Analyse The Importance Of Forest Schools Report

Forest schools aim
Forest schools aims are inspirational, offering children opportunities to develop; confidence and self-esteem, by engaging with the natural environment; using natural recourses and materials. The daily routine within a forest school consists of; the children and practitioners having sessions in local woodland, using natural recourses, which encourages the children to observe their senses, alongside developing the children’s curiosity (Knight 2013). Officially forest schools are designed for children to work outdoors, where the children reflect, enjoy and have positive experiences, learning how to stay safe by taking manageable risks (Gill 2010). Furthermore, forest schools believe should children manage their own risks, their
The central aim of the forest schools is child centred, encouraging children to learn how to manage risks. In 2007 a report was published by UNICEF, the initial focus of the report was to provide children with more robust, self- esteem and confidence (Knight 2013). There have been foundational courses developed to meet needs of passionate practitioners, who value the children’s education and outdoor learning. Furthermore, forest schools employ practitioners who have nature as a central element of their life, such as; outdoor centre manages, or experience in working with children in the outdoors, developing social and emotional development. Moreover forest schools have become successful all over the world, in countries such as; England, Wales, Scotland, Northern Ireland, Germany, New Zealand and Australia. The schools have developed and shaped the education of children within the outdoors. Past research has focused on the physical outcomes within forest schools; the research suggests that challenging physical experiences impact on the physical fitness of children, in positive ways. An experimental group demonstrated a vast improvement in motor ability, in relation to other groups, regarding balance and coordination (Garrick 2009). Conversely, the natural landscape in comparison to traditional playgrounds increased physical development, and the children who
The forest school concentrates on the children’s learning needs, in comparison to outcomes, alongside building confidence and self –esteem. Moreover the Maslow’s theory is applied to forest schools, the five key components within Maslow’s hierarchy are; self-actualisation, self –esteem, the need for love and belonging, safety needs and physiological and biological needs. Maslow (1943) stated that ‘people are motivated to achieve certain needs. When one need is fulfilled a person seeks to fulfil the next one, and so on.’ In conclusion, for a child to have a successful, enjoyable experience within the forest school environment, each need from the Maslow’s hierarchy must be met. For example, the child must have goals to aim for, alongside receiving support in reaching their full potential to accomplish self-actualisation (McLeod 2014). Furthermore, praise and encouragement will promote self-esteem, alongside the woodland environment will encourage self-awareness, as the nature environment provides opportunities for the children to engage with tasks and discuss