Forest School

Forest School offers opportunities for children and young adults to come into regular contact with nature. Although, in relevant literature, Forest School is seen as highly conducive to participants' motivation to learn, there is no theoretical framework that examines how this motivation can be optimized in relation to Forest School pedagogy. Self-Determination Theory offers a broad perspective for motivational processes and will be used as a guide in this article to advance such a framework. Self-Determination Theory proposes that well-being, which has been identified as an aim of Forest School, is promoted through the support of three basic psychological needs for autonomy, competence and relatedness. In this conceptual article, we make links between Forest School pedagogical practices and Self-Determination Theory, mainly focusing on the support of children's basic psychological needs. Furthermore, we make suggestions for ways in which to enhance practice through explicit links with need-supportive teaching practices, as these are identified in the Self-Determination Theory literature.

Earth Care, People Care and Fair Share in Education: The Children in Permaculture Manual is a ground-breaking book, which shines a permaculture lens to inspire child-friendly, sustainable education.

Full of innovative information, a new curriculum, hundreds of inspirations for activities, session plans, holistic pedagogy and reflection questions, this book will inspire educators to get outdoors and learn from nature.

It is for primary, nursery and kindergarten teachers, policy makers, permaculture designers, Forest School leaders, Scout leaders, parents, carers, grandparents, aunts, uncles and anyone else who is interested in holistic education for sustainability and resilience.

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RIL-C adalah praktek pembalakan ramah lingkungan dengan tujuan utama memaksimalkan penyimpanan
karbon hutan dan merupakan hasil modifikasi terhadap teknik RIL dimana  pengurangan  emisi karbon atau
penyerapan emisi karbon dari atmosfer dapat  lebih dimaksimalkan. Penelitian ini bertujuan untuk mengetahui
besarnya stok karbon dan penurunan emisi melalui penerapan RIL-C dibanding metode RIL dan metode
pembalakan konvensional. Penelitian dilaksanakan dengan mengukur stok karbon pada 3 (tiga) areal bekas
tebangan yang menggunakan metode pembalakan berbeda  yaitu secara  konvensional,  metode RIL dan
RIL-C. Pengukuran stok karbon dilakukan pada tingkat pohon, sapihan, tumbuhan bawah dan pohon mati.
Hasil penelitian menunjukan bahwa metode RIL-C mampu menurunkan emisi karbon sebesar 1,8 kali
dibanding metode konvensional dan 1,3 kali dibanding metode RIL. Pada tingkat tumbuhan bawah karbon
tersimpan hampir dua kali lipat dibanding metode pembalakan konvensional.

This paper evaluates the impact of the forest environment on aggressive manifestations in adolescents. A remedial educative programme was performed with 68 teenagers from institutions with substitute social care with diagnoses F 30.0 (affective disorders) and F 91.0 (family-related behavioural disorders), aged 12–16 years. Adolescents observed patterns of prosocial behaviour in forest animals (wolves, wild boars, deer, bees, ants, squirrels and birds), based on the fact that processes and interactions in nature are analogous to proceedings and bonds in human society. The methodology is based on qualitative and quantitative research. Projective tests (Rorschach Test, Hand Test, Thematic Apperception Test) were used as a diagnostic tool for aggressive manifestations before and after forest therapies based on Shinrin-yoku, wilderness therapy, observational learning and forest pedagogy. Probands underwent 16 therapies lasting for two hours each. The experimental intervention has a stati...

The Leeds Beckett repository holds a wide range of publications, each of which has been checked for copyright and the relevant embargo period has been applied by the Research Services team. We operate on a standard take-down policy. If you are the author or publisher of an output and you would like it removed from the repository, please contact us and we will investigate on a case-by-case basis.

The study presents what did the state, the council, the civil organizations and the individuals do in the field of child protection in Szombathely as well as the network of child protection institutions in the late 19th and the early 20th century.

This paper evaluates the impact of the forest environment on aggressive manifestations in adolescents. A remedial educative programme was performed with 68 teenagers from institutions with substitute social care with diagnoses F 30.0 (affective disorders) and F 91.0 (family-related behavioural disorders), aged 12–16 years. Adolescents observed patterns of prosocial behaviour in forest animals (wolves, wild boars, deer, bees, ants, squirrels and birds), based on the fact that processes and interactions in nature are analogous to proceedings and bonds in human society. The methodology is based on qualitative and quantitative research. Projective tests (Rorschach Test, Hand Test, Thematic Apperception Test) were used as a diagnostic tool for aggressive manifestations before and after forest therapies based on Shinrin-yoku, wilderness therapy, observational learning and forest pedagogy. Probands underwent 16 therapies lasting for two hours each. The experimental intervention has a stati...

