Forest Schools in Great Britain: An Initial Exploration

Abstract

Closely associated with the Danish early years programme, the Forest School concept was brought to England by staff of Bridgwater College, Somerset, following an exchange visit to Denmark in 1993. Drawing on interviews with three Forest School workers and data posted on the Bridgwater College Forest School website, the article outlines and then evaluates the key aims, approach and ethos of Forest School, focusing specifically on its relevance to young children (aged three to five years). It is suggested that while the significance of self-esteem and learning styles may be over-emphasised and, in some cases, opportunities for environmental education under-emphasised, Forest School fits well both with traditional views of 'good' early childhood education and more recent curriculum frameworks in England and Wales, whilst also addressing current cultural concerns about children's increasingly sedentary and managed lifestyles.

Encounters with Forest School and Foucault: a risky business?

“…Furthermore, the Forest School concept appears to be developing and shifting as it is taken on by groups with other interests (Maynard, 2007a). Maynard's (2007b) identification of the aims, approach and ethos of Forest School as they relate to young children drew on data posted on various Forest School websites as well as that collected through interviews with the two Forest School workers featured in this paper. It is assumed, therefore, that this account best represents their interpretation of the Forest School concept.…”

“…Encounters with Forest School and Foucault 381 Maynard (2007b) suggests that the primary aim of Forest School appears to be the development of children's self-esteem, self-confidence and independence skills. A second aim is to encourage children to appreciate, care for and respect the natural environment.…”

“…In the initial visits to the woodlands, they are encouraged to explore and play in the natural environment and to take part in games such as 'one, two, three, where are you?' (a form of Hide and Seek) as well as practical activities such as hunting for mini-beasts, using mirrors, collecting sticks of different lengths and sharing and acting out stories (Maynard, 2007b). Maynard (2007b) notes that taking appropriate risks is an important element of the Forest School approach: it is argued that personal, social and emotional development is achieved through providing children with small, achievable and progressively more challenging tasks at which they are likely to succeed.…”

“…(a form of Hide and Seek) as well as practical activities such as hunting for mini-beasts, using mirrors, collecting sticks of different lengths and sharing and acting out stories (Maynard, 2007b). Maynard (2007b) notes that taking appropriate risks is an important element of the Forest School approach: it is argued that personal, social and emotional development is achieved through providing children with small, achievable and progressively more challenging tasks at which they are likely to succeed. In addition, once children understand basic safety rules, they are introduced to adult-size tools such as saws and loppers and may help to lay and light a fire-this is made possible by the high adultchild ratio (around one adult for every four children).…”

“…In addition, once children understand basic safety rules, they are introduced to adult-size tools such as saws and loppers and may help to lay and light a fire-this is made possible by the high adultchild ratio (around one adult for every four children). Maynard (2007b) indicates that underlying this approach there appears to be a belief that children are naturally curious and capable, and that adults should be respectful and convey their sense of trust in the child's abilities.…”