Forest School: Experiential Learning within a Natural Environment - Essay Example

? ANALYTIC COMMENTARY ON FOREST SCHOOL BY The environment visited for the present paper was Forest School in a university near the Roehampton Lane. The specific environment was visited to observe the ways children used the forest environment in terms of learning and supervision of adult teachers. In order to further elucidate the significance of the forest schools in child development and education, photographs are included as evidence and are referred to in the text. In the UK, along with a number of other develop countries, alarms have been raised in the past few years about the obvious reduction in children’s outdoor play; especially their play within natural environments. Such alarms have been associated with problems such as the wearing away of suitable play areas (Rivkin, 1998); the growth in ‘stranger dangers’ (Valentine & McKendrick, 1997); the shift towards more home-centered leisure activities founded on television and video games (Clements, 2004); and the growth in childhood obesity (Ebbeling et al., 2002). At the same time, concerns have been communicated about the perceived over-formalization of children’s early educational experiences. Unsurprisingly, then, early years teachers are now being asked to initiate a more experiential, play-based approach to learning which integrates a greater use of the outdoor environment (DfES, 2007). One way in which schools are supporting children’s play and learning in the outdoor environment is through participation in ‘Forest School’. Forest School has been defined by the Forest School England network as: An inspirational process that offers children, young people and adults regular opportunities to achieve, and develop confidence and self-esteem through hands-on learning experiences in a woodland environment. (Murray, & O’Brien, 2005) The university that was visited for the Forest School is known for its open space that comprised of places where children could freely move and participate in various physical activities. It included areas where children with the help of their imagination could create stories that would help in the development of cognitive abilities, spaces that would protect from rain and sunlight, provide opportunities for challenges and contact with nature. Numerous researches have supported the advantages of learning in the natural environment and maintained that children need to play, to experience space, movement and sensory stimulation for healthy development (Knight, 2009; Maynard, 2007). The Forest School experience endorses sensory child-led outdoor play, supporting and stimulating curiosity and absorption. Wilson (2008) indicates that the natural world along with its amazing rich sources of sensory stimulation, offers countless opportunities to experience beauty. It can therefore serve as a perfect source for aesthetic development of children. The present environment provided children with a range of opportunities for natural sensory experiences which is also illustrated in form of photographs in Appendix A. The components of nature were discovered through dynamic activities focusing on the wonders of nature felt through the senses (Forest School Norfolk, 2009). The sense of smell was experienced through flowers, soil and wood that were discovered in Forest School. The sense of seeing was fulfilled by the colors of nature, variety of insects and plant life. The colourful insects at the site greatly attracted the children as one of them even asked if he could touch the centipede to have a close look. Similarly, various textures such as smooth grass, barks and gravel path offered stimulus for their sense of touch. In addition, chirping of the birds, quacking of the ducks, snapping twigs and moving water provided stimulus for their auditory senses. On the other hand, the sense of taste was fulfilled by providing children with hot chocolate and biscuits for snacks. The environment provided inspiration for all senses including visual, auditory and kinaesthetic and all facets of development and different learning approaches (Forest School Norfolk, 2009). Thus, learning in the open air motivated children to develop their principles, thoughts and skills needed to acknowledge, respect and care for their natural environment (Murray & O’Brien, 2006). This fundamental product is a basis on which advanced learning opportunities can be constructed, such as identifying detail, inquiring and investigation (Murray & O’Brien, 2006). Forest School is a way in which schools are able to offer children with opportunities for play, be daring and useful, experiential learning within a natural environment (Knight, 2009, p. 16). It facilitates children develop to their understanding of the outside world, the surroundings and everything inside it through the use of emotions, creativity and senses (Knight, 2008). Natural resources are used, along with the children’s interests to motivate imaginative, creative and exploratory activities (Murray & O’Brien, 2007). Through play and investigation, children have the chance to learn about the natural environment, how to deal with risks and most importantly how to use their own ideas to solve issues and collaborate with others (Knight, 2009). Forest School is a serious contributor in improving the social skills of children (Murray & O’Brien, 2006). This can be clearly seen from an increased knowledge of the consequences of actions on other individuals, the attained capability to participate in activities with others either by sharing tools and plays, or by taking part in collaborative play (Forest School Norfolk, 2009).. In addition, activities such as whittling sticks, climbing trees, collecting things, studying wildlife, listening to the birds, building dens and helping light fires allows children to work together as a team, share duties and learn to take turns in a complicated environment (Northern Island Forest School Association, n.d.). Another important element of the Forest School is taking suitable