Forest School Research Articles

Nursery World visits…: Belmont Farm Nursery School

Nicole Weinstein visits a London day nursery on the site of a working farm and looks at the resources and learning that takes place in its Forest School

The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom

AbstractA growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play‐pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach.

What constitutes a high-quality environment for speech and language development?

ABSTRACT This paper discusses a study that considered how the quality of three different learning environments, indoor classrooms, outdoor classrooms and forest schools, for children aged 3–5 years, is associated with the quality of their utterances. Adopting a theoretical framework of interactionism it was found that, within the study settings (n = 4), the quality of utterances differed depending on the environment in which the children were playing and learning. The data were collected through a phased approach, firstly by undertaking interviews, with children, parents, practitioners and experts, (n = 63). These interviewee responses defined the features of a high-quality environment to promote speech and language. The second phase, using the features identified, resulted in an audit tool which was used to assess different environments. By then analysing lexical diversity, through observations (n = 43) using body-worn cameras attached to children using chest harnesses, alongside the environmental audit, a positive association was found between the quality of the environment and the quality of children’s utterances. It is asserted therefore that it is possible to define a high-quality environment, for the purposes of language development.

Men show increased brain aging with respect to women among Cognitively Normal Individuals

AbstractBackgroundThere is an increasing interest in using machine learning and artificial intelligence to estimate chronological age using neuroimaging data. The gap between chronological age and estimated brain age (brain age gap, BAG) is used as a measure of accelerated/resilient brain aging. Previously, BAG has been associated with cognitive status. However, whether the BAG varies across sex and cognitive status have been less explored. The present study examines these associations and validates a voxel‐based machine learning approach based on the elastic net regression (ENR) for BAG calculation.MethodUsing data from the Atherosclerosis Risk in Communities Study (ARIC) study, the Wake Forest School of Medicine Alzheimer’s Disease Research Center (WFSM‐ADRC) clinical cohort and Alzheimer’s Disease Neuroimaging Initiative (ADNI), we examined associations of BAG across cognitive status and sex. We used structural MRI scans from 1853 ARIC participants (ages 67‐90, 60% females), 508 from the WFSM‐ADRC (55‐95 yo., 66% females) and 584 ADNI cognitively normal (CN) participants (55‐90 yo., 57% females). All images were aligned into a common template and the derived gray matter (GM) probability maps from ADNI MRIs were used as input to train the machine learning algorithm. Once the model was fitted the ARIC and WFSM‐ADRC GM probability maps were provided as input to the algorithm to estimate the BAG values. Finally, an age bias correction was applied. Linear regression methods were used to investigate differences between groups. Age, race, education, sex, and cognitive status were included in the model.ResultWe found in both ARIC and WFSM‐ADRC participants that differences in BAG values between CN‐MCI and MCI‐Dementia participants were highly significant. In addition, when we examined differences in BAG values across sex per cognitive status, we found again in both cohorts that differences were only significant for CN individuals. See Table 1 for details.ConclusionOur analyses show that our approach to estimate chronological age using high‐dimensional ENR, produces BAG values which are strongly associated with cognitive status. The increased severity of cognitive impairment is related to accelerated brain aging. Differences in BAG between men and women were significant for CN individuals only.

Motivating the learner: developing autonomy, competence and relatedness through forest school practice

Motivating the learner: developing autonomy, competence and relatedness through forest school practice

Experiential, relational, playful pedagogy in Irish primary schools – possibilities offered by Forest School

ABSTRACT Forest School, an experiential, nature-based pedagogy is attracting considerable interest in Ireland presently. This paper presents findings from the first national survey of Forest School pedagogy in Ireland, conducted in 2019–2020 as part of a larger study. The aim of the survey was to find out how Forest School pedagogy is understood by adults in Ireland who are interested in Forest School. Potential survey respondents were identified through the networks of the Irish Forest School Association. The survey included 5 open-ended questions to explore respondents’ understanding of Forest School and 63 five-point Likert items to explore attitudes to environmental and pedagogical issues. A purposive sampling strategy yielded 232 responses. Data analysis comprised thematic analysis of the qualitative dataset and exploratory factor analysis of the Likert items. The respondents describe Forest School pedagogy as experiential, relational, playful learning with(in) nature, where the adult acts as facilitator or mentor. Respondents trained as Forest School Leaders held more progressive pedagogical views and a more pro-environmental worldview than other respondents. The findings suggest that Forest School pedagogy offers possibilities towards delivering progressive pedagogy and supporting wellbeing and flourishing for all through widening our definition of school to include nature as a pedagogical partner.

The University Forest School Space in England: taking seminars outdoors for early years undergraduates

ABSTRACT Outdoor natural spaces are seen as not only physical locations but also shaped by human interactions, cultural practices, and political processes. University seminars were conducted in the on-campus Forest School. Focusing specifically on the development of early years educators in England, the exploration of outdoor natural spaces reveals a multifaceted dimension that extends beyond mere physicality. A convenience group of 25 participants comprising early years undergraduates were selected for a focus group that took place around a campfire after a series of seminar discussions. Thematic analysis of the data revealed the themes of collaboration, creativity, and cultural boundaries. Drawing upon Lefebvre and Massey, this research highlights the potential for new educational spaces beyond the traditional indoor classroom and the benefits of incorporating nature into early years learning environments.

