Future Shock, Generational Change, and Shifting Eco-social Identities: Forest School Practitioners’ Reasons to Train

McCree, M

doi:10.1007/978-3-319-67286-1_101

Cited by 1 publication

(1 citation statement)

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“…Indeed, one critical feature of FS is the opportunity for imaginative and developmentally appropriate risky play (Davis & Waite, 2005;Ridgers, Knowles, & Sayers, 2012). Although tensions lie in assuming all forest school leaders adhere to a particular value-system or pedagogical approach (see Leather, 2018), in this study the FS leaders had personal and professional values that aligned with an 'ecosocial identity' (McCree, 2020) based upon environmental ethics related to social ecology and deep ecology social movements (Rekers-Power, 2020). Although the charity was an institution based upon an alternative pedagogical approach founded in ecological understandings, it also aligned with the FPF intentions for outdoor, experiential play.…”

Section: Introductionmentioning

confidence: 97%

‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School

Rekers

Waters-Davies

2021

International Perspectives on Early Childhood Education and Development

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This chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.

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Section: Introductionmentioning

confidence: 97%