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59-1086: Forest School or Forrest School may refer to: Educational philosophy [ edit ] Forest school (learning style) , a learner-centred outdoor learning approach Religious philosophy [ edit ] Thai Forest Tradition , a Theravada school of Buddhism in Thailand Sri Lankan Forest Tradition , a Theravada school of Buddhism in Sri Lanka Australia [ edit ] Forrest Primary School, in Forrest, Australian Capital Territory United Kingdom [ edit ] The Forest School, Horsham , in Horsham, West Sussex Forest School, Walthamstow , in northeast London The Forest School, Winnersh , in Winnersh, Berkshire Forest Comprehensive School ,

118-417: A Swedish man, Goesta Frohm, created the "Skogsmulle" concept to promote learning about nature, water, mountains and pollution. With an increasing focus on measurable outcomes, forest schools have gained acceptance as an educational method in their own right. In Denmark, nature schools as well as forest kindergartens are popular with both school teachers and children. The biophilia hypothesis argues that

177-403: A 'shoe string'. She cites a comment by Will Nixon, who reminds readers that 'Using the real world is the way learning has happened for 99.9% of human existence. Only in the last hundred years have we put it into a little box called a classroom.'. Tallent also refers to evidence from a number of studies that the most effective way of learning is through participation, and calls on educators to make

236-866: A German educator who founded schools such as the Schule Schloss Salem in Germany ; the United World Colleges movement, the Duke of Edinburgh Award scheme (which emphasizes community service, craftsmanship skills, physical skill, and outdoor expeditions), and the Outward Bound movement. The second half of the twentieth century saw rapid growth of outdoor education in all sectors (state, voluntary, and commercial) with an ever-widening range of client groups and applications. In this period Outward Bound spread to over 40 countries, including

295-449: A TV reality-show star Telmo Aldaz de la Quadra-Salcedo . There is much anecdotal evidence about benefits of outdoor education experiences; teachers, for example, often speak of the improvement they have in relationships with students following a camping trip. However, hard evidence showing that outdoor education has a demonstrable long-term effect on behaviour or educational achievement is harder to identify; this may be in part because of

354-702: A former school in Walsall, West Midlands United States [ edit ] The Forest School at the Yale School of the Environment , a school of forestry Forrest School (Chapel Hill, Tennessee) , in Chapel Hill, Tennessee See also [ edit ] Forest Institute , an American university offering graduate degrees in psychology Topics referred to by the same term [REDACTED] This disambiguation page lists articles associated with

413-594: A greater ecosystem and are not as bound by social customs and norms. In essence participants can be true to themselves and more able to see others as people regardless of race, class, religion etc. Outdoor education also helps instill the basic elements of teamwork because participants often need to work together and rely on others. For many people a high ropes course or an outdoor activity may stretch their comfort zone and cause them to challenge themselves physically which in turn can lead to challenging oneself mentally. The roots of modern outdoor education can be found in

472-505: A group of 9th and 12th grade students learned through outdoor education. The focus was on raising the critical thinking skills of the students as a measure of improvement, where critical thinking was defined to be, "the process of purposeful self-regulatory judgment and decision making". The problem solving capabilities included the ability of students to interpret, to analyze, to evaluate, to infer, to explain and to self-regulate. Researchers found that both 9th and 12th graders scored higher than

531-724: A group of nursery nurses travelled to Denmark to observe the Danish/Nordic Model of Forest Kindergartens for a few days. Various government and NGO agencies propose the use of woodland as part of the school educational curriculum; for example the Forest Education Initiative and the Forestry Commission . By 2006, there were approximately 140 forest schools in Britain. The governmental agencies have in some cases been set targets for

590-489: A love of nature is instinctive. The term nature deficit disorder , coined by Richard Louv in his 2005 book Last Child in the Woods , recognises the erosion of this by the urbanisation of human society. Attention restoration theory and related psychological work has proven health benefits in reduced stress, improved concentration and improved medical outcomes from surgery. Scandinavian countries, rich in woodland, have maintained

649-422: A paper entitled "The Generative Paradigm", Loynes has also called for an increase in "creativity, spontaneity and vitality". Outdoor education has been found more beneficial to those students who find classroom learning more challenging . Maynard, Waters & Clement (2013) found that, resonating with their previous findings, the teachers in their study reported "that when engaged in child-initiated activity in