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.

Using nature to grow emotional intelligence in early years

Offering a different persecutive on nursery furnishings, Sallianne Robinson, parenting coach and senior manager at Outdoor Owls, discusses Forest School and the benefits outdoor learning has on young children's personal, social and emotional learning, allowing them to develop emotional intelligence for life.

Exploring interactions in settings affiliated with Forest School: two cases

Exploring interactions in settings affiliated with Forest School: two cases

A balancing act: a constructivist perspective of the adult’s role in Forest School in England and Forest Kindergarten in Denmark

ABSTRACT Influenced by Danish early years practice, Forest School in England is a popular way of young children experiencing the outside environment. Beyond this initial connection there is little known about the relationship between the two approaches, in particular the role of the adult. As a response, this study uses interview and observation to explore how practitioners and pedagogues understand and implement forest pedagogy in different contexts. Analysis of data through a constructivist lens, allowed the practices and behaviours of the sample four participants to be examined, providing new insight into the role of the adult. By identifying pedagogues co-constructed experiences with children, whereas practitioners scaffolded experiences for children, this paper recognises the complex role of the educator in Forest Learning and challenges previously held views. It concludes that both scaffolding and co-constructing behaviours are ways for adults to create forest experiences with and for children, although these create different outcomes. By acknowledging the different ways adults operate in forest settings, this paper suggests a re-examination of the role of adults in Forest School would be beneficial.

The Importance of Forest School Education from the Perspective of Children's Rights

Orman okulu eğitimi, öğrencilere doğada sürükleyici öğrenme deneyimleri sunarak sosyal, duygusal ve bilişsel gelişimlerine katkıda bulunan bir eğitim modelidir. Bu makale, çocuk hakları ve sağladığı faydalar açısından orman okulu eğitiminin önemini incelemeyi amaçlamaktadır. Araştırmalar, orman okulu eğitiminin çocukların fiziksel ve zihinsel sağlığına, özgüvenine ve sorumluluk duygusuna olumlu etkileri olduğunu göstermektedir. Ayrıca, orman okulu eğitimi, çocukların doğayla bağlantı kurmalarına ve çevre bilincini geliştirmelerine destek olmaktadır. Sonuç olarak, orman okulu eğitimi sayesinde çocuklar daha sağlıklı, özgüvenli ve sorumlu bireyler haline gelmektedir. Küresel çevresel sorunlarla mücadele etmeye devam ederken, çocukların doğayla ömür boyu bağlar kurmalarını ve güçlü bir çevre sorumluluğu bilinci geliştirmelerini teşvik eden orman okulu eğitimi gibi alternatif eğitim yaklaşımlarına öncelik verilmesi ve desteklenmesi önemlidir.

All about ... beach schools

Beach School sessions allow for the same ‘awe and wonder’ for children and exploration experience as in Forest School – but with added drama. By Annette Rawstrone

Influence of Anthropogenic Factors on Reforestation Activities in the Ecosystems of the Teaching and Research Forest (FER) of the National School of Water and Forests (ENEF) Mbalmayo in Cameroon

Aims: This study, carried out in the Teaching and Research Forest (FER) of the national school of water and forests (ENEF) Mbalmayo, is part of the maintenance and protection of its biodiversity. The general objective is to identify the anthropogenic threats to the ENEF's FER. Specifically, to take stock of the reforestation, and to propose a restoration strategy corresponding to the ecological and social context of the RFM’s reforestation.
 Study Design: Forestry Department of the Mbalmayo National Forestry School. More precisely, in the school's teaching and research forest, commonly known as the "forest school". Between May 2021 and March 2022.
 Methodology: To achieve this, four plots of 1 hectare each were set up according to the level of degradation caused by the type of human activity. The data collected included an inventory of degraded areas, identification of the threats caused by human activities to FER ecosystems through direct observations in the field, and botanical inventories in the degraded plots. Given that the information on past floristic potential (before the threat) is known, the current inventory data made it possible to assess the threats. Bush fires, the removal of bark by local residents and agricultural plantations are the main threats to the RMF.
 Results: The Krustal Wallis test was used to compare the different plots, where a P-value of 0.00 for the Moabi and Bamboo plots means that there is no significant difference between these two sites at the 5% threshold with regard to the threats they face. On the other hand, this test shows that there is a significant difference between the plots in the inaugurated zone (ZI) and the burnt zone (ZB) at the 5% threshold with regard to their significant anthropogenic impacts, with respective P-values of 47% and 88%. These values show, following the determination of importance value indices (IVI), that threats are more severe on polyspecific sites such as inaugurated and burnt sites, as these are more coveted by local populations.
 Conclusion: The anthropogenic activities detected in the course of this study were the debarking observed in the Moabi plots, the bush fires encountered in the ZB site and the field activities (agricultural plantations) encountered in the Bamboo site. However, 3,174 trees survived the anthropogenic threats, compared with 1,036 that barely survived. 181 trees miraculously regenerated naturally.

