Overview

Interest in Forest Schools has seen a phenomenal rise in recent years in many countries around the globe with thousands of children now experiencing this new context for learning. Forest Schools have also provided a new focus for researchers wishing to find out more about the opportunities and benefits that can be derived from this specific form of outdoor learning. This text brings together a wealth of material from academics, independent researchers and practitioners who have explored this topic in detail and will be of interest to academic researchers, those undertaking their own research on this and related topics for undergraduate and higher degrees, and to practitioners and school leaders who wish to find out more about this intriguing approach to the education of children. The chapters in this book were originally published in Education 3–13.

Full Product Details

Author:   Mark Brundrett (Liverpool John Moores University, UK) ,  Elizabeth Malone ,  Avril Rowley
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.600kg
ISBN:  

9781032861920

ISBN 10:   1032861924
Pages:   224
Publication Date:   12 February 2025
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction 1. The Forest School impact on children: reviewing two decades of research 2. Reviewing two decades of research on the Forest School impact on children: The sequel 3. Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff? 4. Fostering children’s relationship with nature: exploring the potential of Forest School 5. Sometimes there are rules about what girls can do’: a rights-based exploration of primary-aged children’s constructions of gender in Forest School 6. Encounters with Forest School and Foucault: a risky business? 7. Learning outdoors: the Forest School approach 8. The place of forest school within English primary schools: senior leader perspectives 9. Practitioners’ perspectives on children’s engagement in Forest School 10. Challenges and pedagogical conflicts for teacher-Forest School leaders implementing Forest School within the UK primary curriculum 11. Footprints in the woods: ‘tracking’ a nursery child through a Forest School session 12. Forest School in an inner city? Making the impossible possible 13. A bird’s eye view: comparing young children’s play in Forest School in England with Forest Kindergarten in Denmark 14. ‘Wow! Is that a birch leaf? In the picture it looked totally different’: a pragmatist perspective on deep learning in Norwegian ‘uteskole 15. A balancing act: a constructivist perspective of the adult’s role in Forest School in England and Forest Kindergarten in Denmark 16 The importance of recognising and promoting independence in young children: the role of the environment and the Danish Forest School approach

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Author Information

Mark Brundrett is Professor Emeritus at Liverpool John Moores University, UK, and Executive Editor of Education 3–13, International Journal of Primary, Elementary and Early Years Education. Elizabeth Malone is Reader in Education, Pedagogy and Citizenship, Manchester at Metropolitan University, UK, and Editor of Education 3–13, International Journal of Primary, Elementary and Early Years Education. Avril Rowley is Senior Lecturer in Primary Education at Liverpool John Moores University, UK.

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