1. Nature provides the optimum learning environment

Forest school takes place in woodlands or a natural environment. The Forest Schools approach is underpinned by the Danish philosophy of friluftsliv. – this directly translates as “free air life”.  In Denmark they don’t ‘do’ Forest School but it’s a way of life. Friluftsliv includes a notion of freedom, fresh air, experiential learning and a connection with nature as a way of life. 

Children who have played in natural spaces are more likely to develop a connection with nature and as grown-ups will help protect nature be aware of the environment and have a desire for sustainability.

Not only does nature allow a child to feel freedom and gives them a connection with nature, nature provides the optimum learning environment as children learn best from first hand experiences.  

2. Children learn from real-life, first-hand experiences 

Children learn from real life first hand experiences which nature and being outdoors provides. Research has proven that children learn from physical concrete learning, as these are memorable. Artificially construed activities are not memorable. 

Through playing with open-ended natural resources, Forest School provides real-life first-hand experiences, which promotes creative thinking, independence and resilience. This in turn develops independence, self-confidence and higher self-esteem. 

3. Forest School is a process not a product. 

Forest School is a ‘learning’ journey, which evolves over time. Children who learn through play, child led play, in nature are often described as being in ‘flow’. Flow happens when children are totally engrossed in play, which may start off as adult led but then becomes child led, where the children are directing themselves and engrossed by their own learning.  This style of learning or ‘flow’ only comes about when a child visits a natural outdoor setting on a regularly basis. You know when there is ‘flow’ as an observer, as it means you are sitting back and not interfering with their play, which has evolved from the children. It is for this reason, that Forest school is a process  - the benefits cannot be seen from a one off visit. 

When a child visits a setting regularly, it allows opportunities for the child to understand boundaries and gives time for practitioners to plan, adapt, observe and review.

4.  Forest School should involve an element of risk

At Forest School the children learn to manage and assess their own risks. They learn to problem solve and take appropriate risk. Learning to take appropriate risk is a life skill and is a key element to a child’s learning and development that can be best achieved in an outdoor environment. 

Some risk is good even essential for learning and children are taught to manage and assess their own risks.  

By providing a risk-assessed environment where children can take calculated risks, the children are then empowered to make their own choices. 

5. Forest school is child-led and learning is play-based

Forest School is child-led and learning is play-based. This means the children lead their learning experiences. Children thrive in a child-led environment and play-based learning encourages their imagination and keeps the child motivated and curious. 

Child-led: The Forest School approach puts the learner first – The practitioners are responsive to the needs and interests of the children first and follow their lead to learning.  Every child is unique and needs the space to develop in his/her own pace. 

Forest School is a place for children to just be without judgement or expectation. Children and adults learn at different paces and in different ways. The Forest School ethos is to provide a community so that everyone feels supported and everyone is being held.   

Learning through play is a term used to describe how a child can learn to make sense of the world around them. 

Play is needed for healthy brain development: a child brain’s develops quickly in the first few years of a child’s life – these are the most critical years for brain development. If a child is exposed to stimulating play and learning experiences the brain will build connections called neural pathways, which is crucial for cognitive development.  

Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. It is a concept that sits closely to my beliefs. 

The outdoors lends itself to support child-led play and play-based learning where a child is free to use their imaginations.  A child thrives when free to explore and play.  

6. Forest School follows a holistic approach - SPICES

Forest School takes a holistic approach focusing on the whole child: mind, body and spirit. Holistic learning recognises that every child is unique and develops at his/her own pace.  

Holistic learning recognises that a child does not learn and develop first in one learning area and then another, but learns and develops in all areas at all times, and that the learning should include the child’s social, physical, intellectual, communication, emotional and spiritual development (SPICES).

7. Forest School encourages a reflective practice

Part of the Forest School Approach is for practitioners to constantly reflect on own practice.  Practitioners work together and at the end of each session reflect with the children and with themselves thereby discussing the needs of the children and how they can best support the child’s learning and development. In the UK you must have a Level 3 Forest School practitioner involved with first aid qualifications. It also calls for low ratios: one adult to four or five children. 

In addition to the above, there are other aspects, which are characteristic to the Forest School approach such as: 

• A trust relationship between practitioners and child(ren)

• Forest School takes place no matter the weather