5 Definitions
Within the context of this research project, the following terms are defined as:
Forest School – “is an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees. Forest School is a specialized learning approach that sits within and complements the wider context of outdoor and woodland education”.[1]
Loose Parts – are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. They are materials with no specific set of of directions, which can be used alone or combined with other materials.[2]
Nature Play – is any activity that gets children active or thinking actively outdoors, with the end goal of building skills and ability to play without the need for parental or adult control.[3] Nature play does not involve man-made playground equipment.
Perceived Risk – is how each individual assesses the risk involved in situations involving speed, height, dangerous tools, dangerous elements, rough & tumble play, and/or the sense of getting lost. For example, a height that seems risky or scary for one person may not appear risky to another person.
Play Ranger – in public spaces within communities, enabling and encouraging all children to plafreely outdoors. They need to know how to make the best use of the natural environment for play, make difficult judgments on appropriate risk taking and how to be catalysts for play, without becoming either entertainers or child-minders.[4]
Risk Assessment – Adults and children engage is constant risk assessment by looking for dangers in the tree canopy (above their head), at the height of their direct line of vision, and on the ground. The Head & Shoulders, Knees & Toes song is a good way to remember where to look for risk.
Risky Play – can be as a thrilling and exciting activity that involves a risk of physical injury, and that provides opportunities for challenge, testing limits, exploring boundaries and learning about injury risk.[5]
Serious Injury – Any injury for which there are long-term effects to the person or child. This includes traumatic brain injuries, amputation, or death. It does not include broken bones or cuts requiring stitches, which heal overtime.[6]
Wilderness– a natural environment that has not been significantly modified by human activity.
Woodland – land covered with trees.
- Forest School Association. (2019). What is forest school? https://www.forestschoolassociation.org/what-is-forest-school/ ↵
- Aussie Childcare Network Team. (2022). Loose parts: A guide for educators. https://aussiechildcarenetwork.com.au/articles/childcare-articles/loose-parts-play ↵
- Whittle, I. (2016, July 16). Nature play in early years education. https://www.natureplayqld.org.au/nature-play-in-early-years-education ↵
- go2play (May 2017). Play champions toolkit: A guide for developing young play champions in primary schools. https://www.inspiringscotland.org.uk/wp-content/uploads/2017/05/Play-Champions-Toolkit-2016-web.pdf ↵
- Little, H., & Sweller, N. (2014). Affordances for risk-taking and physical activity in Australian early childhood education settings. Early Childhood Education Journal, 43(4), 337-345. doi:10.1007/s10643-014-0667-0 ↵
- Brussoni, M. (2018, February). Outdoor play and national outdoor play position. Outdoor Play-based Learning Study Tour. Glasgow, Scotland. ↵