Abstract
This paper investigates forest school practitioners perceptions of learning at forest
school to identify the topics covered, the learning styles, and the philosophies
underpinning its delivery, based on interviews with experienced forest school
practitioners. Practitioners identified the focus of learning at forest school as social
development: teamwork, relationships with others, self-knowledge, and learning to
take risks. Children also engaged with nature and developed an attachment to the
woods where forest school took place. Learning styles were kinaesthetic, sensory, and experiential. Forest school leaders saw themselves as facilitators of learning rather than teachers.
school to identify the topics covered, the learning styles, and the philosophies
underpinning its delivery, based on interviews with experienced forest school
practitioners. Practitioners identified the focus of learning at forest school as social
development: teamwork, relationships with others, self-knowledge, and learning to
take risks. Children also engaged with nature and developed an attachment to the
woods where forest school took place. Learning styles were kinaesthetic, sensory, and experiential. Forest school leaders saw themselves as facilitators of learning rather than teachers.
| Original language | English |
|---|---|
| Pages (from-to) | 272-291 |
| Number of pages | 20 |
| Journal | Education 3 to 13 |
| Volume | 45 |
| Issue number | 2 |
| Early online date | 11 Sept 2015 |
| DOIs | |
| Publication status | Published - 4 Mar 2017 |
Keywords
- forest school; primary school; outdoor learning; negotiated learning;