Without doubt, Forest Schools are becoming more and more popular after originating in Scandinavian countries in the 1950’s; there are now over 100 Forest Schools in the UK. (O’Brien and Murray, 2006) However, Barkham (2014) argues that this is happening with “almost no assistance from the authorities.” The Government may not see the huge importance Forest School has upon children’s learning and development, however statistics show just how popular they are becoming within educational settings and this is because Practitioners are seeing the benefits in children’s learning first hand.
There is currently no specific guideline for educational settings regarding the use of the outdoors other than the vague statement in the EYFS (DfE, 2014) that says children should have daily access to the outdoor environment. This could be seen as an ambiguous statement, how long should children be outdoors for?
Bilton (2009) identifies the importance of the outdoors for children, “children have to be outside because there are things they need- for example fresh air, sun and daylight. They need to learn not to be frightened of outside but to simply see it as part of life, just as water is.”
Cummings (2010) argues that forest schools allow children to “develop at their own speed and in their own time, and are gaining an awareness of the outdoors and the environment.” However, with the emphasise on children being ready for school, could practitioners feel under pressure to teach children in a more academically structured way rather than letting them learn through their play?
Furthermore, research has proven how environment-based education can help children to develop critical thinking skills, improve their problem solving and decision-making skills and it also greatly improves standardized test scores. (Louv, 2009)
Barkham (2014) interviewed primary school teachers who had chosen to leave their jobs as Reception teachers because they feared testing was becoming more prevalent in education, their passions lay within child-centred learning and they felt this was getting lost within structured education. “Everything is so structured and prescriptive and involves tests. This lets them get outside and learn without realising they are learning, through unstructured play.” (Povey, no date, cited in Barkham, 2014)
Barkham (2014) asks the question, “is there hard evidence that being outdoors inspires better learning?”
Bilton (2009) argues that in order for play to be child-initiated and for children to learn the environment needs to be worthwhile and that can only be measured by the learning that takes place. Bilton (2009) believes it is the practitioner’s responsibility to ensure the children are able to experience environments that they may not always feel comfortable in, in order to stretch them and in order for them to learn. However, there is no mention of play? Bilton (2009, pg. 50) argues that play is only important if it “helps only to ensure children can write, read, cooperate and think, it is worth retaining.”
Bilton (2009) also suggests that adults need to plan play for children to achieve and learn. In contrast to Bilton’s (2009) view, Bruce (2011) argues that children should not know what is coming next when they are playing, they need to use their own initiative to work out what to do in order for them to learn and develop new skills.
Although, research shows children who are able to take control over their play and learning are more likely to develop their creative minds and critical thinking, however, Gandini et al (2005, cited in Davies et al, 2013) suggests that in order for this to happen, there must be a learning partnership between both teachers and children.
Forest Schools is an environment, which allows children to play and learn through exploration, brings all their senses to life and promotes an environment that develops and enhances strong communication skills and relationships with others.
Research clearly shows that in order for children to develop skills to be ‘school ready’ and prepared for adulthood they need to have exposure to such environments. Davy (2012) suggests that if Forest Schools are integrated into mainstream education, it can provide a platform for children’s creative learning and development. What do you think?
Reference List
Barkham, P. (2014) Forest schools: fires, trees and mud pies. Available at: http://www.theguardian.com/education/2014/dec/09/the-school-in-the-woods-outdoor-education-modern-britain (Accessed: 2 October 2015).
Bilton, H. (2009) Outdoor Learning in the Foundation Stage and Beyond 3Ed. 3rd edn. London: David Fulton Publish.
Bruce, T. (2011) Learning Through Play: For Babies, Toddlers and Young Children. 2nd edn. London: Oxford University Press.
Cummings, A. (2010) ‘EYFS Best practice: All about … Forest schools’, Nursery World, 2010(5). doi: 10.12968/nuwa.2010.4.5.1094543.
Davy, A. (2012) Forest Schools Resurgence & Ecologist (November/Decemeber 2012 ). Available at: http://www.exacteditions.com/print/307/308/33595/3/29 (Accessed: 2 October 2015).
Department for Education (2014) Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf (Accessed: 2 October 2015).
