1.2 Research on Forest School Practice
Education and its pedagogies rely very heavily upon research informed practices in order to
maintain relevant approaches or adapt to emerging needs, as does the Forest School
approach.
I have summarised two research documents with regard to their relevance and application to
Forest School, after reading several articles on-line:
Title: Encouraging Play in the Natural Environment: A child-focused study of
Forest School.
Journal: Journal Of Children’s Geographies.
Date: Volume 10, Issue 1, 22nd February 2012.
Authors: Nichola D. Ridges, Zoe R. Knowles and Jo Sayers.
Findings: The research indicated that the FS attendance exerted influence upon the
childrens knowledge of the natural world around them and the depth of
their play.
Method: A group of 17 students participated in small focus groups both before and
after attending a 12-week FS Programme.
Evaluation: This particular piece of research identifies and supports the solid scientific
investigation upon which the FS ethos and experience is a foundation for.
Title: Forest School and the Early Years Foundation Stage – An Exploratory
Case Study
Journal: https://www.academia.edu/666361/Forest_School_and_the_Early_Years_F
oundation_Stage_An_Exploratory_Case_Study
Date: 31st March 2010
Authors: Rowena Kenny
Findings: Wellbeing and Involvement levels appeared higher during FS sessions.
Confidence and concentration levels appeared increased. (Anomalies noted
due to tiredness and a soiling accident)
Strengths and Difficulties Questionnaire evidenced that the emotional
health of the children had improved from the FS sessions. It was concluded
from this data that F S sessions could improve the emotional health and
wellbeing of children. Also, if the sessions had taken place over a greater
period of time, even more improvement may have been noticed.
Observations during the FS sessions demonstrated that the four themes in
the EYFS framework (a unique child, positive relationships, enabling
environments, learning, and development) were effectively utilised.
Numerous play types were also observed including socio-dramatic,
imaginative, constructive, and physical play. Each week also demonstrated
that their confidence and independence improved weekly due to the
children becoming familiar with the routines.
Jo Benn-Day Level 3 Forest School Leadership Unit 4
Education and its pedagogies rely very heavily upon research informed practices in order to
maintain relevant approaches or adapt to emerging needs, as does the Forest School
approach.
I have summarised two research documents with regard to their relevance and application to
Forest School, after reading several articles on-line:
Title: Encouraging Play in the Natural Environment: A child-focused study of
Forest School.
Journal: Journal Of Children’s Geographies.
Date: Volume 10, Issue 1, 22nd February 2012.
Authors: Nichola D. Ridges, Zoe R. Knowles and Jo Sayers.
Findings: The research indicated that the FS attendance exerted influence upon the
childrens knowledge of the natural world around them and the depth of
their play.
Method: A group of 17 students participated in small focus groups both before and
after attending a 12-week FS Programme.
Evaluation: This particular piece of research identifies and supports the solid scientific
investigation upon which the FS ethos and experience is a foundation for.
Title: Forest School and the Early Years Foundation Stage – An Exploratory
Case Study
Journal: https://www.academia.edu/666361/Forest_School_and_the_Early_Years_F
oundation_Stage_An_Exploratory_Case_Study
Date: 31st March 2010
Authors: Rowena Kenny
Findings: Wellbeing and Involvement levels appeared higher during FS sessions.
Confidence and concentration levels appeared increased. (Anomalies noted
due to tiredness and a soiling accident)
Strengths and Difficulties Questionnaire evidenced that the emotional
health of the children had improved from the FS sessions. It was concluded
from this data that F S sessions could improve the emotional health and
wellbeing of children. Also, if the sessions had taken place over a greater
period of time, even more improvement may have been noticed.
Observations during the FS sessions demonstrated that the four themes in
the EYFS framework (a unique child, positive relationships, enabling
environments, learning, and development) were effectively utilised.
Numerous play types were also observed including socio-dramatic,
imaginative, constructive, and physical play. Each week also demonstrated
that their confidence and independence improved weekly due to the
children becoming familiar with the routines.
Jo Benn-Day Level 3 Forest School Leadership Unit 4
