Papers by Vicky Mckinnell
Forest School was introduced to the United Kingdom in 1995 and since then has
developed at a sign... more Forest School was introduced to the United Kingdom in 1995 and since then has
developed at a significant rate. A growing body of research has explored the holistic
benefits to children of partaking in a Forest School programme. Creativity within
educational programmes has also been the subject of renewed interest over recent
years. Concerns exist that the current outcome driven education system in the
United Kingdom is not conducive with the development of a creative disposition.
Drawing on data from two complimentary research methods, this qualitative study
attempts to identify key features of a creative environment and ascertain whether
these features are a significant part of Forest School practice. An expert interview
was conducted with a Local Authority Early Years Consultant, and twenty two Forest
School practitioners completed questionnaires. Thematic analysis identified a
number of emergent themes that contribute to a creative environment.
This research indicates that a creative environment is rich in open-ended
opportunities and is child-led. This study has also identified that the role of the adult
is of paramount significance in the development of a creative disposition in young
children. Furthermore, it is suggested that the Forest School environment possesses
many of these distinct features accompanied by a theoretical underpinning that
supports the development of a creative disposition.
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Papers by Vicky Mckinnell
developed at a significant rate. A growing body of research has explored the holistic
benefits to children of partaking in a Forest School programme. Creativity within
educational programmes has also been the subject of renewed interest over recent
years. Concerns exist that the current outcome driven education system in the
United Kingdom is not conducive with the development of a creative disposition.
Drawing on data from two complimentary research methods, this qualitative study
attempts to identify key features of a creative environment and ascertain whether
these features are a significant part of Forest School practice. An expert interview
was conducted with a Local Authority Early Years Consultant, and twenty two Forest
School practitioners completed questionnaires. Thematic analysis identified a
number of emergent themes that contribute to a creative environment.
This research indicates that a creative environment is rich in open-ended
opportunities and is child-led. This study has also identified that the role of the adult
is of paramount significance in the development of a creative disposition in young
children. Furthermore, it is suggested that the Forest School environment possesses
many of these distinct features accompanied by a theoretical underpinning that
supports the development of a creative disposition.
developed at a significant rate. A growing body of research has explored the holistic
benefits to children of partaking in a Forest School programme. Creativity within
educational programmes has also been the subject of renewed interest over recent
years. Concerns exist that the current outcome driven education system in the
United Kingdom is not conducive with the development of a creative disposition.
Drawing on data from two complimentary research methods, this qualitative study
attempts to identify key features of a creative environment and ascertain whether
these features are a significant part of Forest School practice. An expert interview
was conducted with a Local Authority Early Years Consultant, and twenty two Forest
School practitioners completed questionnaires. Thematic analysis identified a
number of emergent themes that contribute to a creative environment.
This research indicates that a creative environment is rich in open-ended
opportunities and is child-led. This study has also identified that the role of the adult
is of paramount significance in the development of a creative disposition in young
children. Furthermore, it is suggested that the Forest School environment possesses
many of these distinct features accompanied by a theoretical underpinning that
supports the development of a creative disposition.