Forest School is becoming a cultivated and ever growing phenomenon of outdoors education. Its roots here in England have been growing since 1993 and are relatively still new, but the recognisable Forest School as we know it today links to a family tree that began with the early German kindergartens of Froebel (1782-1852).
Froebel’s community nurseries known as Kindergartens were concerned with supporting holistic development in children through natural surroundings. Froebel was not without critics of his theories. The German states were experiencing great industrial change; a large labour workforce was required, therefore educating children outside of a classroom whilst giving them freedom to explore nature was not considered valuable.(Ellington, 2006)
According to Knight (2013, pg. 42) Froebel’s theories regarding the importance of connecting with the outdoor environment through exploration, play, nature studies, gardening and responsibility for the natural world were parallel to the cultural way of life in Scandinavian countries where families would connect with their particular environments through different uses according to the terrain and seasons. “In 1859 Henry Ibsen labelled this historical – cultural concept in Scandinavia as Friluftsliv” (Knight, 2013, pg. 2)
This outdoors lifestyle continued into Danish & Swedish Kindergartens whereupon children learned through using the open natural outdoors that they inhabited to sustain the environments that were so important to their culture. This was forward thinking during the 19th century when industrialization was growing across the globe. Sustainability is as relevant today as it was then. The Real World Coalition (1996) discussed what sustainability is. A result of this discussion devised a definition, based on the work of the World Commission on Environment and Development. It stated
‘The environment must be protected… to preserve essential ecosystem functions and to provide for the wellbeing of future generations; environmental and economic policy must be integrated; the goal of policy should be an improvement in the overall quality of life’ (Human Education Centre, 2009)
This belief in the importance of looking after what we have today for the people and environment of tomorrow is an ethos that inspired people during the mid 19th century. The first Swedish nursery schools who were inspired by Froebel’s pioneering ideas of working within nature modelled their provision ‘to encounter nature and support the Swedish value of respect for the natural world’ (Knight, 2013, pg .42). The traditional way of life for many Swedish citizens began to change during the late 19th century due to industrialization and migration (Knight, 2013, pg. 42). ‘Kindergarten teachers began to take the children on visits to forests and farmlands to ensure that children from the cities could continue to connect with their traditional culture of living in and around nature’, (Knight, 2013, pg. 42). In doing this the teachers were supporting the children’s traditional values and heritage.
Although never encompassed into the statutory curriculum, the value of outdoor play in Kindergartens has continued to influence pedagogical practice. During the 1950’s a man known as Gosta Frohm formed an alliance with The Swedish Association for the Promotion of Outdoor Life to develop Skogsmulle, an initiative to encourage children and adults into their outside environment. The concept introduced characters that children could relate to, characters of the elements and nature. These characters led the children through stories and games to embrace and connect with the outdoors. The Skogsmulle approach became a popular culture for children to attend with training available for adults to become leaders still to this day. (Robertson, 2008)
One parent who experienced the Skogsmulle training was ‘Siw Linde a pharmacist and nursery worker’ (Robertson, 2008). Impressed by the response of the children to the activities of Skogsmulle, Linde, with the support of the children’s parents alongside her husband and a nursery colleague, developed the first Swedish Forest School. Known as I Ur och Skur (Rain or Shine), the Skogsmulle approach and ethos of this first Forest School was to nurture a relationship with nature. The affordance (Gibson, 1979) of the natural environment also supported the children’s physical and sensory development. Parental involvement was a defining factor in enabling this early Forest School to develop.
Parental involvement has been a factor in many other child centred developments such as the Reggio Emilia approach in Italy which began after the second world war and yet ‘In England, the Government’s strategy for securing parental involvement was first set out in the 1997 White Paper, ‘Excellence in Schools’.( Desforges and Abouchaar, 2003, pg. 7)
As I Ur och Skur became popular, the leaders began to provide training courses for interested practitioners ‘to ensure that there was a cohesive and uniform approach to outdoor nurseries.’ Robertson (2008, pg. 6). The ideals of this first Forest school are still evident in I Ur och Skur kindergartens in Sweden alongside settings in Japan, Germany, Russia, Finland, Latvia and Norway, Robertson (2008).
The Forest School concept and ethos of embracing the outdoors as a place where children can learn and foster their development in their natural environment has evolved into an international educational opportunity.
Reference List
Albert Einstein Quotes at BrainyQuote (1955) Available at: http://www.brainyquote.com/quotes/authors/a/albert_einstein.html (Accessed: 3 October 2015).
Bentsen, P., Sondergaard, F., Mygind, E. & Barfoed Randrup, T. (2010) The extent and dissemination of udeskole in Danish Schools. Urban Forestry & Urban Greening, Issue 9, pp. 235 - 243.
Desforges, C., Abouchaar, A. (2003) The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review.
Available at: https://www.education.gov.uk/publications/.../RR433.doc. pdf (Accessed: 30 September 2015)
Ellington, V. Philosophy of Education. Available at:http://www.froebelweb.org/web2002.html (Accessed:26 September 2015)
Gibson, J. J. (1979) THE THEORY OF AFFORDANCES. In: The Ecological Approach to Visual Perception. New York, London: Psychology Press.
Knight, S. (2013) International Perspectives on Forest School. London: Sage Publications
Robertson, J. (2008) I UR OCH SKUR, 'RAIN OR SHINE', SWEDISH FOREST SCHOOLS, s.l.: Creative Star Learning Company.
The Froebel Trust. Available at: http://www.froebel.org.uk/about-us/ (Accessed 26 September 2015)
The Human Education Centre, Global Learning, (2009) What is Sustainability?
