Forest School: A Journey of Learning and Development
Forest
School
“
an inspirational process, that offers
children and young people opportunities
to achieve,
develop confidence and self-
esteem
, through hands on learning
experiences in a
local woodland
environment
”
Teresa Dowding 2018
D
e
v
e
l
o
p
m
e
n
t
o
f
F
o
r
e
s
t
S
c
h
o
o
l
i
n
U
K
•
Within the context of the history of outdoor play in UK (see FSA website)
•
Visit to Denmark in 1993 (EY practitioners from Bridgewater College, Somerset)
•
BTEC qualification developed
•
Training opportunities increased
•
Some county councils supported training of practitioners
•
2011 National F
orest School Association (FSA) established to share good practice and provide
networking opportunities. National conference held annually.
•
Development of local groups affiliated to national FSA supporting quality practice and networking
and CPD opportunities locally.
•
2
018 FSA conference being run as a family friendly festival for the first time, in Norfolk. All
welcome!
Teresa Dowding 2018
6
P
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F
o
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S
c
h
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l
(
2
0
1
1
)
1)
Forest School is a long-term process of frequent and regular
sessions in a woodland or natural environment, rather than a
one-off visit. Planning, adaptation, observations and reviewing
are integral elements of Forest School
.
2)
Forest School takes place in a woodland or natural wooded
environment to support the development of a relationship
between the learner and the natural world.
3)
Forest School aims to promote the holistic development of all
those involved, fostering resilient, confident, independent and
creative learners
.
4)
Forest School offers learners the opportunity to take supported
risks appropriate to the environment and to themselves.
5)
Forest School is run by qualified Forest School practitioners
who continuously maintain and develop their professional
practice.
6)
Forest School uses a range of learner-centred processes to
create a community for development and learning
http://www.forestschoolassociation.org/
Teresa Dowding 2018
I
f
y
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g
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p
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t
S
c
h
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p
r
o
g
r
a
m
m
e
…
1.
Read the handbook and ask questions of the leader beforehand!
2.
Wear suitable clothing – it’s hard to have fun if you’re cold and wet!
3.
Observe what’s happening. Take a step back. Consider whether
your intervention/ input is really necessary?
4.
Role model play without ‘needing’ to involve children. But remain
aware of what the children are doing!
5.
Personal development – spend time in nature yourself, notice
what’s going on around you, develop your senses, consider how it
makes you feel, find yourself a ‘sit spot’ (see Jon Young’s ‘coyote
mentoring’)
Teresa Dowding 2018
S
o
m
e
r
e
l
e
v
a
n
t
t
h
e
o
r
i
e
s
a
n
d
t
h
e
o
r
i
s
t
s
•
Learning outdoors – e.g. Margaret MacMillan, Froebel
•
Self Esteem - Carl Rogers
•
Non-judgmental practice (negative impact of praise) - Alfie Kohn
•
Risk - Tim Gill
•
Vygotsky – ZPD
•
Bruner – Scaffolding
•
Holistic development – various theorists
•
Reggio Emilia – Community, creativity, arts
•
Gardener – Multiple intelligences
•
Mayor and Salovey / Goleman – Emotional intelligence
•
Sara Knight – Forest School
•
Play – Montessori, Piaget, Froebel, Bruce, Parten
Teresa Dowding 2018
Forest School is an inspirational process that fosters holistic development through hands-on experiences in woodland settings. Originating in the UK, it follows six principles of good practice, emphasizing regular sessions, learner-centered approaches, and qualified practitioners. Joining a Forest School program involves preparation, suitable clothing, observation, role modeling, and personal development in nature. Various theories and theorists, such as Margaret MacMillan and Carl Rogers, support outdoor learning and self-esteem development.
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Forest School an inspirational process, that offers children and young people opportunities to achieve, develop confidence and self- esteem, through hands on learning experiences in a local woodland environment Teresa Dowding 2018
Development of Forest School in UK Development of Forest School in UK Within the context of the history of outdoor play in UK (see FSA website) Visit to Denmark in 1993 (EY practitioners from Bridgewater College, Somerset) BTEC qualification developed Training opportunities increased Some county councils supported training of practitioners 2011 National Forest School Association (FSA) established to share good practice and provide networking opportunities. National conference held annually. Development of local groups affiliated to national FSA supporting quality practice and networking and CPD opportunities locally. 2018 FSA conference being run as a family friendly festival for the first time, in Norfolk. All welcome! Teresa Dowding 2018
6 Principles of Good Practice at 6 Principles of Good Practice at Forest School (2011) Forest School (2011) Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School. Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world. Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners. Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves. Forest School is run by qualified Forest School practitioners who continuously maintain and develop their professional practice. Forest School uses a range of learner-centred processes to create a community for development and learning 1) 2) 3) 4) 5) 6) http://www.forestschoolassociation.org/ Teresa Dowding 2018
If you get a chance to be part of a Forest If you get a chance to be part of a Forest School programme School programme 1. Read the handbook and ask questions of the leader beforehand! 2. Wear suitable clothing it s hard to have fun if you re cold and wet! 3. Observe what s happening. Take a step back. Consider whether your intervention/ input is really necessary? 4. Role model play without needing to involve children. But remain aware of what the children are doing! 5. Personal development spend time in nature yourself, notice what s going on around you, develop your senses, consider how it makes you feel, find yourself a sit spot (see Jon Young s coyote mentoring ) Teresa Dowding 2018
Some relevant theories and theorists Some relevant theories and theorists Learning outdoors e.g. Margaret MacMillan, Froebel Self Esteem - Carl Rogers Non-judgmental practice (negative impact of praise) - Alfie Kohn Risk - Tim Gill Vygotsky ZPD Bruner Scaffolding Holistic development various theorists Reggio Emilia Community, creativity, arts Gardener Multiple intelligences Mayor and Salovey / Goleman Emotional intelligence Sara Knight Forest School Play Montessori, Piaget, Froebel, Bruce, Parten Teresa Dowding 2018
