Play and Learning Outdoors: Engaging with the Natural World Using Forest School in the UK

Austin, Clare; Knowles, Zöe; Richards, Kaye; McCree, M; Sayers, Jo; Ridgers, Nicola D.

doi:10.1007/978-981-4585-90-3_2-1

Cited by 5 publications

(2 citation statements)

References 29 publications

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“…(5) Education: Opportunities may exist for "pond schools" which parallel "forest schools" in their focus on nature as a core of education (Austin et al, 2016). Many schools in urban or rural landscapes could make greater use of nearby ponds to provide enhanced pedagogical and health benefits.…”

Section: Policy-based Recommendationsmentioning

confidence: 99%

New policy directions for global pond conservation

Hill

Hassall

Oertli

et al. 2018

CONSERVATION LETTERS

126

117

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Despite the existence of well-established international environmental and nature conservation policies (e.g., the Ramsar Convention and Convention on Biological Diversity) ponds are largely missing from national and international legislation and policy frameworks. Ponds are among the most biodiverse and ecologically important freshwater habitats, and their value lies not only in individual ponds, but more importantly, in networks of ponds (pondscapes). Ponds make an important contribution to society through the ecosystem services they provide, with effective conservation of pondscapes essential to ensuring that these services are maintained. Implementation of current pond conservation through individual site designations does not function at the landscape scale, where ponds contribute most to biodiversity. Conservation and management of pondscapes should complement current national and international nature conservation and water policy/legislation, as pondscapes can provide species protection in landscapes where large-scale traditional conservation areas cannot be established (e.g., urban or agricultural landscapes). We propose practical steps for the effective incorporation or enhancement of ponds within five policy areas: through open water sustainable urban drainage systems in urban planning, increased incentives in agrienvironment schemes, curriculum inclusion in education, emphasis onThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Policy-based Recommendationsmentioning

confidence: 99%

New policy directions for global pond conservation

Hill

Hassall

Oertli

et al. 2018

CONSERVATION LETTERS

126

117

View full text Add to dashboard Cite

show abstract

“…Positive findings are demonstrated in research with primary school children. For example, Austin et al (2013) and Trapasso et al (2018) demonstrate, through objective measurement, that Forest School can increase primary school children's physical activity levels. Improvements in physical activity and physical development through Forest School are also highlighted by Harris (2015) and Coates (2019).…”

Section: Understanding the E Xisting E Vidence Basementioning

confidence: 99%

The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom

Knight,

Coates,

Lathlean

et al. 2023

British Educational Res J

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A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play‐pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach.

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

McCree¹

2020

Springer International Handbooks of Education

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Play and Learning Outdoors: Engaging with the Natural World Using Forest School in the UK

Cited by 5 publications

References 29 publications

New policy directions for global pond conservation

New policy directions for global pond conservation

The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom

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

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