The Aboriginal people of Australia knew how to tame bushfires, but since European colonisation bushfires have become feral. This paper is an investigation into the causes that took them out of human control; the effect this is having on the environment, society and the economy; the potential strategies for taming them; the suggested policies; and the instruments to put those policies into action.

It has long been accepted that cognitive, physical and emotional growth interact and influence each other (e.g. . Our recent research was based on several Forest School programmes in England, in which we examined what the Forest School learning context had to offer in relation to the whole child . In this chapter, we discuss the contribution of free play and structured activities in Forest School and their possible influences in supporting 'learning beyond cognition'.

The research question has been constructed as “How are the experiences of the teachers, administrators
and parents about the forest school implementations?”. Within the scope of the main research question,
the following questions are suposedtobe responded:
1. What are the expectations of the stakeholders on the forest school implementations and at what
extent are those expectations met?
2. What are the gains of forest school implementations?
3. How do the forest school implementations take part in the curriculum?
4. What are the metaphors the stakeholders use about the forest school implementations?
5. What are the challeneges faced in forest school implementations?
6. What are the requirements for forest school implementations?

This work based action enquiry employs a case study method to explore if Forest School can put into practice the UK Early Years Foundation Stage Themes and Principles through supporting well being, learning and development of young children. Leuven involvement and well being levels were used, triangulated with observational evidence. Well being and involvement levels for all ten children were found to be significantly higher at Forest School compared to levels documented in school. Strengths and Difficulties Questionnaire (SDQ) scores further indicated very significantly improved mental health scores for nine of the ten children between the start and finish of the project. This case study has contributed significantly to the development of further Forest School provision in the region and is being used as a case study for the Department for Children, Schools and Families (DCSF) through the Early Years National Strategies team and Narrowing the Gap

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This book addresses issues around elective home education (EHE- also known as home schooling) discovery, which for too long have been unnecessarily problematic. Three theoretical frames using Kuhn, Foucault and Hirschman, and a policy framework for assessing discovery motivations are offered to contribute to increased understanding of the difference of EHE. An educational philosophy of EHE is developed. “Educationism” is presented as a term describing a widespread form of educational prejudice operating against the marginality of alternatives such as EHE and thorough-going democratic schooling. Empirical data extracts from a street survey and from in-depth interviews with adults who have discovered an educational alternative to mainstream schooling attendance are used. These show surprising and even shocking insights into the extent to which education is blindly conflated with schooling: finding out that schooling is not the only pathway for education to occur can cause wholesale revelation and personal transformation of the social, political, familial, financial and ethical. Unmet needs of parents to have information about alternative educational pathways are highlighted. Ignorance of professionals about EHE difference and a need for greater training is raised. The issues discussed have wide ranging implications for the concept of education and for the conduct of educational studies around the world. A reconfiguration of how education is structurally organised is suggested: from one field with educational marginalia to multiple equal paradigms of practice. The rise of technology is seen as a key factor in a reconfigured educational studies and increased discovery of EHE as option.

This collated lecture was developed for pre-service teachers in Montreal, QC, Canada to  help them design and implement curriculum that promotes nature literacy,  the development of a nature identity, and environmental stewardship. It may be helpful for teacher educators, but may also interest researchers/thinkers in other fields (e.g. ecocriticism, environmental humanities,  children's literature, language arts, science education).​

In this course, nature literacy is discussed specifically in the context of learning in a English Language Arts (ELA) classroom-- one that focuses not just on language learning, but the lived experience of literary engagement,  communication, multi-literacies, diverse learners, and the development of a child's reading/writing identity. In their design of learning opportunities, teachers of ELA are encouraged to use rich texts (i.e. children's literature that is rich in theme, colour, design, illustration and language use) as a foundation for literature-based instruction.

