Implications for enriching future practice...
Though there are no obvious foreseeable implications for enriching future practice, it is essential to insure and maintain the following...
Though there are no obvious foreseeable implications for enriching future practice, it is essential to insure and maintain the following...
- There is close contact and good communication between the School Staff and the Forest School leaders, also with parents, caregivers and whanau
- The same Forest School Leaders for each group or cohort throughout a series of sessions, so that they get to know the children and build strong responsive and reciprocal relationships with one another
- Enough adults at each session, this is essential to ensure a low child - adult ratio allowing for those quality interactions
- Parent and Carer Involvement in Forest School activities, keep families in the loop at all times and offer for them to join where appropriate
Further reading on Forest Schools
Sam Massey - the difference between the Forest School approach and the traditional outdoor learning approach - The Benefits of a Forest School Experience for Children in their early years
Liz O'Brien (Forest Research) and Richard Murray (New Economics Foundation) - conducted research into Forest School to see how it linked to the Learning Outside the Classroom Manifesto produced by the Government in 2006. - Forest School: A Marvellous Opportunity to Learn
Sam Massey - the difference between the Forest School approach and the traditional outdoor learning approach - The Benefits of a Forest School Experience for Children in their early years
Liz O'Brien (Forest Research) and Richard Murray (New Economics Foundation) - conducted research into Forest School to see how it linked to the Learning Outside the Classroom Manifesto produced by the Government in 2006. - Forest School: A Marvellous Opportunity to Learn
References
Clairborne, L. & Drewery, W. (2010). Human Development - family, place, culture. Australia: McGraw Hill
Drewery, W. & Bird, L. (2004). Human development in Aotearoa. A journey through life. (2nd ed). Auckland, New Zealand: Mc Graw- Hill.
Forest School Training. (n.d.).What is Forest School? Retrieved from http://www.forestschooltraining.co.uk/
Forest School Association. (n.d.) Full principles and criteria for good practice. Retrieved from http://www.forestschoolassociation.org/full-principles-and-criteria-for-good-practice/
Ministry of Education. (1996). Te Whāriki: Early Childhood Curriculum. Wellington, New Zealand: Learning Media.
Pound, L. (2005) How Children Learn. Leamington Spa: Step Forward Publishing.
Pound, L. (2008) How Children Learn Book 2. London: Step Forward Publishing Ltd.
Pound, L. (2011). Influencing Early Childhood Education- Key Figures, Philosophies and ideas. England: Open University Press.
Tree Jumpers. (n.d.).Forest schools- history, theory and benefits. Retrieved from http://www.treejumpers.com/forest-schools-in-kent/history,-theory-benefits.aspx
Williams-Siegfredsen, J. (2007). Developing pedagogically appropriate practice. In R. Austin (Ed.), Letting the outside in: Developing teaching and learning beyond the early years classroom (pp. 63-73). Stoke on Trent, England: Trentham Books.
Clairborne, L. & Drewery, W. (2010). Human Development - family, place, culture. Australia: McGraw Hill
Drewery, W. & Bird, L. (2004). Human development in Aotearoa. A journey through life. (2nd ed). Auckland, New Zealand: Mc Graw- Hill.
Forest School Training. (n.d.).What is Forest School? Retrieved from http://www.forestschooltraining.co.uk/
Forest School Association. (n.d.) Full principles and criteria for good practice. Retrieved from http://www.forestschoolassociation.org/full-principles-and-criteria-for-good-practice/
Ministry of Education. (1996). Te Whāriki: Early Childhood Curriculum. Wellington, New Zealand: Learning Media.
Pound, L. (2005) How Children Learn. Leamington Spa: Step Forward Publishing.
Pound, L. (2008) How Children Learn Book 2. London: Step Forward Publishing Ltd.
Pound, L. (2011). Influencing Early Childhood Education- Key Figures, Philosophies and ideas. England: Open University Press.
Tree Jumpers. (n.d.).Forest schools- history, theory and benefits. Retrieved from http://www.treejumpers.com/forest-schools-in-kent/history,-theory-benefits.aspx
Williams-Siegfredsen, J. (2007). Developing pedagogically appropriate practice. In R. Austin (Ed.), Letting the outside in: Developing teaching and learning beyond the early years classroom (pp. 63-73). Stoke on Trent, England: Trentham Books.