Forest School Approach Research Articles

Invisible and fluid walls in early childhood nature learning: collecting data through video

ABSTRACT Background The forest school and nature kindergarten approach to early childhood education and care (ECEC) has been established for well over 50 years in the United Kingdom and across parts of Europe including Scandinavia. One example where the nature kindergarten approach has recently taken a foothold is the Australian ‘bush kinder’. Bush kinders are gaining popularity in the delivery of ECEC to four- and five-year-old Australian children. They provide children an opportunity to learn through a play-based experience, often with the child leading their learning, supported by the educator. This longitudinal research project examining STEM teaching and learning in bush kinders began in 2015 with further data collection occurring in 2017, 2020 and 2023. Purpose The study sought to explore the challenges of using video as a data source in ethnographic research in the context of wide open, natural environments such as nature reserves, forests, beaches and paddocks. It asked the question: ‘What ethical dilemmas arise when using video to collect data in early childhood research?’ Method The study focused on the teaching and play activities of around 20 educators and 200 four- to five-year-old children across four Australian bush kinders. Influenced by an ethnographic research tradition that emphasises researcher participation and observation, the paper presents two vignettes, which explore the use of video in recording the experiences of teachers and children in the bush kinder environment and the dilemmas that arise. Findings The use of video creates a dual data collection situation. First, videoing can take place from behind an ‘invisible wall’, where the researcher remains distant from the research subjects being studied. Second, the researcher can move through a ‘fluid wall’, closer to the events they are capturing on video, at times, becoming a participant in the study. Conclusions This paper offers a contribution to the methodological discourse on the use of video as a data collection method within ethnographic research in ECEC outdoor settings. In drawing close attention to the ways in which videoing can occur, it provides a framework that could be helpful to other researchers engaged in designing and carrying out ECEC research in diverse outdoor settings.

‘Don’t Pick, Don’t Lick’: Connecting Young Children’s Risky Play in Nature to Science Education in Australian Bush Kinders

AbstractThe forest school approach to nature learning has gathered momentum in the UK and across parts of Europe including Scandinavia for well over 50 years. In other contexts that include Canada, China, New Zealand and Australia, nature-based early childhood education and care settings, influenced by European forest school approaches, are in a rapid expansion phase as educators and policy makers acknowledge the benefits for children from time spent in nature. It is known that science education opportunities exist in these nature-based settings, yet this area has only garnered limited research attention to date. An example of a nature-based approach to early childhood education which emerged in the 2010s is the Australian ‘bush kinder’. Four- to five-year-old preschool children experience and learn from nature through play in bush kinders. This paper highlights the intersections that occur between risky play and science teaching and learning in the context of bush kinders. Through analysing research in early years science education, guiding curriculum frameworks and early childhood learning, I propose the importance of children’s risky play to early childhood science education. Drawing on vignettes from ethnographic fieldwork data, the merits of risky play in bush kinders to embed science knowledge is illustrated here. Participant observation was used to build a profile of each site and to gather data relating to how educators draw on children’s risky play to seek out opportunities to teach children about physical, chemical and biological science.

Building a Better Wall: Assessing Children’s Design Technology Learning in Nature-Based Early Childhood Education

The teaching and learning of design technology that occurs in nature-based early childhood education and care (ECEC) contexts such as nature kindergartens remains under-theorised. There is a growing body of scholarship that describes how teaching and learning occurs in these contexts as well as highlighting the benefits for young children learning in the natural environment. Recently, in the perspective of the Australian ECEC sector, how students experience design technology in nature-based contexts (bush kinders, an adaption of the European forest school approach to ECEC) was reported on. Despite design technology being accounted for in bush kinders as part of play-based learning of STEM, assessment of how this learning is supporting student’s comprehension of design technology remains an area for further attention. Often, educators rely solely on observations and anecdotal note taking for assessment which points to a need to support teachers with more rigorous assessment models. This paper adapts an assessment model for science learning and reconsiders it in terms of design technology teaching and learning. The paper’s aim is to support educators to develop children’s deeper understandings of design technology and make learning meaningful in nature-based education settings. Using vignettes, the children’s learning of design technology available in natural surroundings is analysed. This paper proposes that bush kinders are a valuable context for teaching and learning as they allow educators to develop skills to assess children’s design technology knowledge. The analysis of the data and its consideration against one play-based learning assessment model is also valuable in generating a broader narrative that deepens insights into the teaching and learning experience of design technology education in early childhood nature-based contexts.