The intention of the talk is to help teachers think about the immediate ways they can incorporate nature-based learning into their pedagogy to feel empowered, and to help students realize their agency in helping to create a more sustainable future. ​

​*Please cite this lecture as you would any other academic resource (e.g. APA): ​

Harju, ML. (2020). Nature as Self: Promoting nature literacy and the development of a nature identity in education [Powerpoint pdf]. Retrieved from: ​https://www.academia.edu/43288721/Nature_As_Self_Promoting_Nature_Literacy_and_the_Development_of_a_Nature_Identity_in_Education_ELA_learning_

Uso libre

Diccionario ilustrado de los rasgos visibles en la hoja
El siguiente documento corresponde a la clasificación de los términos normalmente usados en guías de campo y trabajos de investigación en cuanto a la descripción de la hoja.
Es una herramienta didáctica para facilitar la descripción de la flora usando las palabras adecuadas.
Clasificación de las hojas

Creativity in adults is highly valued in our society. Personal creativity contributes to inventiveness, innovation, social and cultural change as well as political development and economic progression. The creator is an innovator, a problem solver, an entrepreneur, an artist. Creative people have rapid and effective responses that help them to achieve their life goals and allow them to enjoy the journey. Creativity is both a skill set and a unique and individual character structure that is developed throughout childhood and fine-tuned in adolescence and adulthood. Education has a key role to play in its development. Positive creativity inspiring experiences at every stage of the educational journey are needed. This is especially true in early childhood. Educators who rise to the creativity challenge will be well rewarded in rich teaching experiences and the joy of seeing children reach their creative potential in supportive and integrated learning communities.

In this portfolio, the researcher critically explores the role of the learning disposition ‘resilience’ in the learning and development of young children and the implications for practice and policy. This enquiry is contextualised through child observations and reflection on practice during a 12 week Forest School project in Torbay in 2010.

A critical review of the literature and analysis of the learning stories and observations documented during this project, demonstrate the value of resilience and potentiating context of Forest School to support children’s learning and development. Applying a ‘Possible Lines of Direction’ curriculum planning model, 5 key features of ‘learning architecture’ which support the development of ‘resilience’ in young children in this Forest School context were identified:

• A learner and learning focussed pedagogy
• A mastery culture
• An enabling and potentiating environment
• A reflective community of practice
• Regular access to opportunities to build on previous experience

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.

RESUMO: As escolas da floresta são um modelo de educação infantil criado no norte da Europa e que vêm ganhando adeptos ao redor do mundo. Na Espanha, começou a ser desenvolvido em projetos autônomos desde a última década e rapidamente multiplicou-se no país, sendo uma importante fonte de discussões a respeito da relação entre educação e natureza, aprendizagem ao ar livre e inovação educativa para a educação da primeira infância. Este artigo apresenta a contextualização histórica a partir do qual as escolas da floresta modernas foram criadas, a partir da década de 1950, bem como o contexto espanhol cujas condições permitiram que esse modelo venha se desenvolvendo rapidamente e ganhando adesão de diferentes setores da sociedade. Resgata marcos históricos das pedagogias ativas europeias e as escolas ao ar livre do século XX, bem como dos antecedentes espanhóis, como Giner de los Ríos, a Institución de Libre Enseñanza e as escolas bosque.

The aim of this study was to find out parents' and children's perception of outdoor learning programmes with specific reference to Archimedes Forest Schools, known as Forest Schools. A review of existing research showed that there had been no rigorous evaluation of perception of forest schools. The study was conducted in the UK and mixed method design was used taking into account ethical reconsiderations. The findings of this research highlighted the importance of forest schools for children and showed enough evidence as to why parents must allow their children to attend forest schools. Listening to parents' and children's voices can inform understanding of their perceptions and opinions about Forest Schools and contribute to wider discourses on how forest schools sessions and programmes can be improved to meet specific individual and group needs. The research team did not find any evidence to prove that high risk is involved when sending children to forest schools sessions and programmes but found enough evidences that forest schools increase children academic, physical and social performance when attended over a long period of time. Additionally, it helps to improve the connection between children and nature and contributes to their positive attitude towards the environment.

The study on kindergarten in the woods, outdoor schooling, outdoor education reaches its fullest expression in the ARTIS Project Accessibility Roma Tre, Technological Innovation, Sustainability. Shortly before lockdown, teachers were asked to venture out with five-year-old children, prepared with outdoor education, into the paleontological paths of the museum site of Polledrara di Cecanibbio on the Aurelia and Boccea roads. The remains of ancient elephants, and other local fauna, speak of the crossing of the sleeping river in the Roman countryside. The millenary datum is depicted in the present. The archaeological find is now unveiled before the curious eyes of those who learn the appropriate words and immediately process them, according to a phraseology that has gradually become a pre-scientific language.

