Forest School for early years
When did you last just stand outdoors and stare at a tree (or hug it)? Or sit on the floor in the woods peering into the magical, intricate realm of moss filled caverns and tangled twigs; muddy embankments and bubbling streams where beasts with fangs and claws and wings flit around colourful blooms; and squidgy slimey bodies squirm towards tasty green buds or mouldy, wet leaves; and curious ferns and fungus fight for light with abundant bushes and towering trees?
Gaze at these scenes with the innocent eyes of a three year old and it’s easy to see their fascination with this mini world of beasties and bugs in dank dark habitats. So begins the awe and wonder which will instil appreciation of their natural world. In these times of climate change, energy crises and plastic proliferation, early awareness of the need to understand and protect nature by younger generations is imperative.
Theorists such as Froebel have been extolling the virtues of learning through play, especially in the natural world, for hundreds of years, but during the 1990s investigations by Early Years Educators into the Scandinavian approach to outdoor learning inspired the development of the Forest School ethos in the UK. With educators quick to realise the benefits of learning in the natural environment and keen to implement those teachings of theorists in their own pedagogical approaches, the Forest School ethos has been spreading fast.
Crucially, through Forest School training and engagement with like minded professionals, Forest School Leaders are able to explore their own personal relationship with the natural world and so become empowered to pass on this love of the environment to the children.
Of course, the very first thing to ensure is that Forest School Leaders are trained to audit the areas to be used and carry out risk assessments to make sure all safety considerations have been put in place, such as identifying deep water or potential branch falls. Similarly, parents need to understand the importance of the ‘there’s no such thing as bad weather, just inappropriate clothing’ mantra to ensure children are protected from elements such as cold, wet weather (hat, gloves, boots, all-in-one suits) or conversely, hot sunny spells (long sleeves, long trousers, close-toed shoes and suncream) and equip their children accordingly.
It’s important that children are still able to take risks, but that they are mindfully guided in safe practices such as ‘no pick, no lick!’; that care must be taken when using tools or near open fires; and that creatures need to be treated gently and with respect. With all these physiological and safety factors covered we can be confident children will enjoy their play.
Listening to instructions becomes second nature to children attending Forest School sessions regularly and as their knowledge of risk and safety increases, so does their willingness to discover, explore and challenge themselves in new situations. Confidence and self assurance is key to children’s uninhibited play and therefore learning. For instance, gross motor skills and dexterity will develop quickly with tree climbing, den building and the use of tools.
The outdoors is an unlimited blank canvas filled with spaces, textures, creatures and elements to stimulate learning. The role of the Forest School Leaders is to encourage exploration, extending learning with explanations and reflecting on experiences, listening carefully to the children’s excited chatter as they become confident in their activities. Having laid these basic Maslow-style foundations the pathway to self esteem and personal growth is clear.
Expect the Forest School experience to improve resilience and confidence, promote physical and mental health wellbeing and establish a lasting empathy with the natural environment.