Available at: http://www.globalfootprints.org/sustainability
(Accessed 30 September 2015)
Visit Denmark, available: http://www.visitdenmark.co.uk/en-gb/east-jutland/activities/discover-denmarks-idyllic-countryside (Accessed 26 September 2015)
Froebel’s community nurseries known as Kindergartens were concerned with supporting holistic development in children through natural surroundings. Froebel was not without critics of his theories. The German states were experiencing great industrial change; a large labour workforce was required, therefore educating children outside of a classroom whilst giving them freedom to explore nature was not considered valuable.(Ellington, 2006)
According to Knight (2013, pg. 42) Froebel’s theories regarding the importance of connecting with the outdoor environment through exploration, play, nature studies, gardening and responsibility for the natural world were parallel to the cultural way of life in Scandinavian countries where families would connect with their particular environments through different uses according to the terrain and seasons. “In 1859 Henry Ibsen labelled this historical – cultural concept in Scandinavia as Friluftsliv” (Knight, 2013, pg. 2)
This outdoors lifestyle continued into Danish & Swedish Kindergartens whereupon children learned through using the open natural outdoors that they inhabited to sustain the environments that were so important to their culture. This was forward thinking during the 19th century when industrialization was growing across the globe. Sustainability is as relevant today as it was then. The Real World Coalition (1996) discussed what sustainability is. A result of this discussion devised a definition, based on the work of the World Commission on Environment and Development. It stated
‘The environment must be protected… to preserve essential ecosystem functions and to provide for the wellbeing of future generations; environmental and economic policy must be integrated; the goal of policy should be an improvement in the overall quality of life’ (Human Education Centre, 2009)
This belief in the importance of looking after what we have today for the people and environment of tomorrow is an ethos that inspired people during the mid 19th century. The first Swedish nursery schools who were inspired by Froebel’s pioneering ideas of working within nature modelled their provision ‘to encounter nature and support the Swedish value of respect for the natural world’ (Knight, 2013, pg .42). The traditional way of life for many Swedish citizens began to change during the late 19th century due to industrialization and migration (Knight, 2013, pg. 42). ‘Kindergarten teachers began to take the children on visits to forests and farmlands to ensure that children from the cities could continue to connect with their traditional culture of living in and around nature’, (Knight, 2013, pg. 42). In doing this the teachers were supporting the children’s traditional values and heritage.
Although never encompassed into the statutory curriculum, the value of outdoor play in Kindergartens has continued to influence pedagogical practice. During the 1950’s a man known as Gosta Frohm formed an alliance with The Swedish Association for the Promotion of Outdoor Life to develop Skogsmulle, an initiative to encourage children and adults into their outside environment. The concept introduced characters that children could relate to, characters of the elements and nature. These characters led the children through stories and games to embrace and connect with the outdoors. The Skogsmulle approach became a popular culture for children to attend with training available for adults to become leaders still to this day. (Robertson, 2008)
One parent who experienced the Skogsmulle training was ‘Siw Linde a pharmacist and nursery worker’ (Robertson, 2008). Impressed by the response of the children to the activities of Skogsmulle, Linde, with the support of the children’s parents alongside her husband and a nursery colleague, developed the first Swedish Forest School. Known as I Ur och Skur (Rain or Shine), the Skogsmulle approach and ethos of this first Forest School was to nurture a relationship with nature. The affordance (Gibson, 1979) of the natural environment also supported the children’s physical and sensory development. Parental involvement was a defining factor in enabling this early Forest School to develop.
Parental involvement has been a factor in many other child centred developments such as the Reggio Emilia approach in Italy which began after the second world war and yet ‘In England, the Government’s strategy for securing parental involvement was first set out in the 1997 White Paper, ‘Excellence in Schools’.( Desforges and Abouchaar, 2003, pg. 7)
As I Ur och Skur became popular, the leaders began to provide training courses for interested practitioners ‘to ensure that there was a cohesive and uniform approach to outdoor nurseries.’ Robertson (2008, pg. 6). The ideals of this first Forest school are still evident in I Ur och Skur kindergartens in Sweden alongside settings in Japan, Germany, Russia, Finland, Latvia and Norway, Robertson (2008).
The Forest School concept and ethos of embracing the outdoors as a place where children can learn and foster their development in their natural environment has evolved into an international educational opportunity.
Reference List
Albert Einstein Quotes at BrainyQuote (1955) Available at: http://www.brainyquote.com/quotes/authors/a/albert_einstein.html (Accessed: 3 October 2015).
Bentsen, P., Sondergaard, F., Mygind, E. & Barfoed Randrup, T. (2010) The extent and dissemination of udeskole in Danish Schools. Urban Forestry & Urban Greening, Issue 9, pp. 235 - 243.
Desforges, C., Abouchaar, A. (2003) The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review.
Available at: https://www.education.gov.uk/publications/.../RR433.doc. pdf (Accessed: 30 September 2015)
Ellington, V. Philosophy of Education. Available at:http://www.froebelweb.org/web2002.html (Accessed:26 September 2015)
Gibson, J. J. (1979) THE THEORY OF AFFORDANCES. In: The Ecological Approach to Visual Perception. New York, London: Psychology Press.
Knight, S. (2013) International Perspectives on Forest School. London: Sage Publications
Robertson, J. (2008) I UR OCH SKUR, 'RAIN OR SHINE', SWEDISH FOREST SCHOOLS, s.l.: Creative Star Learning Company.
The Froebel Trust. Available at: http://www.froebel.org.uk/about-us/ (Accessed 26 September 2015)
The Human Education Centre, Global Learning, (2009) What is Sustainability?
Available at: http://www.globalfootprints.org/sustainability
(Accessed 30 September 2015)
Visit Denmark, available: http://www.visitdenmark.co.uk/en-gb/east-jutland/activities/discover-denmarks-idyllic-countryside (Accessed 26 September 2015)