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708-410: A special effort to create opportunities for children to participate in their learning. Some typical aims of outdoor education are to: Outdoor education spans the three domains of self, others, and the natural world. The relative emphasis of these three domains varies from one program to another. An outdoor education program can, for example, emphasize one (or more) of these aims to: Outdoor education

767-533: A sustainable lifestyle, to take action for sustainable development, and to examine the challenges of SD. Some vocational institutes offer secondary lever degree in Nature and Environmental Studies focusing mainly to tourism and experience industries. Humak University of Applied Sciences offers a bachelor's degree in Adventure and Outdoor Education in its English language programme focusing on the technical skills for

826-422: A temporary/transitional approach back into school. Consistent with attention restoration theory , children taking part in forest school have been described as more relaxed. Relationships between the children and each other, with adults, and with the environment, are important. Incorporating simple meditation practises, such as sit spots, helps children develop mindfulness in the natural setting. Forest school

885-722: Is a professional association for "experiential" educators. The Wilderness Education Association (WEA) is a consortium of college outdoor education programs with a standard curriculum based on an academic model. (See also North America in the Around the World section.) A history of outdoor education in the UK has been documented by Lyn Cook (1999), and a history of outdoor education in New Zealand has been published in Pip Lynch's Camping in

944-491: Is also called nature schools . In the UK Model, schedules within forest schools vary, but one approach is to take students to woodlands once a week, with an initial six-week observation and assessment period, where a baseline is produced for each child in terms of areas of their holistic development, with particular emphasis on their social and emotional aspects of learning (SEAL). Once the baseline assessment has been produced

1003-527: Is challenging. With high adult to child ratios, children can safely experience activities that are often prohibited, such as climbing trees or lighting fires. Children have the freedom to explore the area within the forest, this helps the child to learn to manage their own safety and move around comfortably. The programme allows children to grow in confidence and independence and extend their abilities. Some children do not perform well in classrooms. They are encouraged to develop their innate curiosity and develop

1062-409: Is important for student learning. This may also be due to a non-academic family background, or a personal psychological trait such as attention deficit hyperactivity disorder . When German children from forest kindergartens went to primary school, teachers observed a significant improvement in reading, writing, mathematics, social interactions and many other areas. A yearlong study was done where

1121-605: Is mandated as part of the New Zealand Health and Physical Education as one of the 7 key areas of learning. The Australian Curriculum Assessment and Reporting Authority with support from Outdoor Education Australia has developed curriculum documents to support schools to conduct outdoor education throughout the country primarily through the learning areas of Science, Health and Physical Education and Humanities. Environmental education, most notably outdoor education in Canada

1180-509: Is often described as learning about, in, and through the outdoors. Outdoor education can be defined as experiential learning in, for, or about the outdoors . The term "outdoor education", however, is used broadly to refer to a range of organized activities that take place in a variety of ways in predominantly outdoor environments. Common definitions of outdoor education are difficult to achieve because interpretations vary according to culture, philosophy, and local conditions. Outdoor education

1239-410: Is often referred to as synonymous with outdoor learning, outdoor school, forest schools and wilderness education. Outdoor education often uses or draws upon related elements and/or informs related areas, such as teaching students how to pitch tents and cook over a campfire. The hallmark of outdoor education is its focus on the "outdoor" side of this education; whereas adventure education would focus on

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1298-500: Is often used as a means to create a deeper sense of place for people in a community. Sense of place is manifested through the understanding and connection that one has with the area in which they reside. Sense of place is an important aspect of environmentalism as well as environmental justice because it makes the importance of sustaining a particular ecosystem that much more personal to an individual. Modern outdoor education owes its beginnings to separate initiatives. Organized camping

1357-542: Is organized learning that takes place in the outdoors, such as during school camping trips. Outdoor education programs sometimes involve residential or journey wilderness -based experiences which engage participants in a variety of adventurous challenges and outdoor activities such as hiking , climbing , canoeing , ropes courses and group games . Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education . Outdoor education has diverse goals and practices, but