Bush Kinders: Building Young Children’s Relationships with the Environment

AbstractEarly childhood is an important time for building children’s affinity with nature and the environment. Early childhood professionals play a crucial role in developing young children’s understanding of the natural world. Over the past 50 years, there has been a movement in early childhood education and care contexts to provide young children with the opportunity to learn in natural surroundings such as forest schools and nature kindergartens. This research, occurred in four bush kinders, an Australian example of nature-based, early years education influenced by the forest school approach to education. In this paper we interrogate key ideas concerning environmental education, drawing on seminal empirical research, guiding curriculum documents such as Australia’s Early Years Learning Framework and government policy documents to build understandings of how children’s play can be observed by educators who can then support the children to develop their understandings of the natural world around them. Through ethnography, a methodology that uses both participation and observation of research participants, it became apparent that young children’s play-based learning offers opportunities for development of understandings of the environment. Applying a recent definition of environmental education from the US Environmental Protection Authority (2022), we analysed four vignettes which provide examples of educators and children’s interactions supporting children to build an affinity with nature observed during the research. This research’s implications are novel when considering the relatively new bush kinder approach to early childhood education as the findings remind us of the benefits of bush kinders in generating opportunities for young children’s environmental education.

The Connection Between Forest School and Preschool Programs: A Comparison Study

The forest school approach, implemented in an increasing number of schools globally, offers opportunities for children to explore and engage in activities in natural settings. In the preschool period, considered critical for children's overall development at the beginning of their lives, being intertwined with nature supports children’s becoming active learners. In early years education, in this manner, programs are formed based on children's developmental and individual needs through the Preschool Education Program developed by the Ministry of National Education and implemented in 2013 to engage students actively. As all early-year institutions in Turkey are required to follow the guidelines in this program, this study aims to examine the connection between the program and the forest school approach to highlight similarities and differences so that the place of the forest school approach in the program can be understood. The data consisted of program documents and an extensive literature review on the forest school approach. In addition, in order to analyze the data, we engaged in document analysis. Results showed that the preschool program and the forest school approach coincided. Therefore, it is suggested that preschool programs in early years classrooms should include more nature-related activities.

When are you taking us outside? An exploratory study of the integration of the outdoor learning in preschool and primary education in Quebec.

Recent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children's health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice. The purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: (1) teachers' perception of the outdoors, (2) the uses of OL in schools, and (3) teaching strategies and factors that influence teachers' integration of OL. Semi-structured group interviews (n = 4) conducted with 14 teachers and participant observations (n = 4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study. First, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects (e.g., French, mathematics) and learning tasks (e.g., walking, nature shelter building). Third, teachers used a wide range of teaching strategies in OL (e.g., flexible planning, well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment. This study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach.

STEM Teaching and Learning in Bush Kinders

For over 50 years, the forest school approach to nature learning has gathered momentum in the UK and across parts of Europe including Scandinavia (Knight, 2016). In other contexts such as Canada, New Zealand and Australia, nature-based early childhood education and care settings, influenced by European forest school approaches, have begun to gain popularity. Opportunities for STEM education occur in nature-based settings, such as forest schools and nature kindergartens, yet this area has only garnered limited research attention to date. One such example of a nature kindergarten which emerged in the 2010s is Australian ‘bush kinder’ where 4- to 5-year-old preschool children experience and learn from nature. This paper arrives at an innovative conceptualisation of STEM teaching and learning in bush kinders. Through analysing research in early years STEM education, teacher pedagogy and early childhood learning, I propose a teaching and learning process that is replicable for similar nature-based early childhood education and care settings. Drawing on vignettes from ethnographic fieldwork data, the conceptualisation of an integrated approach to STEM teaching in bush kinders is illustrated. To frame the approach to STEM teaching, this analysis builds on the notions that STEM teaching and learning can take the form of a five-phased cyclical process. It is this process that contributes to the conceptualisation of STEM teaching and learning in early childhood education.

Effects of Forests School Practices on Preschool Children

The aim of this study is to evaluate the effects of forest school practices, one of the alternative learning approaches in preschool education, on preschool children. Today, alternative education approaches that are learner-centered and skill-based, stimulate children’s natural curiosity, emphasize first-hand experiences, deal with how the child learns rather than what he/she learns, and considers creativity, prediction and analysis skills. Accordingly, it is of great importance to determine and evaluate the benefits of these educational approaches to education. In the study was used phenomenology design, one of the qualitative research methods. The sample of this study consists of five children, five families and five teachers working in the institution. As data collection tools for the study were used semi-structured interview forms for families and teachers and “Forest Impressions” observation form for children. The analysis of the interview questions in the research were transformed into codes and themes separately by two data coders. In addition, the codes and themes transformed by different data encoders were compared by two data encoders. The consistency value was calculated with the Cohen Kappa coefficient in the codes collected under the theme title of each theme. The codes and themes obtained from the research data were modeled using the N-Vivo qualitative data analysis program. According to the findings, it shows that the forest school approach has positive effects on preschool children.

