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

Abstract

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 proenvironmental behaviour, is a fundamental part of their practice.

I Want to Participate—Communities of Practice in Foraging and Gardening Projects as a Contribution to Social and Cultural Sustainability in Early Childhood Education

“…The children also learned that they can go straight into the forest or into the garden to find food resources (Table 3). This suggests that foraging and gardening in ECE are significant in achieving a real connection with nature and its resources, which is an important aspect of learning sustainability [7,8]. The children's early connection with the environment through their engagement in local food activities is thought to establish the ecological or environmental identity needed for sustainability [32][33][34].…”

“…Early childhood education for sustainability (ECEfS) has evolved from learning about nature and sustainability issues to becoming more active by learning in nature and for a sustainable future [6]. Recurrent experiences in nature during early childhood advocate for a relational connection to the natural environment that acts as a precursor to achieving sustainability and pro-environmental behaviour [7,8]. Children's active participation and agency in everyday educational practices for the environment have therefore been raised as important goals in ECEfS [9][10][11].…”

“I just want to stay out there all day”: A Case Study of Two Special Educators and Five Autistic Children Learning Outside at School

“…For example, FS takes place in an immersive wooded or natural environment, and learning is child-led. Recent research suggests that FS may facilitate feelings of affinity or ownership over natural spaces, thus encouraging pro-environmental behaviors (Harris, 2021). NBL can, in practice, look many different ways.…”

Urgensi Penerapan Outdoor Learning dalam Praktik Pendidikan Lingkungan

“…Beberapa penelitian lain juga menunjukkan bahwa pertemuan dan pengalaman individu dengan alam dapat membuka jalan bagi perilaku lingkungan, dan waktu yang dihabiskan di alam ketika muda dapat memiliki dampak yang bertahan lama pada sikap anak-anak terhadap lingkungan alam sepanjang hidup mereka. Diyakini bahwa mengembangkan ikatan dengan suatu tempat, melalui pengalaman positif, akan menginspirasi anak-anak untuk belajar tentang lingkungan, dan pada akhirnya ingin melindunginya (Harris, 2017) Dengan demikian, kunjungan rutin siswa dan komunitas sekolah ke ruang hijau akan semakin meningkatkan promosi keanekaragaman hayati, pengetahuan, dan mendukung konservasi. Peningkatan kunjungan ke ruang hijau juga mendorong minat dan pengetahuan tentang keanekaragaman hayati dan dukungan untuk konservasi, yang pada gilirannya semakin meningkatkan keinginan untuk mengunjungi ruang hijau dan mengalami alam (Coldwel & Evans, 2017) Seperti dipahami saat ini berbagai program penghijauan yang marak dilakukan di perkotaan khusunya di kota Jakarta sendiri sudah mengarahkan agar komunitas warga untuk sadar akan kerusakan lingkungan yang terjadi.…”