Louv, R. (2009) Last Child in the Woods: Saving Our Children from Nature-deficit Disorder. London: ATLANTIC BOOKS.
O’Brien, L. and Murray, R. (2006) A marvellous opportunity for children to learn. Available at: http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf (Accessed: 2 October 2015).
There is currently no specific guideline for educational settings regarding the use of the outdoors other than the vague statement in the EYFS (DfE, 2014) that says children should have daily access to the outdoor environment. This could be seen as an ambiguous statement, how long should children be outdoors for?
Bilton (2009) identifies the importance of the outdoors for children, “children have to be outside because there are things they need- for example fresh air, sun and daylight. They need to learn not to be frightened of outside but to simply see it as part of life, just as water is.”
Cummings (2010) argues that forest schools allow children to “develop at their own speed and in their own time, and are gaining an awareness of the outdoors and the environment.” However, with the emphasise on children being ready for school, could practitioners feel under pressure to teach children in a more academically structured way rather than letting them learn through their play?
Furthermore, research has proven how environment-based education can help children to develop critical thinking skills, improve their problem solving and decision-making skills and it also greatly improves standardized test scores. (Louv, 2009)
Barkham (2014) interviewed primary school teachers who had chosen to leave their jobs as Reception teachers because they feared testing was becoming more prevalent in education, their passions lay within child-centred learning and they felt this was getting lost within structured education. “Everything is so structured and prescriptive and involves tests. This lets them get outside and learn without realising they are learning, through unstructured play.” (Povey, no date, cited in Barkham, 2014)
Barkham (2014) asks the question, “is there hard evidence that being outdoors inspires better learning?”
Bilton (2009) argues that in order for play to be child-initiated and for children to learn the environment needs to be worthwhile and that can only be measured by the learning that takes place. Bilton (2009) believes it is the practitioner’s responsibility to ensure the children are able to experience environments that they may not always feel comfortable in, in order to stretch them and in order for them to learn. However, there is no mention of play? Bilton (2009, pg. 50) argues that play is only important if it “helps only to ensure children can write, read, cooperate and think, it is worth retaining.”
Bilton (2009) also suggests that adults need to plan play for children to achieve and learn. In contrast to Bilton’s (2009) view, Bruce (2011) argues that children should not know what is coming next when they are playing, they need to use their own initiative to work out what to do in order for them to learn and develop new skills.
Although, research shows children who are able to take control over their play and learning are more likely to develop their creative minds and critical thinking, however, Gandini et al (2005, cited in Davies et al, 2013) suggests that in order for this to happen, there must be a learning partnership between both teachers and children.
Forest Schools is an environment, which allows children to play and learn through exploration, brings all their senses to life and promotes an environment that develops and enhances strong communication skills and relationships with others.
Research clearly shows that in order for children to develop skills to be ‘school ready’ and prepared for adulthood they need to have exposure to such environments. Davy (2012) suggests that if Forest Schools are integrated into mainstream education, it can provide a platform for children’s creative learning and development. What do you think?
Reference List
Barkham, P. (2014) Forest schools: fires, trees and mud pies. Available at: http://www.theguardian.com/education/2014/dec/09/the-school-in-the-woods-outdoor-education-modern-britain (Accessed: 2 October 2015).
Bilton, H. (2009) Outdoor Learning in the Foundation Stage and Beyond 3Ed. 3rd edn. London: David Fulton Publish.
Bruce, T. (2011) Learning Through Play: For Babies, Toddlers and Young Children. 2nd edn. London: Oxford University Press.
Cummings, A. (2010) ‘EYFS Best practice: All about … Forest schools’, Nursery World, 2010(5). doi: 10.12968/nuwa.2010.4.5.1094543.
Davy, A. (2012) Forest Schools Resurgence & Ecologist (November/Decemeber 2012 ). Available at: http://www.exacteditions.com/print/307/308/33595/3/29 (Accessed: 2 October 2015).
Department for Education (2014) Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf (Accessed: 2 October 2015).
Louv, R. (2009) Last Child in the Woods: Saving Our Children from Nature-deficit Disorder. London: ATLANTIC BOOKS.
O’Brien, L. and Murray, R. (2006) A marvellous opportunity for children to learn. Available at: http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf (Accessed: 2 October 2015).