FOREST SCHOOL AND FRIENDS AROUND THE WORLD
© Dr Mel McCree, 2015, for Forest School Association National Conference, Shropshire, 2015
% Forest cover
globally
Forested areas
in Europe
GLOBAL FOREST COVER
% of land area
7% S. Africa 12% UK 19% Australia 31% Canada 31% Germany
36% Spain 44% Trinidad and Tobago 56% Brazil 58% Sweden 64% S Korea 67% Japan
WHAT MAKES UK FS UNIQUE?
Combination of
long-term, regular
learner-centered
play-based processes
in woodlands
Who needs forest school (or similar) and why?
Achuar boys in Ecuador. Credit Andy Isaacson for The New York Times
TALKING POINT - DIFFERENCE• Cultural differences: race,
diversity, relationship to land
• Geographical: Specific to culture, terrain, climate
• Political: Public or private land and education?
• Integrated with curricula and state?
• Lost in translation? So what?
Forested areas
in Europe
Forest Pedagogyin Europe
SWEDEN• Friluftsliv; strong cultural influence
• Less industry, more space & freedom
• Deeper spiritual connection to nature?
• In 1957, Frøhm created Skogsmulle
• Skogsmulle a cultural export - big in Japan! (sim. Metsamoori in Finland)
• Inspired ‘I Ur och Skur’ (‘In Rain or Shine’) Schools, similar to Danish ‘åbørnspædagogik’
• ‘Dagis’ - often good uses of outdoors and safe risk-taking = TRUST
GERMANY• FP organised at federal state level
• Over 1000 waldkindergartens
• Influenced by Denmark in 1960s
• German Federation of Nature and Forest Kindergartens (BVNW)
• International Waldkindergartens as cultural export, e.g. over 100 in Japan
• Many more nature education opportunities at other ages
• New standardisation, but still not integrated into national schools
SOUTH KOREA• 40% of S Korea is forest
• Forest Service introduced kindergarten in 2008
• Korea Association of Forest kindergarten(KAFK) established in 2010
• Forest Service made new forest education Act in 2011 and creation of children’s spaces - aim for 250 by 2017
• 1000 FK centres running regularly (from once a month to every day)
• 40% of regular kindergartens now include forest element
TRINIDAD
• Grace Farm School
• not 1st (Kendal)
• Using Skogsmulle principles, play-based…
• University of West Indies
• Wot no beach schools?
AUSTRALIA• Spreading like wildfire!
• In response to government universal access directive (15 hrs for 4 yo’s): a need for space.
• Bush Kinder programmes in many pre-schools, over 100…
• 1st, in 2011, Westgarth Kindergarten
• Culturally specific, like NZ Te Whariki
• Emphasis on not taking materials, exploring what is present and relationships. SNAKES!
CANADA• New Forest and Nature
Schools Association
• Established with help from UK FSA
• Linked with US Children and Nature Network
• Training through university partnerships
• Huge demand in first few years http://www.forestschoolcanada.ca/
AROUND THE WORLD
Bush Kinder
Waldkindergarten
Skogsmulle
Forest and Nature Schools
Beach
Scho
ol
Canada
Japan
KoreaTrinidad
Where next? Te Whariki
Australia
New Zealand
US
Forest Pedagogy
India
related: eco-projects outdoor play
outdoor learning ESD
food growing
Farm School
– Frank Lloyd Wright (American architect, 1867 - 1959)
The future of mankind is dependent on every human being
intimately associated with a half acre of ground.”
THANK YOU
www.slideshare.net/melmccree/
www.freerangecreativity.org
Image © Niki Willows, 2013
REFERENCES 1Film on forest kindergartens in Japan: ;In the Heart of Nature: The Forest Kindergarten’ , NHK TV http://youtu.be/LNl5p1M96xE
New resource for woodland owners and educators http://sylva.org.uk/myforest/
International Waldkindergartens List http://bvnw.de/?page_id=579
Borradaile, L. (2006). Forest school Scotland: An evaluation. Retrieved 26 November, 2008, from www.forestry.gov.uk/forestry/infd-6cjdgl
Cree, J. & McCree, M. (2013) ‘A Brief History of Forest School, Part 2’, Horizons, 62, Institute of Outdoor Learning, UK.