1416-634: Is part of the broader area of outdoor education . Outside the school curriculum, this extends to summer holiday camps, Scouting , Outward Bound projects and many other activities. Before children reach school age, forest kindergartens provide a similar service. Forest school is currently taking place in Australia , Canada , New Zealand , USA , Malaysia , Switzerland , Spain , Israel , Ireland , Germany and United Kingdom . The combination of freedom and responsibility has been particularly beneficial to children who lack confidence or whose behaviour

1475-399: Is partaking in environmental awareness or team-building workshops throughout Canada. Denmark is known as one of the more environmentally conscious countries in the developed world. One of the ways in which this presents itself, is through the forest school system that exists there. Children are taught in the woods using nature and animals to learn about basic environmental education as well as

1534-406: Is seen through outdoor camp and residential programs, school-based programs and commercial travel operations. Outdoor education in Canada is based around "hard" technical skills—often travel and camping skills—and the "soft"—group skills and personal growth qualities—are blended with, one might say, the "green" and "warm" skills of a complementary eco-adventure focus." Adventures are found whether one

1593-520: Is the perceived high cost of facilitating outdoor learning. Creating an outdoor learning environment needn't cost a great deal, however. The UK Early Years Framework Stage, which outlines best practice in Early Years teaching, asserts that: "Outdoor learning is more effective when adults focus on what children need to be able to do rather than what children need to have . An approach that considers experiences rather than equipment places children at

1652-574: The 1950s the idea was created in Denmark and shortly thereafter in Sweden. In Denmark it became an embedded part of the curriculum for pre-school children (under seven years) stemming from their småbørnspædagogik, or 'Early childhood education'. Children attending Forest kindergartens were in most cases arriving at school with strong social skills, the ability to work in groups effectively, high self-esteem, and confidence in their own capabilities. In 1957,

1711-484: The COVID-19 Pandemic. The English Outdoor Council, an umbrella body, defines outdoor education as a way for students and teachers to be fully engaged in a lesson, all the while embracing the outdoors. The EOC deems outdoor education as "providing depth to the curriculum and makes an important contribution to students' physical, personal and social education.". In the UK, Learning through Landscapes champion

1770-588: The Child and Nature Alliance of Canada. Forest School Canada is focused on being a "network for support, education, and accreditation for concepts associated with the FS movement in Canada." The movement has spread into Canada's provinces and is primary associated with private schools. However, there is emerging support from public schools such as the Nature Kindergarten pilot which is a partnership between

1829-489: The Curriculum (2007). Philosophy and theory about outdoor education tends to emphasize the effect of natural environments on human beings , the educative role of stress and challenge, and experiential learning . One view is that participants are at their "rawest" level when outdoors because they are "stripped" of many of the conveniences of modern life. Participants can become more aware that they are part of

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1888-606: The Forest School Leader/Practitioner will then continue with the long-term programme over the course of the learning period in order to support the child in their development and learning. The practitioner will provide opportunities for each child to develop in areas that have been identified as requiring interventions or support of any kind The duration and frequency of visits influences the degree of outcome; more time spent in forest school brings greater benefits. Visits should ideally continue throughout

1947-513: The Northern Ireland Forest School's Association runs after school Nature Ranger clubs, teacher training and other forest school activities. Inspired by international developments, the first Canadian forest school was created by Marlene Power in 2007. It was named Carp Ridge Preschool and was located near Ottawa. In 2012, Power founded and became the executive director of Forest School Canada, an educational initiative of

2006-556: The Sooke District School Board and the University of Victoria's Centre for Early Childhood Research and Policy, Royal Roads University, and Camosun College's Early Learning and Care Program. Attempts have been made to copyright and trademark generic terms related to forest school. There is no known protection of the term "forest school" or "forest schools". Outdoor education Outdoor education

2065-536: The UK to enable practitioners to deliver forest school in their own settings and ensure children and teachers work within rich natural experiences. The OCN Level 3 training course is most widely recognised within the UK. Developing from the Institute of Outdoor Learning's (IOL) Forest School Special Interest Group, in June 2012 The Forest School Association was established as an independent UK body. In Northern Ireland,

2124-613: The US in the 1960s. Other US based outdoor education programs include Project Adventure and the National Outdoor Leadership School (NOLS). Project Adventure focuses on day use of ropes courses. NOLS uses the outdoor setting to train leaders for outdoor programs and for other settings including training every new US astronaut and 10% of the US Naval Academy. The Association for Experiential Education