risks. Risk play could be doing something a person has not done before in life perhaps and children might interpret risk as a challenge (Knight, 2011, p. 2-3). It is asserted that personal, social and emotional development is attained through providing children with small, attainable and increasingly more challenging tasks at which they are likely to do well (Maynard, 2007). Maynard (2007) further maintains that underlying this approach there seems to be the idea that children are naturally inquisitive and talented, and that adult should be respectful and express their sense of trust in the child’s abilities. Similarly, Dweck (2000) suggest that‘mastery’, an ‘I can do it’ attitude of eagerness to try new things results in an effective learner. She goes on to state that ‘mastery’ children have strong sense of self-confidence and are willing to try rather than avoiding (Dweck, 2000). During the trip to the forest, children were presented with a variety of risks and challenges that not only helped them improve their physical motor skills but also enhanced their knowledge, confidence and self-esteem (Murray & O’Brien, 2007).; refer to Appendix B for photographs related to various physical challenges. For example, as it was only the children’s second visit to the forest, therefore, gradients and climbing of big rocks posed serious danger such as children tripping while trying to go across or falling and hurting themselves on the hard wood or getting stuck, they also provided children with a great challenge and opportunities to control. But the children took the risks by wanting to walk on uneven paths of such as a layered cemented brick with the help of an adult. These activities provided children with great challenge and opportunities for children to learn to control their balance and climbing rocks provided a dynamic muscle strength, flexibility, balance, co-ordination and mental and physical focus for the children. Similarly, climbing low big trees also provided children with risks and challenges as they could climb up without an adult’s help. This offered children with a child-led activity rather than an adult-led activity (Nicol et al., 2006). In this activity, children had a range of movement such as going under, swinging and gaining confidence to climb the tree. On the other hand, it also posed grave dangers as it was difficult to judge who wanted to go on the tree, while some children might have pushed each other and had fights on top. Similarly, some children wanted to go too high up and might have slipped or might have felt scared and refused to come back down. Thus, taking part in such activities helped in the development of physical endurance and the development of overall motor skills; the physical skills and co-ordination permitting the free and easy movement around the Forest School area, along with the development of healthy motor skills (Murray & O’Brien, 2006). It also results in efficient use of tools and the skill to create structures and objects. As it was only the second trip, therefore, the degree of improvement in children will be observed as the program progresses (Murray & O’Brien, 2006). After needing assistance during the initial weeks in climbing rocks and jumping over the logs, the children will adapt to the physical challenges posed by the Forest School area and with encouragement, they will enjoy tackling these head on (Murray & O’Brien, 2006). Another form of risk and challenge included playing with ducks which would help children have contact with nature and learn important information related to ducks, such as, their color, they way they walk, etc. This also proved slightly dangerous because the ducks might have gotten too close or might have hurt some children or in some cases, even the children might have injured the ducks. Similarly, lying down in front of the pond provided stimulus for children’s sensory experiences by being able to see under the pond and describing what is under it (Waters & Begley, 2007). These activities allowed the children to develop linguistically because they were describing what they were doing as well as talking about the feel and appearance of the pond. This contribution in the development of language and communication skills by the complicated uses of both written and spoken language is incited by visual and other sensory experiences of child taking part in Forest School (Murray & O’Brien, 2006). Even though, the children lay very close to the pond, they were still unable to touch it, while some of the children were getting wet by playing around the pond and even falling. Spiky leafs and plants also offered children with risks and challenges as they were able to experience the differences of spiky and normal plants, but they also could have seriously injured the children due to their sharp ends. There was also a place in the Forest School that was completely covered with plants which challenged children as they were unable to see the path. There could have been obstacles along the path which could not been seen and could have hurt the children by getting tangled in branches. But the children were quite interested and motivated to participate in this activity as finding the right path and deciding which way they would like to go made the children curious about what they would step on. Furthermore, it also emphasized the significance of giving children the responsibility of their own learning and development and motivated child-led learning and learning through play. Choice enhanced pleasure, involvement and motivation. Children were set up to attain and supported to take risks through developing trust in themselves and in others (Knight, 2011). In regards to the role of adult in the specific environment, it is imperative to have a high adult to child ratio to make sure that children can extend the boundaries of their learning and allow them to take risks that would not be possible in school (Maynard, 2007). Smaller group sizes also indicates that children have the time and support to attempt and master more complex tasks