Forest schools originated in Scandinavia and became popular in Denmark in the 1980’s because of lack of space for preschool children. With increased urbanization and “nature deficit disorder” the popularity of these schools has grown from Sweden, to Denmark, to Germany, to the United Kingdom and now the United States.
http://www.forestschoolassociation.org
Most forest schools are for ages three to six and are held almost exclusively outdoors – regardless of the weather. Children are encouraged to dress appropriately (waterproof clothing, warm layers) and play and learn in a natural setting. Woodlands, meadows, and beaches can all provide the learning environment, but no commercial toys or materials are used.
Forest schools seem to have a positive impact on children’s physical and emotional development. See the chart below for how the outdoor activities benefit development.
Activity
|
Developmental benefit
|
|
Playing imaginative
games using whatever resources and ideas come to mind
|
This helps children to
explore their own thoughts without the guidance of a toy designer
|
|
Role play
|
Shared imagination,
drama, teamwork, recollection of models of behaviour
|
|
Building shelters or
other large structures from branches, with the help of other children and
adults
|
This requires goal
definition, planning, engineering, teamwork and perseverance
|
|
Counting objects or
looking for mathematical patterns
|
Mathematics, visual
recognition
|
|
Memory games using
naturally available objects
|
Memory, naming objects
|
|
Listening to stories;
singing songs and rhymes
|
Art, drama,
concentration
|
|
Arranging items to
make a picture, or building a toy
|
Art
|
|
Drawing scenes
|
Art, creativity,
accurate inspection and copying
|
|
Climbing trees and
exploring the forest
|
Improves strength,
balance and physical awareness
|
|
Playing hide-and-seek
with others
|
Develops
children's theory of mind by
rewarding accurate anticipation of the thoughts and actions of others
|
|
Walking to the
woodland, from the building.
|
Improves strength and
stamina; preparation (e.g., route selection) improves planning and communication
skills
|
|
Exploring or
reflecting alone
|
Aids self-awareness
and character development
|
|
Resting
|
Aids consolidation of
memories and facilitates activities later in the day
|
I think we would all agree that children need to spend more time outdoors. Forest schools sound “lovely,” but how can you judge children by a standardized test when they are building forts and making mud pies?
One compromise I read about was a school that spent one day a week in nature. Another school schedules one hour a day outdoor for each class. One other teacher reported doing hour-long nature hikes one day a week. Yes, but what if you don't have a woodland or meadow near your school? I would love to hear from any of you who are doing more “outdoor learning.”
I’ll be sharing some outdoor activities over the next few days, but it’s basically taking academics outdoors. I think at the heart of forest schools is the belief that children should have freedom to explore, create, and learn on their own. Balance, balance, balance!!!