The importance of recognising and promoting independence in young children: the role of the environment and the Danish forest school approach

ABSTRACT This report offers insight into a reflective and critical practitioner’s role in carefully planning an environment that reflects young children’s need for independence. Education as an agent of liberation is the key to the child obtaining that freedom and achieving independence. It is argued that liberation can only be achieved when an effective pedagogy that considers children’s perception and ideas is implemented. Information obtained from evaluating children helps in the construction and organisation of spaces within which young children can express their potential and satisfy their desire for independence. This process contributes to teachers’ learning and professional development and strengthens teachers’ relationships with parents and children. Danish society's values and customs have led to the development of the Forest School approach, in which kindergartens use the outdoors in a unique and cultural way. Forest School provides the ideal environment to nurture independence and promote children’s well-being.

Bronfenbrenner’s bio-ecological model: a theoretical framework to explore the forest school approach?

A growing number of empirical research studies outline the benefits of the forest school approach in educational settings through the documentation of the progression of the social, emotional and physical well-being of participating children. However, recent publications claim that earlier studies lack robust research approaches. It is argued that forest school is currently under-theorised in outdoor education and there is a need to deepen the research-based understanding of this approach. This paper explores the Bio-Ecological (Bronfenbrenner 1979; Bronfenbrenner and Morris 1998, 2006) model as a framework that may be applied to research regarding the forest school approach to ensure that it is rigorous and robust in its approach to the collection and analysis of the empirical data. This paper outlines how future research may record the child’s voice through the consideration of their cultural context for future forest school practice.

Forest School for wellbeing: an environment in which young people can ‘take what they need’

ABSTRACT This paper presents data from a Forest School project aimed at impacting upon children and young people’s emotional wellbeing. It uses a theory of change methodology to evaluate impact and explore the causal processes within the project. Mixed methods data are presented and analysed in relation to how different parts of the Forest School approach, as defined by the principles, lead to impact. The data demonstrate that whilst impact was seen for all, for individual young people the impact has been significant in specific ways. It would appear that many of the children and young people were able to develop in different ways to their peers and we argue ‘take what they need’ from their Forest School experience. Theory of change has been demonstrated to be a valid and useful tool in evidencing the complex processes that lead to change through a Forest School approach.

Views from the staffroom: forest school in English primary schools

ABSTRACT Forest School is a form of outdoor learning that is increasingly popular within English primary schools although little is known about the experiences of teaching staff who engage with it. This paper identifies three prevailing discourses within existing Forest School literature in relation to schools and teachers: as ‘critical stakeholders’, ‘unenlightened’ and ‘consumers.’ Drawing upon semi-structured interviews conducted with teaching staff from seven rural primary schools in South East England, a fourth discourse is proposed. In this additional discourse, teaching staff are ‘agentic’ and engagement with Forest School is an act of resistance against the mainstream standards agenda. In a further act of resistance schools adapt the Forest School approach to fit their specific context. This raises a dilemma for the Forest School movement about the extent to which it is willing to support the agency of teaching professionals by providing flexibility to adapt its principles to meet school priorities.

‘Exploring the “Construction” strand in the Irish Primary School Visual Arts Curriculum through the Forest School approach’

ABSTRACTForest School is a concept, or intervention to traditional educational settings, backed up by research and built upon long-standing theories that children engage with nature naturally and that learning becomes more relevant to the student when they can relate it to real life scenarios. This research documents the implementation of the Irish Primary School Visual Arts Curriculum through Forest School, specifically, the ‘Construction’ Strand. The research was a qualitative inquiry that was supported by an action research methodology. It was conducted over six weekly sessions. Key findings show the development of a sense of responsibility, resilience, independence, happiness in a sense of achievement and an awakened awareness of the child’s own surroundings. The findings advocate the benefits of implementing this approach to enhance the Primary School Visual Arts Curriculum, as well as promoting happiness and contentment in the remainder of the day at school in other curricular subjects. .