MENTERI LINGKUNGAN HIDUP DAN KEHUTANAN REPUBLIK INDONESIA PERATURAN MENTERI LINGKUNGAN HIDUP DAN KEHUTANAN REPUBLIK INDONESIA
NOMOR : P. 18 /MenLHK-II/2015
TENTANG ORGANISASI DAN TATA KERJA KEMENTERIAN LINGKUNGAN HIDUP DAN KEHUTANAN DENGAN RAHMAT TUHAN YANG MAHA ESA MENTERI LINGKUNGAN HIDUP DAN KEHUTANAN REPUBLIK INDONESIA,
Menimbang : bahwa sebagai pelaksanaan Peraturan Presiden Republik Indonesia Nomor 16 Tahun 2015 tentang Kementerian Lingkungan Hidup dan Kehutanan dipandang perlu menetapkan Organisasi dan Tata Kerja Kementerian Lingkungan Hidup dan Kehutanan............................................................

Rabindranath Tagore’s educational practices and ideas can inspire today’s education in the East as well as the West. This paper distils Tagore’s philosophical anthropology and thereby uncovers a unification within his often unstructured and scattered texts. This makes it possible to apply his principles, as well as to learn from the formulation of the ideal itself. Tagore’s highest goal is to make the world one’s own as well as to enlarge one’s self to encompass the world. The  educational practices through which this ideal can be reached can be classified as creative action, love, and freedom. On the basis of such ideal, realms such as the arts, nature, and movement will no longer remain “nice additions” to knowledge-related education that places employability as highest goal, but will be recognized as crucial to the success of the whole education process. Tagore’s educational method (“method of nature”) refrains from turning children into adults as soon as possible, and accept the deceleration of learning and the simplification of living as most forward-leading approach to a successful and comprehensive education.

The article presents the results of educating children in the outdoor learning experience. Teachers and parents are persuaded that the idea and the practice of the forest school gives tangible proofs as new and positive model of teaching for the benefit of the integral development of children. Scientists are discussing about the empirical evidences to evaluate the possible cultural relevance of the proposal and its integration in the formal system of education.

The Indian Forest Service (IFS) has been subject to unrelenting criticism from social environmentalists and wildlife conservationists on many counts. It is pilloried as a vestige of colonialism, as a top-down organ of oppression of tribals and forest-dependent communities, as biased toward industry and unmindful of biodiversity and other non-material values, and so on. The author analyses these criticisms and suggests ways for the forest service to deal with them, both by reforming its practices and by improving its communication strategy.

This critical review analysing current research and literature exploring the relationship of the child with the natural world. Tracing an evolutionary and historical context, the reviewer explores how this relationship has changed in Western industrialised culture. Following an exploration of relevant child development theory, Ecopsychology and Biofilia, the reviewer investigates the evidence of growing dissociation of children from the natural environment. The reviewer explores the tension experienced for young children between their biological drives and the socio political context of modern culture. The reviewer concludes with an analysis of the theory of Nature Deficit Disorder which investigates a possible link between reduced opportunities for children to access nature and increasing levels of mental ill health and obesity. This theory provides a compelling case of the need for the ‘renaturing’ of childhood and calls for urgent further research to investigate the impact on well being and development of a ‘denatured childhood’

Forest School focuses on child development underlining nature-connection and play pedagogy. Practitioners facilitate child-led learning through a deep observation approach. However, challenges and assumptions exist in such approaches. Additionally, a critical examination of the practice reveals that it may be lacking a solid theoretical underpinning that can respond to diverse contexts and participants while escaping a one-size-fits-all approach encouraged by commercialisation. Ecological Dynamics offers a theoretical framework that has the potential to guide Forest School practice and clarify its effectiveness. Specifically, notions of affordances combined with analysis at the level of person-environment relationships could guide future design and implementation of activities. Benefits could include realising and attuning to affordances which have sociocultural and individual connotations, thereby respecting local cultures and their community resources. The role of the Forest Schoo...

Similarity measurement is the determination of the
properties of communities that helps to suggest
whether the communities may be classified together or
in necessity to be separated in the field of modern
ecology. Similarity index sometimes is estimated
reformulating the indices of abundance coefficients.
Estimation of abundances applying different statistical
methods like Jaccard and Sorensen’s indices,
similarity percentage, Morisita-Horn’s indices etc is an
important way to characterize and measure the
properties of plant communities as the species
abundances comprise the community. Alike
abundances, similarity, a parameter, is utilized for the
interpretation of the communities in necessity.
Measurement of such similarity indices as a
community parameter has been attempted in the
forest stands of Chilapata and Mendabari forest
stands of Dooars in the state of West Bengal. The
obtained results show the estimated values 0.92 and
0.96 for the Adjusted Jaccard and Adjusted Sorensen
indices respectively which are the best choices and
preferred for the measurements of the estimation of
similarity index because of their identical low biased
measuring patterns among presence-absence and
abundance based similarity measuring indices.

