Forest
schools have revolutionised the way in which children can learn. Giving them
the opportunity to explore the outdoors forestry enables them to grasp and understanding
learning methods in their own way. Allowing them to explore and try out new
things not only makes learning fun for them, but can build on their confidence
and allow them to gain and learn new skills such as, personal, social, health
and emotional skills.
“With over 100 Forest schools in England,
20 in Scotland and 20 in Wales, this concept is growing cross Britain. Forest
school involves Children having Regular Contact with woodland over and extended
period of time. It allows them to become familiar, and have contact, with the
natural environment.” (O‘Brien, Learning outdoors: Approach)
The outdoor environment
often needs team work rather than just individuals working by themselves to
achieve objectives and for tasks to be completed but sometimes allowing the
children to explore the outdoors on their own can give them the opportunity to
enhance their learning by thinking for themselves.
Since the first forest school being created in 2000, many
children’s education has improved and attendance levels have improved
drastically because it is a fun and exciting thing to do. It also helps with
behaviour. Allowing the children to get involved, give their own input and
taking part in activities proves that you get results as genuine enthusiasm and
interests’ gains good behaviour.
Allowing the children to play outdoors in the forestry
also gives them more opportunities, because unlike their parents who could play
outdoors all the time, there is a worry for health and safety with a lot more
traffic on the road than what there would have been 25 years ago.
The good thing about outdoor learning is that it focuses
on the learning and not the performance of the child. This is an advantage
because it doesn’t single anyone out on terms of performance because they can’t
do it. It gives every child and equal and fair opportunity.
“This type of approach focuses on
learning by doing, with teachers posing questions to the children while they
engaged in carrying out activities in order to promote child reasoning”
(O‘Brien, Learning outdoors: Approach,p.47)
Running the program is also
the key. By running it weekly or fortnightly enables skills to be transferred
and developments to become established in to the children’s everyday lives.
This gives them a head start on building and strengthening the skills needed in
higher education and as they grow into adults.
“Each
time your children leave the woods they will take something with them to
encourage parental interest and communicative interaction (continuation of the
review process). This will also lead to enhanced communication within school,
with friends as well as with parents or guardians.” (Forestschools.com)
This shows that the children
become a lot more interested on learning because they are not confined to a
classroom, stuck sat a desks all day. It is fun, enhances and defines the
skills needed in later life and improves the child’s education drastically.
Sources
The outdoor environment
often needs team work rather than just individuals working by themselves to
achieve objectives and for tasks to be completed but sometimes allowing the
children to explore the outdoors on their own can give them the opportunity to
enhance their learning by thinking for themselves.
Allowing the children to play outdoors in the forestry
also gives them more opportunities, because unlike their parents who could play
outdoors all the time, there is a worry for health and safety with a lot more
traffic on the road than what there would have been 25 years ago.
“This type of approach focuses on
learning by doing, with teachers posing questions to the children while they
engaged in carrying out activities in order to promote child reasoning”
(O‘Brien, Learning outdoors: Approach,p.47)
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