Forest kindergarten

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A forest kindergarten in Düsseldorf, Germany

A forest kindergarten is a type of preschool education for children between the ages of three and six that is held almost exclusively outdoors. Whatever the weather, children are encouraged to play, explore and learn in a forest or natural environment. The adult supervision is meant to assist rather than lead. It is also known as Waldkindergarten (in German), outdoor nursery, nature kindergarten, or nature preschool.

Contents

[edit] Activities

A forest kindergarten can be described as a kindergarten "without a ceiling or walls". The daycare staff and children spend their time outdoors, typically in a forest. A distinctive feature of forest kindergartens is the emphasis on play with toys that are fashioned out of objects that can be found in nature, rather than commercial toys. Despite these differences, forest kindergartens are meant to fulfill the same basic purpose as other nurseries, namely, to care for, stimulate, and educate young children.

Each forest kindergarten is different, partly because the organisations are independently minded. But typical activities and goals may include[1][2]:

Activity Developmental benefit
Playing imaginative games using whatever resources and ideas come to mind This helps children to explore their own thoughts without the guidance of a toy designer
Role play Shared imagination, drama, team work, recollection of models of behaviour
Building shelters or other large structures from branches, with the help of other children and adults This requires goal definition, planning, engineering, teamwork and perseverence
Counting objects or looking for mathematical patterns Mathematics, visual recognition
Memory games using naturally available objects Memory, naming objects
Listening to stories; singing songs and rhymes Art, drama, concentration
Arranging items to make a picture, or building a toy Art
Drawing scenes Art, creativity, accurate inspection and copying
Climbing trees and exploring the forest Improves strength, balance and physical awareness
Playing hide-and-seek with others
Walking to the woodland, from the building. Improves strength and stamina. Planning, discussion, negotiation of route
Exploring or reflecting alone This aids self awareness and character development
Resting

[edit] Location and organisation

Forest kindergartens operate mainly in woodland, although some other sites can be equally inspiring, for example beaches and meadows. There should be a building where children can shelter from extreme weather. They may also spend a small part of each day indoors, although that is more likely to be for administrative and organisational reasons, such as to provide a known location where parents can deliver and collect their children. If the woodland is too far away to walk, a vehicle might reluctantly be used for transport.

The location chosen within the forest may vary from day to day; indeed the children themselves are likely to make that choice. However, staff would expect to know the area and to be able to guide decisions in terms of interest, safety, distance, etc.

The kindergarten is held outdoors in all seasons and under most weather conditions, although it is moved indoors in extreme weather, for example if the temperature is below −10 °C, or during storms. Forest kindergartens are generally composed of a group of 15 to 20 children and at least two staff. An ideal location would be close to residential areas, close to the preferred woodland, and would have a suitable building.

There are some forest schools that take children of various ages to woodland less frequently, and with a stronger focus on environmental topics themselves. For example the "Woods for Learning" strategy[3] of the Forestry Commission proposes "regular" access, for example once a week for eight weeks. Some primary schools take children weekly[4].

Children are encouraged to dress for the weather, with waterproof clothes and warm layers, according to the climate.

Some of the most successful forest kindergartens are already in rural areas (e.g. the Secret Garden (outdoor nursery)). However, with the majority of people living in cities, it will be necessary to incorporate these ideas into an urban setting. The Urban Forest Schools in London include inner city children with a particular lack of experience in nature.

Most forest kindergartens have a permanent building, and then walk each day to their chosen forest. The distance can be an issue, and in populated areas, urban forests may not be easily accessible. The UK Forestry Commission has proposed sites around Glasgow[5] within convenient distances, and new nurseries are opening over time. Less frequent access to outdoor education is perhaps a more realistic goal for some local areas.

Some parents are concerned about the perceived risk of interference by strangers[6], in a public park. In a city, equipment or half-completed projects may not be found the next day as they were before; they may have been interfered with by strangers overnight. These parents may already be helicopter parents, victims of a culture of fear or may be unwilling to let their children explore such a wilderness. They may be concerned about exhaustion (and it does take time for a child to build up the strength and experience to participate fully[2]), risk of personal injury, or a lack of manufactured educational "resources".