2183-460: The adventure side and environmental education would focus on environmental. Expeditionary education involves expeditions into wilderness "where man is but a visitor." All of these activities typically involve experiential education . "Education outside the classroom" describes school curriculum learning, other than with a class of students sitting in a room with a teacher and books. It encompasses biology field trips and searching for insects in

2242-687: The adventure sports and pedagogy, tourism and entrepreneurship. Annually 20 students are taken in to the programme. In addition Humak University of Applied Sciences offers updating education for teachers and persons active in adventure sports in their Open University of Applied Sciences. Alain Kerjean founded in 1986 "Hors Limites-Outward Bound France", adaptation to adults of active pedagogy and introduces in France apprentissage par l'expérience movement. The first Latin country member of this network. Honnor president : SAS Prince Albert of Monaco. In 1994

2301-423: The centre of learning and ensures that individual children's learning and developmental needs are taken account of and met effectively" Linda Tallent, a UK-based educational consultant who has worked extensively with schools to develop their outdoor spaces into learning environments, agrees. She believes that by focusing on activities and skill development, it is possible to develop an outdoor learning curriculum on

2360-406: The cultural context. Some countries, for example, view outdoor education as synonymous with environmental education , whilst other countries treat outdoor education and environmental education as distinct. Modern forms of outdoor education are most prevalent in the UK, US, Australia, New Zealand, Europe and to some extent Asia and Africa. Many outdoor Education programs were cancelled in 2020 due to

2419-585: The development of practical experience for forest school practitioners. In England , support has been provided by the Forest Education Network (which has replaced the Forest Education Initiative) to those initiating forest school provision. Such provision is provided within schools using their own trained staff or by external independent forest school providers. Many organisations now offer training courses designed for

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2478-424: The difficulty involved in conducting studies which separate out the effects of outdoor education on meaningful outcomes. A major meta-analysis of 97 empirical studies indicated a positive overall effect of adventure education programs on outcomes such as self-concept, leadership, and communication skills. This study also indicated that there appeared to be ongoing positive effects. The largest empirical study of

2537-456: The effects of outdoor education programs (mostly Outward Bound programs) found small-moderate short-term positive impacts on a diverse range of generic life skills, with the strongest outcomes for longer, expedition-based programs with motivated young adults, and partial long-term retention of these gains. In "Adventure in a Bun", Chris Loynes has suggested that outdoor education is increasingly an entertainment park consumption experience. In

2596-442: The evidence supporting an extension of educational camping and outdoor learning for children, there are a number of obstacles in the way. One of these obstacles is risk aversion amongst teachers, parents and others, raising reluctance to such diverse and physical tasks. The journalist Tim Gill has written about parental and institutional risk aversion affecting many activities with children in his book "No Fear". Another obstacle

2655-512: The fundamental elementary education that is required. At Finnish schools, the term “outdoor education” represents teaching and learning that takes place outside the classroom with the aim to achieve goals in the National core curriculum for basic education as and in the National core curriculum for upper secondary schools. In the upper secondary schools (students aged 16–18), the theme is “Sustainable development”. Students are encouraged to pursue

2714-513: The human link more closely. Forest schools practice is based on up-to date pedagogy and andragogy. This ethos was introduced to the UK during the 1990s from Denmark. The growth of forest school has been unprecedented throughout the UK developing into a separate and distinct model called the UK Model. Bridgwater College in Somerset was the pioneer of the forest school concept in the UK in 1994 after

2773-676: The motivation to learn. They may come from a non-academic family background, may have a short attention span , or may just not be comfortable with the organisation of a teacher standing in front of a group of pupils. Boys in general, prefer to be outside, and learn better in this way. In a major study in the US, students with behavioural problems in "Environment as an Integrating Context for Learning" (EIC) programmes caused fewer discipline problems than their traditionally educated peers. Similarly, Forest schools have been found to help children with additional support needs, including Attention-deficit hyperactivity disorder and autistic children. In

2832-459: The outdoor environment, over half of the children who in the classroom were perceived to be 'underachieving' appeared to behave differently" (p. 221). Their work aims to support the notion that the more natural outdoor spaces in which child-initiated activities take place both directly and indirectly diminish the perception of underachievement. This is important because a number of studies have shown that expectations based on perception of students