Cree, J. & McCree, M. (2012) ‘A Brief History of Forest School, Part 1’, Horizons, 60, Institute of Outdoor Learning, UK.
Elliott, S., & Chancellor, B. (2012). Westgarth Kindergarten Bush Kinder Evaluation Report. Westgarth, Melbourne: Westgarth Kindergarten & RMIT University. Retrieved 10 November, 2014, from http://bushkinder.blogspot.com.au/2012/10/bush-kinder-evaluation-report.html
Knight, S. (2009). Forest schools and outdoor learning in the early years. London: Sage Publications.
Knight, S. (2011). Risk and adventure in early years outdoor play: Learning from forest schools. London: Sage Publications.
Knight, S. (Ed.) (2013). International perspectives on forest school: Natural spaces to play and learn. London: Sage Publications.
Lester, S., & Maudsley, M. (2006). Play, naturally: A review of children’s natural play. London: Children’s Play Council.
Munoz, S. (2009). Children in the outdoors: A literature review. Retrieved 20 December, 2010, from www.countrysiderecreation.org.uk/Children%20Outdoors.pdf.
REFERENCES 2Murray, R. (2004). Forest school evaluation project: A study in Wales. Retrieved 20 September, 2009, from www.neweconomics.org.
Murray, R., & O’Brien, L. (2005). Such enthusiasm—a joy to see: An evaluation of forest school in England. Retrieved 18 January, 2012, from www.forestry.gov.uk/pdf/ForestSchoolEnglandReport.pdf/$FILE/ForestSchoolEnglandReport.pdf
New Zealand Ministry of Education. (1996). Te Whariki. Retrieved 10 November, 2014, from www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki.aspx
Nimmo, J. (2008). Young children’s access to real life: An examination of the growing boundaries between children in child care and adults in the community. Contemporary Issues in Early Childhood, 9(1), 3–13.
O’Brien, L. (2009). Learning outdoors: The forest school approach. Education 3–13,37(1), 45–60.
O’Brien, L., & Murray, R. (2006). A marvellous opportunity for children to learn: A participatory evaluation of forest school in England and Wales. Farnham, UK: Forest Research. Retrieved 18 January, 2012, from www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf
Waller, T. (2007). The trampoline tree and the swamp monster with 18 heads: Outdoor play in Foundation Stage and Foundation Phase. Education 3–13, 35(4), 365–377.
Warden, C. (2010). Nature Kindergartens. Auchterarder, Scotland: Mindstretchers Ltd.
Waters, J., & Begley, S. (2007). Supporting the development of risk taking behaviours in the early years: An exploratory study. Education 3–13, 35(4), 365–377.
Westgarth Kindergarten Bush Kinder. (2011). Bush Kinder Vision. Retrieved 10 February, 2012, from www.wgkg.vic.edu.au/bush-kinder.
Williams-Siegfredsen, J. (2012). Understanding the Danish forest school approach. Oxon, UK: Routledge
• long-term process
• natural wooded environment
• relationship with the natural world
• holistic development
• supported risks
• professional practice
• learner-centred & play processes
(FSA, 2012)
UK FS PRINCIPLES IN BRIEF
• A holistic approach to children’s learning and development
• Each child is unique and competent
• Children are active and interactive learners
• Children need real-life, first hand experiences
• Children thrive in child centred environments
• Children need time to experiment and develop independent thinking
• Learning comes from social interactions.
(Williams-Siegfredsen, 2012, pp. 9–10)
DANISH FS PRINCIPLES IN BRIEF