All about… forest schools

The forest school approach is growing in popularity, and it is taking a variety of different formats as settings embrace it in ways that reflect their individual needs. Nicole Weinstein explains

An Australian perspective of a forest school: shaping a sense of place to support learning

There is growing discussion on the use of local outdoor environments to enhance a person’s sense of belonging. Sense of belonging and sense of place are components that can promote positive learning identities and attachments to community and, in turn, address issues of cycles of disadvantage. This article researched the impact of an interpretation of the forest school approach to learning in a primary school in regional Western Australia. Using a case-study approach, the research aimed to develop understandings of experiences with regard to self-esteem, sense of belonging and engagement and how these factors supported learning. Results indicated that strategies such as those suggested by the forest school approach can promote a sense of self, belonging and relational connections. These in turn can help to develop dimensions of place, identified as place attachment and place meaning. This has implications for future planning by providing greater depth in understanding the impact of the forest school approach to teaching and learning within the context of the single case primary school. It also raises questions as to how place-shaped identity nurtured in this approach to learning can be positively transferred back into the school and classroom setting.

Forest School in an inner city? Making the impossible possible

The Forest School approach to Early Years education, originally developed in Scandinavia, is influencing learning outside the classroom in England. An inner city primary school in Yorkshire investigated the nature and purpose of Forest Schools in Denmark, through a study visit, prior to developing their own Forest School in the midst of an urban landscape. The views of staff and parents were sought and findings suggest that the ethos and intention of Forest School were positively welcomed. The results demonstrate the need to create further opportunities for teachers, children and parents to be involved in Forest school activities together.

Understanding the Danish Forest School Approach

48 eye Volume 14 No 2 June 2012 Developed to encourage speaking and listening skills, the Who’s Speaking, Who’s Listening set can be used to engage up to six children in a wide range of exciting listening and speaking games. The set enables children to speak to, and hear, each other using handsets connected together by flexible hollow tubing. Using the Who’s Speaking, Who’s Listening set the children all sit around a central sixway connector and when one person speaks, all the others can hear them at the same time. This provides plenty of opportunities for exciting games that help to develop young children’s communication skills. The ideas leaflet that comes with the set includes listening and speaking games and describes playful approaches to building up children’s phonic knowledge. Using the set, children will need to concentrate carefully to hear what is being said. The colour-coded blindfolds, which can be introduced once children are familiar with using the set, help to focus on listening carefully, without distractions. Children will soon realise that they cannot all speak at the same time and that they need to speak clearly, take turns and collaborate in order to hear and be heard. Who’s Speaking, Who’s Listening is an excellent resource for supporting young children’s language development in a playful and interesting way. The full set comprises of a sixway central hub connector and six handsets, with six blindfolds and six 1.5 metre long tubes, all of which are colour coded for ease of use. Policy Issues in the Early Years edited by Linda Miller and Denise Hervey (ISBN: 9780857029638). £22.99. Paperback. Published by Sage Publications Ltd. Tel: 020 73248500; www. sagepublications.com

Enabling Environments - Urban Forest School - City break

The forest school approach need not be limited to early years settings with easy access to the countryside, as Annette Rawstrone discovers.

Learning outdoors: the Forest School approach

This paper outlines the role that Forest School can play in children's development. With over 100 Forest Schools in England, 20 in Scotland and 20 in Wales, this concept is growing across Britain. Forest School involves children having regular contact with woodland over an extended period of time; it allows them to become familiar, and have contact, with the natural environment. The recent Learning outside the classroom manifesto highlights the importance of children and young people gaining experience of the world beyond the classroom. Twenty-four children from seven schools in Oxfordshire, Shropshire and Worcestershire were observed over an eight-month period as they attended Forest School. Improvements in the children's confidence, motivation and concentration, language and communication and physical skills were recorded by teachers and Forest School leaders. Changes took time to occur, highlighting the need for repeated and regular contact with the natural environment, especially for children who do not have access to nature as part of their everyday lives.

Forest School and its impacts on young children: Case studies in Britain

As Forest School has become more widespread throughout Britain an understanding is needed of its impact. This paper outlines a two-phase evaluation project undertaken in Wales and England from 2002 to 2005. The evaluation was undertaken through a partnership between Forest Research and the New Economics Foundation. A methodology was developed to explore the impacts of Forest School on children and this was then used to track changes in 24 children at three case study areas over an 8-month period. The research highlights that children can benefit in a range of ways. Six themes emerged from the data of the positive impacts on children in terms of confidence, social skills, language and communication, motivation and concentration, physical skills and knowledge and understanding. Two further themes highlight the wider impacts of Forest School on teachers, parents, and the extended family. Contact with the natural environment can be limited for children and young people in contemporary society due to concerns about safety outdoors and issues of risk and liability. Forest School provides an important opportunity for children to gain access to and become familiar with woodlands on a regular basis, while learning academic and practical skills. The constructivist theory of learning seems to be particularly suited to the Forest School approach as children make meaning from their direct experiences. The participatory action research approach taken in this study promoted reflective practice amongst the stakeholders involved and provided them with a sense of ownership of the study, as well as an opportunity to learn from each other.