FOREST SCHOOLS PROMOTE DEVELOPMENT

Forest Schools Promote Young Children's Personal, Social And Emotional Development

Abstract

As Forest School has become more widespread throughout Britain an understanding is needed of its impact. This paper outlines a two-phase evaluation project undertaken in Wales and England from 2002 to 2005. The evaluation was undertaken through a partnership between Forest Research and the New Economics Foundation. A methodology was developed to explore the impacts of Forest School on children and this was then used to track changes in 24 children at three case study areas over an 8-month period. The research highlights that children can benefit in a range of ways. Six themes emerged from the data of the positive impacts on children in terms of confidence, social skills, language and communication, motivation and concentration, physical skills and knowledge and understanding. Two further themes highlight the wider impacts of Forest School on teachers, parents, and the extended family. Contact with the natural environment can be limited for children and young people in contemporary society due to concerns about safety outdoors and issues of risk and liability. Forest School provides an important opportunity for children to gain access to and become familiar with woodlands on a regular basis, while learning academic and practical skills. The constructivist theory of learning seems to be particularly suited to the Forest School approach as children make meaning from their direct experiences. The participatory action research approach taken in this study promoted reflective practice amongst the stakeholders involved and provided them with a sense of ownership of the study, as well as an opportunity to learn from each other.

Forest Schools Promote Young Children's Personal, Social And Emotional Development

Introduction

“Forest School is an inspirational process that offers all ages regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment” (Murray and O'Brien, 2005, p. 11). This is the definition of Forest School that has been developed in Great Britain. While the majority of Forest Schools are being run for children and young people in full-time education, this does not have to be the case. The Forest School approach is also being used on a more limited basis with teenagers and adults who have emotional and behavioural difficulties. The aim of this two-phase research project was to develop a methodology for evaluating Forest School, and to use the approach to observe changes in the behaviour of the children who take part. The work started in Wales where a methodology was developed with the help of a range of stakeholders connected to two Forest School settings. It was then tested in Wales before being used in three settings in England. This paper will focus primarily on the work in England where 24 children were observed at Forest School over an 8-month period.

Forest School is based on a Scandinavian approach to teaching that highlights the importance of children having contact with nature from an early age (Grahn, 1996; Dietrich et al., 2007). Research in this area has been undertaken but is often not available in ...