[edit] History

In rural areas, and historical times, access to nature has not been a problem. Over the last century, with increasing urbanisation and "nature deficit disorder", there have been many changes in stance on outdoor education. In 1914, the socialist political activists Rachel and Margaret McMillan set up an "open-air nursery"[7] but little is known of the details, except for an improvement in child health.

In Sweden in 1957, an ex-military man, Goesta Frohm, created the idea of "Skogsmulle"[8] "Skog" means wood in Swedish. "Mulle" is one of four fictional characters he created to teach children about nature, along with "Laxe" representing water, "Fjällfina" representing mountains and "Nova" representing an unpolluted nature. Forest schools based on Frohm's model, called "I Ur och Skur" (Rain or Shine Schools) moved the idea from occasional activities to formal nursery schools, being set up by Siw Linde in 1985. Juliet Robertson's review of Skogsmulle is a valuable modern-day summary[1][9].

Also in the 1950s, Ella Flautau created forest kindergartens in Denmark. The idea formed gradually as a result of her often spending time with her own and neighbors' children in a nearby forest, a form of daycare which elicited great interest among the neighborhood parents. The parents formed a group and created an initiative to establish the first Forest Kindergarten.

Forest Kindergartens have existed in Germany since 1968, but were first officially recognized as a form of daycare in 1993, enabling state subsidies to reduce the daycare fees of children who attended Forest Kindergarten. Since then, the forest kindergartens have become increasingly popular. As of 2005 there were approximately 450 forest kindergartens in Germany, some of which offer a mix of forest kindergarten and traditional daycare, spending their mornings in the forest and afternoons inside.

The idea was brought to Britain by Scottish childminder Cathy Bache, who opened the Secret Garden with support from funding authorities and private donors. Government funding is also available[10][11].

[edit] Benefits

The fact that most forest kindergartens do not provide commercial toys that have a predefined meaning or purpose supports the development of language skills, as children verbally create a common understanding of the objects used as toys in the context of their play. Forest kindergartens are also generally less noisy than closed rooms, and noise has been shown to be a factor in the stress level of children and daycare professionals.

Merely keeping sight of natural features improves self-discipline in inner-city girls[12]. Visiting a forest school regularly is desirable for schools[5] although still not widespread; some aim to spend one day a week out.

Playing outside for prolonged periods has been shown to have a positive impact on children's development, particularly in the areas of manual dexterity, physical coordination, tactile sensitivity, and depth perception.[citation needed] According to these studies, children who attend forest kindergartens experience fewer injuries due to accidents and are less likely to injure themselves in a fall. A child's ability to assess risks improves[13], for example in handling fire and dangerous tools. Other studies have shown that spending some time in nature improves attention and medical prognisis in women[14] (see Attention Restoration Theory). Playing outdoors strengthens the immune systems of children and daycare professionals.

When children from German Waldkindergartens go to primary school, teachers observe a significant improvement in reading, writing, mathematics, social interactions and many other areas.[15]. Boys may be less intellectually able than girls at typical school tasks such as reading and mathematics, so forest kindergartens have been recommended in the early years[16].

Roland Gorges found[15] that children who had been to a forest kindergarten were above average, compared by teachers to those who had not, in all areas of skill tested. In order of advantage, these were:

Improved skills
Knowledge and skills in specific subjects.
Reading (despite not having used books formally!)
Mathematics
Constructive contributions to learning
Asking questions and interest in learning
Motivation
Sports
Music
Art and creativity
Positive social behaviour
Religion
Concentration
Handling writing and painting equipment

[edit] Motivation

Helicopter parenting is becoming more clearly recognised in the culture of fear of today's risk averse society[17][18]. While some parents rush to 'wrap their children in cotton wool'[19], others see outdoor play[20] and forest kindergartens as a way to develop a mature and healthy outlook on life, as well as practical skills and health. Doing this at a young age is hoped to bring life-long benefits to the child[13]. It is consistent with the notions of slow parenting[13], the "idle parent"[21][22] and "free range kids"[23].

