Talk:Forest school (learning style)

Merge / Adjustment

Rixs (talk) 13:56, 14 October 2009 (UTC)

I'd like to merge Forest school (education) into this article. But don't comment on this page. Go to discuss merger.

I'd also like to move the elements about pre-school education into Forest kindergarten and make this article about school-age forest schools. This is already the intention, but this article is a bit of a combination.

I have started this. Don't say I didn't warn you! Rixs (talk) 16:43, 5 October 2009 (UTC)

UK Centric

This article needs to talk about schools in America, Germany and other places. Right now the article just looks crazy.

Reference material

Safety fears

Children denied school trips over teachers' fears of being sued in The Guardian, 2 October 2009. —Preceding unsigned comment added by Rixs (talk • contribs) 09:56, 7 October 2009 (UTC)

Wakelin McNeel

• Wakelin McNeel's autobiography
• Brief bio
• Another brief bio
• Historical timeline of 4-H in Wisconsin
• About 4-H (also see 4-H)

Rixs (talk) 16:43, 5 October 2009 (UTC)

Letter by Cathie Jones

• Letter by Cathie Jones to The Telegraph
• Open letter by paediatricians about childhood depression.

What follows is mainly the text of letter by Cathie Jones, with some edits and notes by Wikipedia editors(?)

Forest Schools: you know when you take a group of children into the woods where they explore the environment and experiment with the wealth of natural materials around them.

Where they can use new tools, sit around camp fire, take risks, work out problems, find treasure, build dens, run, climb, shout, get wet, and nurture a sense of value whilst developing a sensitivity towards our world and all living things. The ethos of the Forest School movement is quickly gaining momentum in main stream education. All over the UK teachers are donning wellies and taking children off on eco adventures in school time!

Play in a school day!! Hooray!!

At last the recognition of an alternative curriculum that complements the individual needs of the developing child has got the thumbs up in forward thinking schools. Well planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge” Curriculum guidance for the foundation stage, QCA 2000

This change in attitudes is influenced by the pioneering work of researchers such as Brian Sutton-Smith who in his book, The Ambiguity of Play develops a connection between the brain’s ability to constantly under go physical and chemical changes, and the implied latent capacity for ‘Plasticity’ which is the brain’s reaction to enriching or positive stimuli This work shows the direct link between play, the play environment, brain growth and neurochemical activity (brain power!). Play is directly linked to the development of virtually every aspect of what makes us intelligent, human, flexible and adaptable. play is the means by which to facilitate deep learning as many great Educationalists such as Froebel, Stiener and Montessori have written.

The concept of Forest Schools, like adventure playgrounds. Originated in Scandinavia and has spread gradually since the 1950s - growing with it an army of dedicated followers passionate about the environment and the messages of conservation. Children learn by doing the development of forest school programmes in areas of woodland enables specific learning about the environment to inevitably occur along side curricular learning. The combination of the play values and Forest School ethos is the ideal environment to facilitate learning and develop the child’s sense of well-being and identity.

A Forest School programme is designed around the individual needs of the group of children at each session;, perhaps they lack self esteem or are unable to sit still or they are exhibiting signs of play deprivation. (See Hughes & Else (2001) for more on play deprivation). Activities allow the children to explore, experiment and take risks, to develop a sense of worth through small achievable tasks and develop skills that enable them to attempt more complex activities.

Although the sessions are adult- led there is a certain amount of flexibility as playworkers can adapt the programme to encompass child initiated activities. Research by Gillian Thomas (2004) (Independent 23/05/04) has highlighted children’s fears about their environment. It recognises that children pick up messages from the media and their parents and as a result they worry about traffic, trains, terrorism and even being kidnapped. These fears are real enough to keep them indoors and will not disappear At the same time there is increasing public concern over the lack of play areas. The National Playing Fields Association figures report that more than 800 applications to build on playing fields were approved last year. In addition there is wide spread panic about the rise in obesity in children. There is no doubt that there are insufficient opportunities for children to play and that, combined with parental fear of abduction or carers’ fear of litigation is changing the way children are able to play. Play is becoming more sedentary and structured and planned leaving no room for spontaneity and challenge. It is essential that children continue to have access to outdoor play experiences. Good quality provision with trained child centred adults who facilitate learning can provide these opportunities.

The rich and challenging environment of a woodland space creates experiences which have great developmental significance to the individual child. Forest schools allow children to explore their environments and take risks in a safe and child centred environment rich with natures resources and equipment. It complements the national curriculum and suites children with a more kinaesthetic learning style therefore encouraging all aspects of development.

As Bob Hughes states in his book Evolutionary Play Work –

“Middle childhood is the time that children establish their connections with the earth, forming an earth matrix, a terrain symbiosis which is critical to their personal identity.”

We have to create time for our children to grow alongside our woodland in a safe and stimulating environment where they can take calculated risks and experience getting wet and muddy. Forest Schools can offer this opportunity, not just for the children privileged enough to have taken part in a Forest School but main stream ? where schools can access this EXPERIENCE and where playworkers and teachers can work side by side delivering quality playwork programmes that not only expresses the child’s inner soul but show children how to appreciate and care for their environment and to care for each other.

Cathie Jones Lecturer in Childhood Studies School of Natural Resources University of Central Lancashire

References

Bob Hughes (2001) evolutionary playwork

Curriculum guidance for the foundation stage, QCA 2000

Perry else and bob Hughes (2001)

Brian Sutton-Smith(2000) The Ambiguity of Play