Forest school (learning style)

A forest school is a learning program that immerses children in nature for long stretches of unstructured exploration and play. They are sometimes referred to as forest kindergartens or nature nurseries. Classes take place outdoors, in a wooded area where possible, and occur in all types of weather. The program involves a low student-to-teacher ratio that enables instructors to observe what the children are discovering and provide guidance, direction, and necessary facts to help them learn about what they see. Children are allowed to take risks, such as climbing trees, while teachers are nearby to mitigate the danger. The forest school concept is thought to help children build self-confidence, increase interest and participation in physical activity, reduce stress, and foster an awareness of the importance of the natural world.

Background

The forest school movement had its beginnings in 1925, when American biologist and educator Harry L. Russell observed some children planting trees in Australia. Russell, who served as the dean of the University of Wisconsin's College of Agriculture from 1907 to 1930, was intrigued to learn the children were planting the trees as part of a public school education program. He thought the concept had potential for lands in Wisconsin that were unusable for farming because the soil was spent. By 1927, Russell had convinced school districts and legislators that having school districts own forestland was a good idea, and laws were passed to allow it. In 1928, Wisconsin became the first state to have school forests. The Laona School District was the first participant.

Initially, the goal of these programs was to encourage children to understand the need for conservation and to have the children play an active role in reforesting land unsuitable for farming. Since that time, the goal has expanded to make the forests into alternative classroom sites. In these forest classrooms, students learn by experimentation and experience. They learn about natural resources and how to manage them, and they integrate knowledge and learning about other subjects, including science, language arts, math, and physical education.

Although the idea of conducting classes in the forests did not catch on in states outside Wisconsin for many decades, the concept became popular in Scandinavian countries such as Denmark and Sweden in the 1950s. By the 1990s, similar programs were being adopted in Great Britain. Within a few years, forest schools were opened in various areas of the United States. In the twenty-first century, forest schools can be found in Great Britain, America, Canada, Australia, and parts of Europe and Asia.

It is difficult to determine how many forest schools there are because the concept is implemented in different ways in different regions. Some schools, often kindergartens or nursery schools for children up to age five or six, operate almost exclusively outdoors. Others spend a long stretch of each day's instruction time outside, while others might have forest time one day or for part of one day a week. In addition, some areas have alternative programs that are not part of a regular school. In these programs, children spend time outdoors with trained instructors to gain some of the benefits of forest schools.

Overview

Forest schools have some specific characteristics. All forest schools are conducted outside, regardless of whether classes are held daily, weekly, or according to some other schedule. Ideally, they are held in larger wooded areas, though some schools manage with small areas with just a few trees.

Forest school classes are often held for a sustained period, taking place over the course of months or even years. They are also conducted in all weather. Forest school instructors usually adhere to the idea that there is no bad weather, only inadequate clothing. Children are bundled into layers in cold weather, dressed in waterproof boots and coats in wet weather, and equipped with hats and bug spray for hot weather.

Another aspect of forest schooling is integrated learning. The low student-to-teacher ratio, which is ideally no more than six students per teacher for the youngest participants, allows the teacher to observe the activity that interests the children and point out the learning concepts it involves. For instance, a teacher who sees children building a dam across a creek with rocks might help them by identifying the kinds of rocks they are using and guiding them to figure out how to build a stronger structure, teaching geometry concepts along the way. Later, the children may practice writing skills by journaling or dictating a story about the dam-building adventure.

A key aspect of the forest school process is learning how to manage risks. The learning area will usually have trees and rocks that can be climbed, creeks where children splash and wade, and woodland animals that children might encounter. A fire pit is also a common feature of forest schools. Children are also encouraged to wander and explore, though they are taught the boundaries of the area and adults are always nearby. Forest school proponents believe this environment helps children learn their abilities and limits and assists in developing healthy levels of self-esteem. These proponents also state that injuries are usually limited to the normal cuts and bruises children may sustain in any play environment.

The overall emphasis in a forest school is on child-directed learning. The children explore what they are interested in and can continue an activity for as long as they wish. They can also rest when they want to or simply sit and observe some aspect of nature, including clouds, bugs, or water in a stream. Supporters of the forest school concept argue that child-directed activities are important because play is the way children learn best. It is believed that in these environments, children are more likely to develop creativity, self-direction, and a deeper connection to nature. The forest school concept is also said to be accessible to all children. Supporters claim it is particularly beneficial for students with autism and other sensory-related challenges because it allows them to experience things at their own pace and because contact with nature is known to be mentally and emotionally soothing.

Bibliography

"About FISC." University of Wisconsin College of Agriculture and Life Sciences Farm and Industry Short Course, fisc.cals.wisc.edu/about-fisc/. Accessed 10 Nov. 2017.

Bailie, Pattie Ensel. "Forest School in Public School: Is It Possible?" Natural Start Alliance, Apr. 2014, naturalstart.org/feature-stories/forest-school-public-school-it-possible. Accessed 10 Nov. 2017.

Brewer, Kirstie. "Nature Is the Best Way to Nurture Pupils with Special Educational Needs." Guardian, 1 May 2016, www.theguardian.com/teacher-network/2016/may/01/nature-nurture-pupils-special-educational-needs-outdoor-education. Accessed 10 Nov. 2017.

Dickinson, Becky. "Reading, Writing, and Mud: The Growth of Forest Schools." Telegraph, 8 Dec. 2015, www.telegraph.co.uk/education/primaryeducation/12038625/Reading-writing-and-mud-the-growth-of-Forest-Schools.html. Accessed 10 Nov. 2017.

Kirkland, Erin. "Forest Schools: Education in the Great Outdoors." Outdoor Families Magazine, 9 Sept. 2015, www.outdoorfamiliesonline.com/forest-schools-education-in-the-great-outdoors/. Accessed 10 Nov. 2017.

"A Walk in the Woods: Wisconsin's School Forest Program Inspires Outdoor Education and Forest Restoration." Green Schools National Network, 8 June 2016, greenschoolsnationalnetwork.org/walk-woods-wisconsins-school-forest-program-inspires-outdoor-education-forest-restoration/. Accessed 10 Nov. 2017.

Walker, Timothy D. "Kindergarten, Naturally." Atlantic, 15 Sept. 2016, www.theatlantic.com/education/archive/2016/09/kindergarten-naturally/500138/. Accessed 10 Nov. 2017.

"What Is Forest School? Forest School Association, www.forestschoolassociation.org/what-is-forest-school/. Accessed 10 Nov. 2017.

"What Is Forest School?" Forest Schooled, www.forestschooled.com/about-forest-school. Accessed 10 Nov. 2017.