[edit] See also

[edit] References

  1. ^ a b Robertson, Juliet (2008), Swedish Forest Kindergartens, Part 1, Creative Star Learning Company, http://www.creativestarlearning.co.uk/Flexviews/core/assets/pdf/rain%20or%20shine%20schools%20in%20sweden%20report%20part%201.pdf 
  2. ^ a b Bache, Cathy, Pre-school curriculum, Secret Garden Outdoor Nursery, http://www.secretgardenoutdoor-nursery.co.uk/pre%20school%20curriculum.doc 
  3. ^ "Woods for Learning Education Strategy, Forestry Commission, 2005, ISBN 0-85538-684-3, http://www.forestry.gov.uk/pdf/fcfc106.pdf/$FILE/fcfc106.pdf 
  4. ^ "Oswestry School Forest School". Oswestry School. December 2008. http://www.oswestryschool.org.uk/pdfs/ForestSchool.pdf. 
  5. ^ a b Robertson J., Martin P., Borradaile L. and Alker S. (2009) Forest Kindergarten Feasibility Study, published by the Forestry Commission (web page)
  6. ^ "City's first woodland nursery opens door to the imagination". Glasgow Herald. 9 September 2009. http://www.heraldscotland.com/city-s-first-woodland-nursery-opens-door-to-the-imagination-1.915352. 
  7. ^ John Simkin (May 2007). "Margaret McMillan". Spartacus Education. http://www.spartacus.schoolnet.co.uk/Wmcmillan.htm. Retrieved September 2009. 
  8. ^ Skogsmulle Foundation
  9. ^ Robertson, Juliet (2008), Swedish Forest Kindergartens, Part 2, Creative Star Learning Company, http://www.creativestarlearning.co.uk/Flexviews/core/assets/pdf/rain%20or%20shine%20schools%20in%20sweden%20report%20part%202.pdf 
  10. ^ Childcare regulations of the Scottish Government
  11. ^ Tax Free Childcare Regulations, UK government HMRC
  12. ^ Taylor, F.E; Kuo; Sullivan, W.C (2001). "Views of Nature and Self Discipline: Evidence from Inner City Children". Journal of Environmental Psychology 21. http://www.outdoorfoundation.org/pdf/ViewsOfNature.pdf. 
  13. ^ a b c Honoré, Carl (2008). Under Pressure: Rescuing Our Children From The Culture Of Hyper-Parenting. Orion. ISBN 978-0752875316. 
  14. ^ Cimprich B. (2007). Attention Restoration Theory: Empirical Work and Practical Applications
  15. ^ a b Gorges R. Waldkindergartenkinder Im Ersten Schuljahr (in German)
  16. ^ Sax L. (2001) Reclaiming Kindergarten: Making kindergarten less harmful to boys in Psychology of Men & Masculinity (2001) 2.1 pp3-12
  17. ^ Gill, Tim (2007). No fear: Growing up in a risk averse society. Calouste Gulbenkian Foundation. p. 81. ISBN 9781903080085. http://www.gulbenkian.org.uk/media/item/1266/223/No-fear-19.12.07.pdf. 
  18. ^ The child safety catch, BBC news 7 February 2001
  19. ^ Parents are paranoid about child safety warns Government expert referring to Professor Tanya Byron, in The Daily Telegraph, 10 June 2009
  20. ^ Is it time to let children play outdoors once more?, in The Guardian 30 March 2008
  21. ^ Hodgkinson, Tom (16 February 2008), Idle parenting means happy children, The Telegraph, http://www.telegraph.co.uk/family/familyadvice/3355719/Idle-parenting-means-happy-children.html 
  22. ^ The Idle Parent: Why less means more when raising kids, by Tom Hodgkinson. Published by Hamish Hamilton, 5 Mar 2009. ISBN 978-0241143735
  23. ^ Free Range Kids blog by Lenore Skenazy

[edit] List of forest kindergartens

[edit] Organisations other than schools

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