2891-467: The philosophical work of: Foundational work on the philosophy of outdoor education includes work by: A wide range of social science and specific outdoor education theories and models have been applied in an effort to better understand outdoor education. Amongst the key theoretical models or concepts are: Outdoor education occurs, in one form or another, in most if not all countries of the world. However, it can be implemented very differently, depending on

2950-704: The school garden, as well as indoor activities like observing stock control in a local shop, or visiting a museum . It is a concept currently enjoying a revival because of the recognition of benefits from the more active style. The Education and Skills Committee of the House of Commons of the United Kingdom has reported that it brings history and art to life, develops social skills, and clearly enhances geography and science.,. There are key policies in place for outdoor learning in England, Scotland and Wales. Despite

3009-650: The senses, empowering children in the natural environment, and encouraging spatial awareness and motor development. Forest schools usually provide a higher adult to child ratio than some learning styles, in order to ensure children are supported sufficiently in a higher risk environment. Beyond primary-school-age children, forest school is frequently used to further develop social skills and explore creative learning and focuses on developing firm foundations for continued personal and education development. In particular it has been used as an alternative curriculum provision to support continued mainstream education involvement, or as

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3068-546: The title Forest School . If an internal link led you here, you may wish to change the link to point directly to the intended article. Retrieved from " https://en.wikipedia.org/w/index.php?title=Forest_School&oldid=1241168240 " Categories : Disambiguation pages Educational institution disambiguation pages Hidden categories: Short description is different from Wikidata All article disambiguation pages All disambiguation pages Forest school (learning style) Forest school uses

3127-665: The use of School Grounds as a cost effective, easily accessible place of learning and play. Forest School . is also fashionable in the UK, providing a very specialist approach to personal development within the wider context of Outdoor Learning. Throughout Australia & New Zealand many school students undertake outdoor / outdoor and environmental education. Aust / NZ have several outdoor education degrees and vocational outdoor recreation programs. Once teachers and outdoor leaders have completed their studies, many have opportunities to work in schools, private organizations or various outdoor education centres in either country. Outdoor Education

3186-411: The use of their resources for education or health benefits, or are focused on the educational outcomes and see forestry as a step towards them. Many businesses and non-profit organizations facilitate forest school long term programmes. In Wales , training and strategic oversight is provided by Forest Schools Wales and government agencies such as the Forestry Commission who have supported research and

3245-561: The woods and forests as a means to build independence and self-esteem in children and young adults. Topics are cross-curriculum (broad in subject) including the natural environment, for example the role of trees in society, the complex ecosystem supported by a wilderness, and recognition of specific plants and animals. However, the personal skills are considered highly valuable, such as teamwork and problem solving. The woodland environment may be used to learn about more abstract concepts such as mathematics and communication. Forest school provision

3304-438: The year, allowing children to experience all weathers and the changing seasons. Forest schools are for all students, of any age, often "led by the learner's interests" (learner-initiated learning) by comparison to other outdoor education which "starts with an issue agenda or problem for the learner to investigate". The main goals of forest school in primary age children includes encouraging curiosity and exploration with all of

3363-464: Was Ruta Quetzal . Launched with assistance of king Juan Carlos in 1979, it was heavily focused on exploring cross-Atlantic Hispanidad cultural links and for decades was managed by the adventurer and media celebrity, Miguel de la Quadra-Salcedo . The project is ongoing. There are numerous similar though less ambitious schemes currently operational, e.g. Rumbo al Sur , annual tours in Africa managed by

3422-717: Was evident in the late nineteenth century and early twentieth century in Europe, the UK, the US, Australia, and New Zealand. The Scouting movement, established in the UK in 1907 by Robert Baden-Powell , employs non-formal education with an emphasis on practical outdoor activities. The first Outward Bound centre at Aberdyfi in Wales was established during the Second World War . The Forest schools of Denmark are examples of European programs with similar aims and objectives. Key outdoor education pioneers include Kurt Hahn ,

3481-575: Was founded two bodies : Association Apprendre par l'expérience (youth), and SARL Expérientiel (corporate). From 2008, Alain Kerjean develops Outdoor Education for universities in Romania and advises in France training organizations wishing to design programs based on this pedagogy. His books and articles make available Anglo-Saxon research and publications on the subject to the French public. The first major and highly publicized outdoor learning project

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