The current study was conducted to investigate the contribution of the forest school approach to the development of preschool children. In this connection, the study group is comprised of 7 pre-schoolers aged at 48-60 months. The sample of the current study was determined by using the convenience sampling method, one of the purposive sampling methods. The current study is a case study, covering an eight-week period. A total of five data collection tools were used in the study: “General Information Form”, “Pre-Application Questions”, “Activity Evaluation Form (Individual)”, “Activity Evaluation Form (General)”, “Development Observation Form”. The collected data were transcribed; codes and themes were established and finally content analysis was conducted on them. As a result of the analysis, it was concluded that the forest school applications positively affected the children’s cognitive development, language development, social and emotional development, motor development and self-care skills in some situations and supported the development of the children in general. In light of these findings, integration of forest school into pre-school education is thought to be of great importance.

This paper focuses on children's scientific understanding and discusses teachers' identification of children's preconceptions when teaching science in the early years. The research focuses on early-years teaching in public and private kindergartens in Cyprus and children aged from three to five and a half years old. The area of the children's misconceptions has been extensively investigated by other researchers in the past. However, research focusing on early-years teachers and children's preconceptions is still limited in comparison, especially when referring to research within Cypriot early-years education. The main aim of this paper is to present the results of research relevant to children's preconceptions. Firstly in relation to the use of the term 'preconceptions' partial on the basis of their age and experience and partially to acknowledge the special position of the children's initial ideas about science. And secondly show if teachers identify and use children's preconceptions when planning and teaching science. A case study overarching methodology was employed which facilitated the in-depth investigation with different methods of data collection including interviews and observations. The results indicate that teachers tend to avoid identifying the children's preconceptions when planning and teaching science. This indicates that there is a lack of appreciation of the children's preconceptions and the consequences when they are not acknowledged. This further implies the need of further training and professional development in relation to the teaching of early-years science. To help teachers respond to the children's preconceptions, the study developed a list of children's common preconceptions and a number of different ideas and suggestions for methods to help teachers identify the children's preconceptions, acknowledge them in their teaching and guide children to overcoming them.

In 2020, the Point examines how our cultural and sociopolitical systems are implicated in climate change, and what actions the arts industry can take. In this issue, the Forest Curriculum discuss pedagogical models that allow us to better understand our ecologies.

The introduction of hybrid varieties cocoa has led to the progressive disappearance of the complex agroforestry systems in Côte d’Ivoire. However in forests-savannah transition area, these systems seem to persist in despite the high frequency of bushfires, low rainfalls and the change of cocoa trees varieties. To understand the farming practices in that zone, data were collected in 68 cocoa farms located in three major cocoa producing in the sub-prefecture of Kokumbo. We used 105 plots of 0.0625 ha (25 m X 25 m) to characterize the botanical composition, structure, biophysical variation and management practices. In the 6.56 ha cocoa farm surveyed 2,149 stems belonging to 86 species and 36 families were encountered. The average species richness varied from 4 species to 6.4 per 625 m2 plot. The global density of associated plants was 227.3 trees/ha for a basal area of 24.1 m2 / ha. Results also showed significant differences in farmers’ practices which enabled us to distinguish three main cocoa agroforestry Systems (AFS): Simple AFS with open canopy and high density of plantain trees, characterized by the hybrid varieties; young complex AFS with high species diversity and opened canopy; and complex AFS with dense and closed canopy characterized Amelonado variety. These results highlight the strategy adopted by the farmers in the management of cocoa plantations in the zone of transition forest-savannah. Additional analyses must be done to assess their yield and the biomass.

A small scale study exploring mental health benefits of outdoor education, with a focus on the use of blue spaces for social prescribing and citizen science projects based around wildlife and biodiversity as vehicles for developing a connection with nature and positive conservation attitudes. The study blends together concepts of blue and green spaces, social prescribing, and meditation and mindfulness when looking at mental health and education.

Note* This was an undergraduate study to achieve a Bachelor's Degree in Education Studies, this paper follows a graded format, and was awarded a first class grade, culminating in a first class honours degree.