12 Forest Schools | Woodland | Wilderness
Suggested Reading
Burns, N., Paterson, K., & Watson, N. (2009). An inclusive outdoors? Disabled people’s experiences of countryside leisure services. Leisure Studies, 28(4), 403-417. doi:10.1080/02614360903071704
This article explores people with disabilities attitudes towards and experiences of woodland and outdoor environments. Authors argue that people with disabilities reasons for being outdoors are more complex than simply seeking ‘rehabilitation’. Understanding of the uses and views of the outdoors from the perspective of a person with disability is essential to the provision of services that extends beyond the removal of physical barriers.
Child and Nature Alliance of Canada. (2018). Forest School Canada. [website]. Retrieved from http://childnature.ca/forest-school-canada/
This website provides information about forest and nature school programs across Canada. Information about policy development as well as practitioner training and professional development is also posted.
Children and Nature.org. (2018). Research library. [website] https://www.childrenandnature.org/research-library/
The database includes summaries of per-reviewed journal articles that focus on children and nature. Search options can be organized by population, outcomes, themes, research methods, and barriers.
Milligan, C., & Bingley, A. (2007). Restorative places or scary spaces? The impact of woodland on the mental well-being of young adults. Health & Place, 13(4), 799-811. doi:10.1016/j.healthplace.2007.01.005
This paper examines the extent to which childhood experiences of play, particularly in wooded landscapes, may influence access to woodland in young adulthood, and the potential implications for their health and mental well-being. The paper challenges the notion that the natural environment is therapeutic and concludes that a range of positive and negative influences act to shape young people’s relationship with woodland environments.
O’Brien, L. (2009). Learning outdoors: The forest school approach. Education 3-13, 37(1), 45-60. doi:10.1080/03004270802291798
People have a real connection with the woodlands around them. Learning outdoors is important for children and young people. The natural environment should be seen as an extension of the classroom. Children can improve their confidence, motivation, concentration, language and communication, and physical skills through experiences in nature.
O’Brien, L., & Murray, R. (2007). Forest school and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265. doi:10.1016/j.ufug.2007.03.006
Three case studies highlight the impact of forest school participation on the development of children. Six themes emerged from the data of the positive impacts on children in terms of confidence, social skills, language and communication, motivation and concentration, physical skills and knowledge and understanding. Two further themes highlight the wider impacts of Forest School on teachers, parents, and the extended family. Contact with the natural environment can be limited for children and young people in contemporary society due to concerns about safety outdoors and issues of risk and liability. Forest School provides an important opportunity for children to gain access to and become familiar with woodlands on a regular basis, while learning academic and practical skills.
Whittle, I. (2016, July 16). Nature Play: Getting our kids outdoors. Retrieved from https://www.natureplayqld.org.au/nature-play-in-early-years-education
A parent friendly article outlining the importance of nature in everyday life. In addition to the identified article, the website provides a variety of resources for educators. Nature Play lesson plans, from Infants to 6th grade are available under the “Education” tab.
