Forest schools

The foundations of forest schools are based upon the 1950 Sweden initiative, which involved captivating children with the natural world. It was during the 1990s when this concept was adopted in the UK. (Blackwell and Pound, 2011).  

Forest schools are a unique approach to inspiring individuals to actively play, learn and explore the exciting outdoor, woodland environment (Forestschools, 2014).

They offer a holistic model of learning, providing challenging opportunities for both adults and children, to develop their key skills and abilities. This is similar to the outdoor education in a Danish context. The ethos of Udeskole is a holistic method of engaging children with the natural environment, to enhance their learning. (Bensten, Mygind and Randrup, 2009)

Primary school teachers have noticed that pupils’ attendance in school has increased due to the informality of the structure of forest schools. Children are able to play naturally and this mirrors the nature of the Foundation Phase in Wales.

Hughes (2002 cited in Blackwell and Pound, 2011, p.135) suggests that children can benefit from the wide variety of natural resources available, as they are often able to make fires under the supervision of enthusiastic, forest school practitioners. As a result, children can gain risk taking management skills. Activities which would usually be considered dangerous and inappropriate in mainstream schools can be carried out safely in this environment. Many argue that children who do not play and explore the outdoor environment are missing out on valuable life skills. (Forest school blog, 2014).

Not only this, but it helps to enhance children’s social development through team building exercises and communication. Self esteem and confidence levels are increased by experiential learning. (Forest schools education, 2014)

However, there are some drawbacks; the main criticism of forest schools is that they do not have any set structure. The learning development of a child is impossible to record and assess within this outdoor learning context.

It is also time consuming and can be very difficult to incorporate an effective forest activity, within the limited time of a school day. 

Blackwell and Pound (2011) suggest that the concept of forest schools in the UK is new; as a result cost is a big issue, because funding is limited. Additional research will need to be carried out in this field, if funding is to increase.

Lastly, it crossed my mind that forest schools may not be fully inclusive. If a child has a disability and is required to use a wheelchair, how can forest school learning support their needs?

Nevertheless, forest schools are becoming increasingly popular and with more funding, children’s learning development can continue to progress. I personally feel that outdoor education is crucial for the development of children; forest schools provide exceptional opportunities for children to develop their fine and gross motor skills. The element of risk taking is what fascinated me to research further about the characteristics of forest schools.

Reference list

Bensten, P., Mygind, E. and Randrup, T.B. (2009) ‘Towards and understanding of udeskole: education outside the classroom in a Danish context’, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 37 (1) (February), p.32.

Blackwell, S. and Pound, L. (2011) ‘Forest schools in the early years’, in L. Miller., and L. Pound (eds.) Theories and Approaches to Learning in the Early Years. London: Sage, pp. 133-.137.

Forest schools blog (2014) Looking to change the world? http://www.forestschoolsblog.com/?view=classic (Accessed: 2^nd December 2014).

Forest schools education (2014) Forest schools education. http://www.forestschools.com/ (Accessed: 2^nd December 2014).