The forest school initiative has been growing for the past twenty years with a growing number of forest schools appearing across the UK, owing to the most recent identification of nature deficit disorder (Louv, 2008). But is this initiative new? While researching for the blog it became apparent that like a lot of other ideas and educational reforms, outdoor learning has been on the agenda for centuries. Cree and McCree (2012) describe how forest school history is somewhat blurred as expected when derived from a social movement. According to Cummings (2012) forest schools originated from Scandinavia in the 1950’s. However Cree and McCree (2012) argue that although often attributed to Scandinavia the UK itself has a strong history with outdoor learning. The Forest School Association defines forest school as
"An inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands on learning experiences in a woodland or natural environment with trees. Forest school is a specialist learning approach that sits within and compliments the wider context of outdoor and woodland education"
So can we see this in our early, early year’s history? Research and studies suggest yes we can. The foundations of early outdoor learning can be seen as far back as the 1800’s with Robert Owen (1771-1858) reforming education and including nature and qualities of common things around children with outdoor exercise.. In the early 1900’s Margaret McMillan (1860-1931) became a pioneer of the open air movement. Bilton (2010) describes how McMillan could see how an outdoor environment could be conducive to learning allowing children to follow their interests. Much like the child initiated, interest led learning used in most settings today. Susan Isaacs (1885-1952) also pioneered this style of learning with a strong reference to natural real-life environment experiences, where children’s development was helped through playing in a natural and interesting environment (Bilton, 2010). This focus continued throughout the 1960’s and 70’s where the value of play and outdoor learning could be seen within the Plowden report of (1967). Unfortunately during the 1980’s the views of education had changed with the political landscape and the school curriculum was now seen at the heart of education (DES, 1981). Lindon (2012) describes how cognitive learning became focused on the ability to sit still and listen, this was mainly enabled through indoor learning and the outdoors became somewhere to let off steam.
With the target aimed culture of the 1990’s educational system. Cree and Mcree, (2012) explain how practitioners began to recall past theorists and pioneers whose models of outdoor learning matched the child initiated learning model. In 1993 the first known forest school was set up in the UK by Bridgewater College in Somerset after an exchange visit to Denmark. This then began the emergence of forest school as it is known today. Thus on reflection with research our history shows the importance and significance of outdoor play which can be seen as only being lost through the years with the political changes. Do you agree?
Tomorrow the blog will look at the current research and ethos of forest school with a focus on whether they can survive, given the ever changing nature of our social and cultural environment.
References
Bilton, H. (2009) Outdoor Learning in the Foundation Stage and Beyond 3Ed. 3rd edn. London: David Fulton Publish.
Cree, J. and McCree, M. (2012) ‘A Brief History of Forest School in the UK - PART 2’, Horizons .
Cree, J. and McCree, M. (2012) ‘A Brief History of the Roots of Forest School in the UK’, Horizons .
Cummings, A. (2010) ‘All about Forest schools’, Nursery World .
Donnachie, I. (2003) Education in Robert Owen’s new society: the New Lanark institute and schools. Available at: http://infed.org/mobi/education-in-robert-owens-new-society-the-new-lanark-institute-and-schools (Accessed: 2 October 2015).
Lindon, J. (2012) Understanding Child Development: 0-8 Years, 3E (Linking Theory and Practice). 3rd edn. London: Hodder Arnold Publishers.
Louv, R. (2008) Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. United States: Algonquin Books (division of Workman).
MacGilchrist, B. (19900. Implementing the National Curriculum in primary schools. Curriculum Journal, 1(1), PP.9-14.
Plowden, B. L. (1967) The Plowden Report. .
Quality Forest School for All | UK | Professional Body | National Governing Body | Forest School trainers | forest school practitioners | membership organisation | outdoor learning | nature | forest | forest school | forest schools | forest school jobs | (2015) Available at: http://www.forestschoolassociation.org (Accessed: 2 October 2015).
"An inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands on learning experiences in a woodland or natural environment with trees. Forest school is a specialist learning approach that sits within and compliments the wider context of outdoor and woodland education"
So can we see this in our early, early year’s history? Research and studies suggest yes we can. The foundations of early outdoor learning can be seen as far back as the 1800’s with Robert Owen (1771-1858) reforming education and including nature and qualities of common things around children with outdoor exercise.. In the early 1900’s Margaret McMillan (1860-1931) became a pioneer of the open air movement. Bilton (2010) describes how McMillan could see how an outdoor environment could be conducive to learning allowing children to follow their interests. Much like the child initiated, interest led learning used in most settings today. Susan Isaacs (1885-1952) also pioneered this style of learning with a strong reference to natural real-life environment experiences, where children’s development was helped through playing in a natural and interesting environment (Bilton, 2010). This focus continued throughout the 1960’s and 70’s where the value of play and outdoor learning could be seen within the Plowden report of (1967). Unfortunately during the 1980’s the views of education had changed with the political landscape and the school curriculum was now seen at the heart of education (DES, 1981). Lindon (2012) describes how cognitive learning became focused on the ability to sit still and listen, this was mainly enabled through indoor learning and the outdoors became somewhere to let off steam.
With the target aimed culture of the 1990’s educational system. Cree and Mcree, (2012) explain how practitioners began to recall past theorists and pioneers whose models of outdoor learning matched the child initiated learning model. In 1993 the first known forest school was set up in the UK by Bridgewater College in Somerset after an exchange visit to Denmark. This then began the emergence of forest school as it is known today. Thus on reflection with research our history shows the importance and significance of outdoor play which can be seen as only being lost through the years with the political changes. Do you agree?
Tomorrow the blog will look at the current research and ethos of forest school with a focus on whether they can survive, given the ever changing nature of our social and cultural environment.
References
Bilton, H. (2009) Outdoor Learning in the Foundation Stage and Beyond 3Ed. 3rd edn. London: David Fulton Publish.
Cree, J. and McCree, M. (2012) ‘A Brief History of Forest School in the UK - PART 2’, Horizons .
Cree, J. and McCree, M. (2012) ‘A Brief History of the Roots of Forest School in the UK’, Horizons .
Cummings, A. (2010) ‘All about Forest schools’, Nursery World .
Donnachie, I. (2003) Education in Robert Owen’s new society: the New Lanark institute and schools. Available at: http://infed.org/mobi/education-in-robert-owens-new-society-the-new-lanark-institute-and-schools (Accessed: 2 October 2015).
Lindon, J. (2012) Understanding Child Development: 0-8 Years, 3E (Linking Theory and Practice). 3rd edn. London: Hodder Arnold Publishers.
Louv, R. (2008) Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. United States: Algonquin Books (division of Workman).
MacGilchrist, B. (19900. Implementing the National Curriculum in primary schools. Curriculum Journal, 1(1), PP.9-14.
Plowden, B. L. (1967) The Plowden Report. .
Quality Forest School for All | UK | Professional Body | National Governing Body | Forest School trainers | forest school practitioners | membership organisation | outdoor learning | nature | forest | forest school | forest schools | forest school jobs | (2015) Available at: http://www.forestschoolassociation.org (Accessed: 2 October 2015).