In 2011 the ethos of the UK Forest School Community agreed to six principles of good practice. The criteria to meet these standards are for Forest School to be a long term process in a woodland or natural environment. As it develops the relationship between learner and the natural world, to promote the holistic development of all involved, by fostering resilience and to take supported risks. Practitioners are suitably qualified by continuously developing their professional practice and in the process is learner centred to develop learning. These ethos blend into Bruner's (1957) scaffolding theory and Vygotsky (1978) theory of extending children's competence as cited in Veale (2013), as the child is invited to question and find the answers themselves.
It is important that forest school sessions are planned for in the areas of staff ratios, resources, age and ability of children accessing the area and conducting the risk assessment. Activities are planned for covering learning in all seven areas of development and are informed through observations and assessment. These plans need to be flexible so that children's interests can be followed which may lead to a different outcome to that set out in the planning.
The DfE (2014 p.g. 9) states that "in planning and guiding children's activities, practitioners must reflect on the different ways that children learn and reflect these in their practice." Our planning allows us to promote the characteristics of effective learning allowing the children to play and explore, learn in an active way and to create and think critically (DfE 2014)
Linda
An example of Linda's planning
It is important that forest school sessions are planned for in the areas of staff ratios, resources, age and ability of children accessing the area and conducting the risk assessment. Activities are planned for covering learning in all seven areas of development and are informed through observations and assessment. These plans need to be flexible so that children's interests can be followed which may lead to a different outcome to that set out in the planning.
The DfE (2014 p.g. 9) states that "in planning and guiding children's activities, practitioners must reflect on the different ways that children learn and reflect these in their practice." Our planning allows us to promote the characteristics of effective learning allowing the children to play and explore, learn in an active way and to create and think critically (DfE 2014)
Linda
An example of Linda's planning
A plethora of activities can be linked to Forest School, such as these beautiful hedgehogs. The children at nursery went on woodland walks for a week, collecting materials such as leaves and sticks along the way. The children had a sheet showing different types of leaves allowing them to search and match, and they spoke about safety when they discovered berries hidden in the bushes. When they returned to pre-school, they created these hedgehogs from clay and the sticks they had collected; although this type of activity could likewise be accomplished during the outdoor session.
Laura
What do you think of the children's outdoor inspired crafts?
Laura
What do you think of the children's outdoor inspired crafts?