to shape my own way of thinking towards the possibilities of learning in the outdoor environment.
From the research carried out by myself and the group members we were able to put together our findings and develop our blog. This journey has been invaluable to our own individual development. Personally, I have been able to practice academic skills such as skim reading. Allowing me to quickly identify key pieces of information also working alongside others allowed good practice to be shared.
As a resource, the book “Developing a Forest School in Early Years Provision” (Doyle & Milchem, 2012) gave me a real introduction into Forest School ethos. The clear and concise chapters within the book allowed me to as a beginner add to my knowledge as I wished.
Having started this topic with very little knowledge, I can safely say my confidence on the topic has improved and I cannot wait to share this information with other Practitioners and participate in future Forest School sessions.
Sophie
Since creating and developing this blog I have personally learned that the strength of a forest school in the Early Years is the promotion of a healthy understanding of the outdoors. Furthermore, it assists in helping a young child's early developmental needs. A forest school environment can provide risk and challenges for the children and provide a chance to take part in new and more exciting activities in an outdoor environment and I personally feel that I now understand how to use forest school as a tool in my setting. Forest school is a relatively old idea and has been thought about in the past by the early learning theorists. I feel that every practitioner needs to allow every child to access a forest school environment as it is a fun and exciting way to promote health, well being and boost their early development.
Dan
My initial thoughts towards creating a forest school were of uncertainty, although just one weekend of team work made a huge difference in terms of confidence. Two months on, and my mental knowledge has caught up with the practical knowledge I learnt on that day. I now feel far more knowledgeable in the theory and history of this subject, and although a forest school leader requires a level 3 qualification, I believe I feel able to assist with forest school sessions. Additionally, I am far more likely to pursue forest school training in the future.
As my first piece of research, I felt inspired by Sara Knight's 'Forest School for All'. With so many case studies included in the book, what really came through were the passion of the practitioners, the advantageous learning to children and adults alike, and the sense of achievement and purpose for all in seeing a finished product after each session.
Likewise, working in a group to produce this Blog was truly an enjoyable experience. All members shared their talents and i was able to learn so much about subjects such as planning which I felt I lacked skills in.
I have helped to compare Forest School in other Countries, and although we are not the forerunners, through research i have observed a great deal of excitement and encouragement of this subject. Knowledge about Forest School in Britain is certainly growing and in time, I believe outdoor learning will become the norm.
Laura
The process of creating this blog has increased my knowledge and understanding on the concept of Forest Schools. This module positively challenged my own view on children’s learning. By being given the practical opportunity to learn outside one weekend in the woodland environment, helped to shape my own way of thinking towards the possibilities of learning in the outdoor environment.
From the research carried out by myself and the group members we were able to put together our findings and develop our blog. This journey has been invaluable to our own individual development. Personally, I have been able to practice academic skills such as skim reading. Allowing me to quickly identify key pieces of information also working alongside others allowed good practice to be shared.
As a resource, the book “Developing a Forest School in Early Years Provision” (Doyle & Milchem, 2012) gave me a real introduction into Forest School ethos. The clear and concise chapters within the book allowed me to as a beginner add to my knowledge as I wished.
Having started this topic with very little knowledge, I can safely say my confidence on the topic has improved and I cannot wait to share this information with other Practitioners and participate in future Forest School sessions.
Sophie
Since creating and developing this blog I have personally learned that the strength of a forest school in the Early Years is the promotion of a healthy understanding of the outdoors. Furthermore, it assists in helping a young child's early developmental needs. A forest school environment can provide risk and challenges for the children and provide a chance to take part in new and more exciting activities in an outdoor environment and I personally feel that I now understand how to use forest school as a tool in my setting. Forest school is a relatively old idea and has been thought about in the past by the early learning theorists. I feel that every practitioner needs to allow every child to access a forest school environment as it is a fun and exciting way to promote health, well being and boost their early development.
Dan