with adults on standby to help and give confidence if needed. By offering children-centered freedom to discover using multiple senses and intelligences indicates that the activities in the Forest School should be child-led and adult-supported. This notion is also supported by Vygostky (1978), who states that children could be encouraged and helped in order to be able to take risk on his or her own rather than thinking of the problem associated. He further suggests that risk taking helps children to learn new ideas but all could be done if adults encourage and support children to learn and try new skills and achieve them. By giving them the freedom, time and space to learn and display independence made them more confident and improved their self-esteem (Waters & Begley, 2007). This improvement in confidence and self-esteem is basically indicated by the enthusiasm to undertake something new and feeling pleased and showing pride with personal achievement and results in children attempting new tasks without help and chatting with new visitors, even those who are more shy and reserved in school (Murray & O’Brien, 2006). Contact with the outdoors is frequently limited for a number of children in the contemporary, and the very important experience of using the outdoors and being at ease in nature is vanishing. The Education Outside the Classroom Manifesto was published in 2006, emphasizing that education outside can inspire children and bring learning to life. Forest School can play a pivotal role in achieving the five outcomes of the Every child matters framework (Chief Secretary to the Treasury, 2003). The first outcome that is, learning to be healthy (Chief Secretary to the Treasury, 2003) is achieved through active exploration of the environment and greater amounts of oxygen in the outdoor environment for healthy brain development and learning. Similarly, the Forest environment is favorable to wellbeing and reducing of stress levels and presentation of tasks in small attainable parts increases chances of success and therefore increasing self esteem. Second, learning to be safe (Chief Secretary to the Treasury, 2003) in the Forest School is achieved through risk assessment procedures that are shared with children and negotiated boundaries are agreed upon. Furthermore, for children to express their opinions and resist unsupportive peer pressure, a variety of circle time opportunities can be explored to promote group value and each others opinions. Third, learning to enjoy and achieve (Chief Secretary to the Treasury, 2003) is accomplished by permitting children to use their imagination and vision to evolve new concepts and learning at their own pace. Fourth, making a positive contribution (Chief Secretary to the Treasury, 2003) results from adults encouraging children to work positively in groups to accomplish shared goals and the repetitive visit to nature permits the group to develop bonds and a sense of community and promotes a sense of respect and care. Lastly, economic well-being (Chief Secretary to the Treasury, 2003) is achieved due to Forest School as it helps in the development of confidence, self-esteem, problem-solving and other qualities and skills important for adult working life. In conclusion, Forest School is a way in which schools are able to offer children with opportunities for play, be daring and useful, experiential learning within a natural environment. It facilitates children develop to their understanding of the outside world, the surroundings and everything inside it through the use of emotions, creativity and senses. The environment provided inspiration for all senses including visual, auditory and kinaesthetic and all facets of development and different learning approaches. Risk, another significant aspect of Forest School, emphasizes the significance of giving children the responsibility of their own learning and development and motivated child-led learning and learning through play. Lastly, Forest School plays a vital role in the implementation of the five outcomes of the Every Child Matters and facilitate the cognition, social and emotional development of children. References Chief Secretary to the Treasury. (2003). Every Child Matters. [online] Available: http://image.guardian.co.uk/sys-files/Society/documents/2003/09/08/EveryChildMatters.pdf [Accessed 18 April 2011] Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5(1), 68–80. Department for Education and Skills (DfES). (2007). The early years foundation stage (Nottingham, DfES). Dweck, C. (2000). Self theories: their role in motivation, personality and development. Hove: Psychology Press. Ebbeling, C. B., Pawlak, D. B & Ludwig, D. S. (2002). Childhood obesity: public health crisis, common sense cure, The Lancet, 360(9331), 473–482. Forest School Norfolk. (2009). Forest School: a guide for practitioners information pack [online] Available: http://schools.norfolk.gov.uk/myportal/custom/files_uploaded/uploaded_resources/4526/Forest_School_Guide%5B1%5D.pdf [Accessed 18 April 2011] Knight, S. (2008). The wild side of learning: Forest School for the early years, Early Years Educator, 10(2), 14-16. Knight, S. (2009). Forest schools and outdoor learning in the early years. United Kingdom: Sage Publications Ltd. (16-17) Knight, S. (2011). 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Cambridge, MA: Harvard University Press. Waters, J., & Begley, S. (2007). Supporting the development of risk-taking behaviors in the early years: an exploratory study. Education 3-13, 35(4), 365-377. White, R. (2004). Young children’s relationship with nature: its importance to children’s development and Earth’s future. White Hutchinson Leisure & Learning Group. [online] Available: http://www.childrennatureandyou.org/Young%20Children's%20Relationship%20with%20Nature-%20White.pdf [Accessed 18 April 2011] APPENDIX Appendix A Smell See Touch Hear Taste Appendix B Risk and Challenges Gradients Big Rocks Low Big Tree Close to Ducks Laying down in front of the pond Spiky leafs and plants Children could not see the path Read More