Forest Schools

Outdoor learning

"Getting outdoors gives children the opportunity to take part in activities that extend their knowledge, understanding and skills and which will lay the foundations for future learning through a combination of free and structured play. Children can experience the wonderment and excitement of the outdoor environment while establishing a healthy attitude towards an active outdoor lifestyle" (Filer  1998, p.5).

A recent report by King’s College London highlighted the significant benefits of learning in the natural environment, including: 

• Better educational attainment. 
• Development of natural science skills and environmental awareness.
• Improved health, social cohesion and attitudes to other children. 
• Better school staff morale.

Outdoor learning activities such as those that take place in school gardens, local parks, farm visits and residential centres, help make core subjects rich and relevant and get students excited about learning. Teachers also benefit from learning in the natural environment, becoming more enthusiastic about teaching bringing innovative teaching strategies to the classroom.

Forest Schools

The purpose of Forest schools are to encourage and inspire individuals of any age through positive outdoor experiences. Initially learning experiences take place within the schools grounds, to allow children to become comfortable learning outdoors in familiar surroundings. Forest school leaders allow the children to take control of learning. The children have an introductory session in the woodland, exploring the site establishing physical and behavioural boundaries. A well as safety procedures, hygiene and routines. 

Once a group are established in the woodland and routines are set up the project develops through a child led approach with opportunities for projects being taken back to the indoor setting to be continued.

Activities

Forest Schools put a lot of emphasis on the learner-led approach. Each activity follows a theme, from 'The Romans' to simply 'exploring'. Activities can depend on teamwork and communication, which develops a child's confidence and social skills. Activities such as hide and seek, shelter building and lighting fires will enhance self-esteem as well as individual skills. Tools are used in Forest Schools in a traditional woodland manner and are introduced gradually with a structured safety base that the children become familiar with. The use of tools in the outdoor environment will develop both gross and fine motor skills.  

Below is a clip looking into Stroud School and their outdoor learning. The clip was used to show 'prospective parents what happens during Forest School sessions and what sort of skills the children are acquiring'. I personally think outdoor learning is a key attribute for education, through out a child's development. From experience I know that it's not nice being stuck in the same classroom all day. Offering a change of scenery and allowing children (especially in early years) to go out and explore will keep the learner interested and result in them wanting to learn which is essential for development. 

Below is a link to an article taking from The Guardian newspaper. Its suggests that learning outside the classroom builds children's confidence and can transform their relationships with teachers, and asks the question 'how can schools be encouraged to organise more outdoor activities?'.

http://www.theguardian.com/teacher-network/2012/dec/04/outdoor-learning-school-activities

Reference List

·         Forest School Education. Available internet: 

      www.forestschools.com/what-happens-at-a-forest-school/ 

      [Date Assessed Jan 17th]

·         J, Filer (1998) Learning Through Play: Outdoor Play.

·         Natural England. Outdoor Learning in the natural environment. Available internet: http://www.naturalengland.org.uk/ourwork/enjoying/linkingpeople/learning/default.aspx 

      [Date Assessed Jan 17th]

Learning Through Play

Importance of Play

"Play is the medium through which young children learn about life in all its many aspects. They are continually investigating and exploring their ever-expanding world and trying to make sense of what they see, hear and feel. The School Curriculum and Assessment Authority (SCAA) recognises this fact and has placed great emphasis upon the need for practical and enjoyable activities in the Desirable outcomes for Children's Learning" (Leach, 1997. p.5).

Areas of play

• Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

• Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

• Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Specific areas

• Literacy involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
• Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
• Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
• Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

In my opinion I believe play is essential for a child's cognitive development in early years. Play allows the child to use his or her's imagination to explore different concepts. It allows children to develop in a number of areas (which are listed above). A child needs to be engaged to learn. A main factors for learning, is motivation, if a child is engaged in learning, and feels what they are doing has personal meaning then they will always want to learn. If a child isn't interested in what's being taught then its very difficult to stay engaged and stay motivated to achieve equilibrium. Heald (1997) suggests this does not mean leaving a child alone to play while the adults do something else, but means offering children a variety of experiences which enable them to find out for themselves the way things work.

Below is a video clip I found on YouTube. The clip shows learning through play from a child's perspective. It explains why play is important, and ask's the children what they think of play. 

Reference List

B, Leach (1997) Learning Through Play: Small World Play.

C, Heald  (1997) Learning Through Play: Construction Play, page 5.

Pre-school learning alliance (2013) Learning through play. Available internet: 

    www.pre-school.org.uk/parents/support-advice/420/learning-through-play

    [Date Assessed Jan 13th].