Forest School is a fantastic way of taking learning outdoors and as proved in the Scandinavian countries it originated, is very successful. After a visit to Denmark, in 1995, a team from Bridgwater College established the first forest school in the United Kingdom, which now provides training to almost 200 schools across the UK. (Pound 2005)
Taking learning out of the classroom has enabled practitioners to teach all subjects across the curriculum through a range of survival and real life activities. Due to growing concerns regarding children's safety O'Brien (2009) suggests children are not playing outside and adventuring as much as children used too. This means they are missing out on great experiences but through Forest schools, whatever the weather, children are taken out in small groups to a safe, familiar, wooded area and encouraged to experiment, knowing there are only a small number of rules they have to adhere to, ensuring their safety. I feel this is important and allows them freedom to play using the natural resources surrounding them and a chance to problem solve and learn from their mistakes. Teachers and other children scaffold learning but it's very much a child led context which increases independence. The children's concentration improves as they are released into the fresh air, which boosts their enthusiasm, energy levels and makes learning exciting. Only today I saw this demonstated as I walked through a field and past a group of very enthusiastic children building the den in the picture below. It is made from basic materials and does not look special, however, the enjoyment and skills they were learning were very clear to see.
As seen in the short video below, children are taken back to basics in forest school, learning skills such as how to cook, light fires and how to use adult tools, including saws and pen knives, safely. All skills can be transferred into everyday life which makes learning relevant to children. If a child can see the relevance of a subject they are more motivated to learn, to achieve the end product. As Edgington (2003) states being in the outdoor environment encourages a healthy lifestyle and improves gross and fine motor skills. The activities improve such skills as thinking, problem solving, communication and team work, which are all extremely important for a child's social development. At All Saints' School in Lawshall, Forest School has proved very successful when teaching PSE to all year groups and crucially has the full support of the head teacher (Lamb 2011) . By making regular visits to the area, children are able to build on their knowledge and teachers can link these visits with studies they are working on in the classroom. Forest school is a wonderful way of getting children to understand their local environment and the natural environment which surrounds their home.
Taking learning out of the classroom has enabled practitioners to teach all subjects across the curriculum through a range of survival and real life activities. Due to growing concerns regarding children's safety O'Brien (2009) suggests children are not playing outside and adventuring as much as children used too. This means they are missing out on great experiences but through Forest schools, whatever the weather, children are taken out in small groups to a safe, familiar, wooded area and encouraged to experiment, knowing there are only a small number of rules they have to adhere to, ensuring their safety. I feel this is important and allows them freedom to play using the natural resources surrounding them and a chance to problem solve and learn from their mistakes. Teachers and other children scaffold learning but it's very much a child led context which increases independence. The children's concentration improves as they are released into the fresh air, which boosts their enthusiasm, energy levels and makes learning exciting. Only today I saw this demonstated as I walked through a field and past a group of very enthusiastic children building the den in the picture below. It is made from basic materials and does not look special, however, the enjoyment and skills they were learning were very clear to see.
The teaching approach has also proved successful in helping schools and organised groups to engage with disengaged children, who may have issues with authority. Being outdoors, in a calming and non-pressured atmosphere, away from the static classroom environment helps them to relax and see the relevance of the subjects they are studying. The 'hands-on' method means it very much suits kinaesthetic learners and this may be why these students misbehave in class but not in the great outdoors. The following video explains this in more detail and focuses on a group showing how successful this idea can be.
Edgington, M. (2003), The Great Outdoors. London: Early Education.
Lamb, C. (2011), Forest School a whole School Approach. In Knight, S. (2011) Forest School For All. London: Sage.
O'Brien, L. (2009), Learning Outdoors: the Forest School approach, Education 3 - 13: International Journal of Primary, Elementary and Early Years Education, 37:1, 45-60.
Pound, L. (2005) How Children Learn. Leamington Spa: Step Forward.
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