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Developing a relationship with nature and place: the potential role of forest school

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Developing a relationship with nature and place: the potential role of forest school. / Harris, Frances.

In: Environmental Education Research, 18.03.2021.

Research output: Contribution to journalArticlepeer-review

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@article{9b7d58ca2a684020acddababb50cbe8f,
title = "Developing a relationship with nature and place: the potential role of forest school",
abstract = "Outdoor learning provides an opportunity for schools to foster children{\textquoteright}s engagement with nature. This paper focusses on forest school practitioners{\textquoteright} perceptions of children{\textquoteright}s development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location. Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing pro-environmental behaviour, is a fundamental part of their practice.",
keywords = "environmental education, Forest school, nature connection, outdoor learning, place attachment",
author = "Frances Harris",
note = "{\textcopyright} 2021 Informa UK Limited, trading as Taylor & Francis Group. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1080/13504622.2021.1896679",
year = "2021",
month = mar,
day = "18",
doi = "10.1080/13504622.2021.1896679",
language = "English",
journal = "Environmental Education Research",

}

RIS

TY - JOUR

T1 - Developing a relationship with nature and place: the potential role of forest school

AU - Harris, Frances

N1 - © 2021 Informa UK Limited, trading as Taylor & Francis Group. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1080/13504622.2021.1896679

PY - 2021/3/18

Y1 - 2021/3/18

N2 - Outdoor learning provides an opportunity for schools to foster children’s engagement with nature. This paper focusses on forest school practitioners’ perceptions of children’s development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location. Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing pro-environmental behaviour, is a fundamental part of their practice.

AB - Outdoor learning provides an opportunity for schools to foster children’s engagement with nature. This paper focusses on forest school practitioners’ perceptions of children’s development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location. Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing pro-environmental behaviour, is a fundamental part of their practice.

KW - environmental education

KW - Forest school

KW - nature connection

KW - outdoor learning

KW - place attachment

UR - http://www.scopus.com/inward/record.url?scp=85103031088&partnerID=8YFLogxK

U2 - 10.1080/13504622.2021.1896679

DO - 10.1080/13504622.2021.1896679

M3 - Article

JO - Environmental Education Research

JF - Environmental Education Research

ER -