ECE theory
There are many theorist that feature in the Forest Schools programme, one of them being Rousseau (1712-1778). In the early writings and experimental schemes of his work Rousseau emphasized the importance of the outdoor natural environment.
He thought that it was important that children can experience the outdoors as this is a great place for children to grow and develop into caring and
passionate people (Blackwell & Pound, 2011).
Another theorist whose work features in the Forest Schools programme is Pestalozzi. In his early writings and experimental schemes he emphasized
the importance of the outdoor natural environment for the natural development of children. Pestalozzi devoted his life to bring equality to all of
society's children whether disadvantages children or not. He also believed that it is important to educate the whole person: their intellect, moral
values and practical skills, or ‘the Head, Heart and Hands' (Pestalozzi, 2012)
Some other theorists names that came up through the study of Forest Schools were Robert Owen who established some nurseries on the ideas of
Pestalozzi.
Also Fredrich Froebel who also established some nurseries on Pestalozzi's ideas. Fredrich also devised the name 'kindergarten'
(Blackwell & Pound, 2011)
Piaget , Bruner and Vygotsky all talk about children learning and developing through a programme that is child centered and the adults are their to
scaffold and support the children. This child centered aspect is one of the key principles of the Forest school programme (Kennedy, 2010).
Community Wellbeing
Family and Community is one of the principles in Te Whaariki and in this section reference is made to the community and how important is to be
connected to the community.
During the Forest school programme the children are relating their learning to the wider world as they are out in the outdoors, they would be
learning about how to nurture for and care for the outdoors, for nature (MoE, 1996).
If the child's family and community are supportive of the programme the children are more likely to learn, play and have fun (MoE, 1996).
Reports from some Forest schools projects have shown that when the children participate in learning in the outdoors, they are creating stronger links
between settings, families and communities (Knight, 2009).
connected to the community.
During the Forest school programme the children are relating their learning to the wider world as they are out in the outdoors, they would be
learning about how to nurture for and care for the outdoors, for nature (MoE, 1996).
If the child's family and community are supportive of the programme the children are more likely to learn, play and have fun (MoE, 1996).
Reports from some Forest schools projects have shown that when the children participate in learning in the outdoors, they are creating stronger links
between settings, families and communities (Knight, 2009).