The Development of Feeding Competence in Rehabilitant Orphaned Orangutans and How to Measure It

For critically endangered species, restorative conservation becomes increasingly important. Successful re-introduction of rescued wild orangutan orphans requires rehabilitation mimicking maternal rearing in the wild. Feeding competence—what to eat, where and when to find food—needs to be learned before re-introduction. We observed seven orphans (2–10 years old) for a period of 3 years during their rehabilitation at the Yayasan Jejak Pulang forest school. Of the 111 plant genera eaten by the orphans, 92 percent were known orangutan food plants. Five plant genera were eaten by all orphans in over 90 percent of the months within the observation period. The Fruit Availability Index (FAI) was used to predict which parts of a plant were consumed by the orphans. We found that the orphans ate primarily fruit when the FAI was high, but consumed more young leaves, cambium, and pith when FAI was low. Thus, the orphans exhibited food choices very similar to mature wild orangutans and appropriate to forest productivity. The orphans’ acquisition of feeding competence was facilitated by their immersion into a natural forest environment in combination with possibilities for observational learning from conspecifics as well as caregivers modelling food processing and consumption.

How I Treat Chronic Inflammatory Demyelinating Polyneuropathy Podcast.

Chronic inflammatory demyelinating polyneuropathy (CIDP) is an acquired immune-mediated neuropathy that typically presents with progressive or relapsing, symmetric, proximal, and distal weakness of upper and lower limbs, sensory involvement of at least two limbs, and decreased or absent deep tendon reflexes. The symptoms of CIDP can be similar to those of other neuropathies, making diagnosis difficult, which can often lead to delays in correct diagnosis and treatment. The updated European Academy of Neurology/Peripheral Nerve Society (EAN/PNS) 2021 guideline outlines a set of diagnostic criteria that help to identify CIDP with high accuracy and provides recommendations for the treatment of CIDP. The aim of this podcast, featuring Dr. Urvi Desai (Professor of Neurology, Wake Forest School of Medicine and Atrium Health Neurosciences Institute Wake Forest Baptist, Charlotte), is to discuss how the new guideline impacts diagnosis and treatment decisions in her everyday clinical practice. Using a patient case study example, the updated guideline recommends assessing a patient for clinical, electrophysiological, and supportive criteria for CIDP, enabling a more straightforward diagnosis of either typical CIDP, a CIDP variant, or an autoimmune nodopathy. A second patient case study highlights how the new guideline no longer considers autoimmune nodopathies as CIDP, as patients with these disorders do not meet hallmark CIDP criteria. This leaves an unmet need in terms of guidance on how to treat this subset of patients. Although the new guideline has not necessarily changed treatment preference in clinical practice, the addition of subcutaneous immunoglobulin (SCIG) into the guideline now better reflects clinical practice. The guideline helps to define and categorize CIDP more simply and consistently, allowing quicker and more accurate diagnosis, leading to a positive impact on treatment response and prognosis. These real-world insights into the diagnosis and management of patients with CIDP could help guide best clinical practice and help facilitate optimization of patient outcomes.

Working in partnership with all our families

Sarah Hardwell, nursery director for Little Peanuts Day Nursery and Forest School in York, shares insights into how her nursery works with families to ensure the best outcomes for the children in their care.

Assessment of Blood Pressure in Irradiated Rhesus Macaques (Macaca mulatta).

There is increasing evidence that circulatory disease incidence and mortality is associated with radiation exposure. Wake Forest School of Medicine is home to a unique cohort of total-body irradiated macaques, some with evidence of vascular end-organ disease in the brain, kidney and heart. Because there is a link between high blood pressure and vascular disease in all these sites, we undertook a retrospective study to evaluate blood pressure and radiation in this cohort of animals. In this work, we utilized a cohort of nonhuman primates (rhesus macaques, Macaca mulatta) long-term survivors of high-dose total-body irradiation (1.1-8.5 Gy, N = 129) and controls (N = 37) to evaluate the effects of radiation on blood pressure and obesity. Subjects were between 3 and 22 years of age (median 9 years). Blood pressure (BP) was measured 1-14 years postirradiation (median 4 years). Subjects were sedated with a combination of ketamine HCl (15 mg/kg body weight, IM) and midazolam (0.1 mg/kg body weight, IM) and systolic, diastolic, and mean arterial pressures were measured using a high definition oscillometer. Obesity was defined by dual energy X-ray absorptiometry as a body fat percentage >35%. Statistical analysis of the collected data indicated significant increases in blood pressure with increasing age and obesity. However, radiation did not significantly alter blood pressure in irradiated animals relative to controls, radiation dose, or age of irradiation.

Ketone Bodies and Brain Metabolism: New Insights and Perspectives for Neurological Diseases.

Ketone Bodies and Brain Metabolism: New Insights and Perspectives for Neurological Diseases.