Benefits of Forest Schools
There are many benefits in the children's learning and developing skills through the Forest Schools programme.
The children are getting to know about the wider world around them (Blackwell & Pound, 2011). Forest schools and the outdoor approach to learning
helps the all round development of children (Kindling play and training, 2010).
The programme encourages children to think and act with and for themselves and their peers (MoE, 1996), it gives them their individuality and
independence rather than leaning on the adults around them (Pound, 2005). It also gives the children a sense of freedom as they are not confined to
a room, it is more freeing in the fresh air that the natural environment gives them (Pound, 2005).
The children are refining their creativity skills (Forest School, 2012), and allows the children to direct and take charge of their own play and learning
(Blackwell & Pound, 2011). The natural resources help with the children's creativity as they can be used in a variety of different ways (MoE, 1996).
This also strengthens their imagination skills (Blackwell & Pound, 2011).
In the Exploration strand of Te Whaariki goal one is "their play is valued as meaningful learning and the importance of spontaneous play is
recognised" (MoE, 1996, p.82). Forest schools programmes sees the importance of this aspect and encourages it.
Social and emotional skills are strengthened and refined as they play with their friends and care for their environment (Blackwell & Pound, 2011).
Forest schools also can help the child build their self-esteem as they learn about themselves and how special and independent they can be
(Pound, 2011). It also builds their self awareness as they learn about themselves and what they are capable of doing (Blackwell & Pound, 2011).
In The Forest schools the basic needs of the children are met. Their warmth the children are provided with the correct clothing and with food, they
are given healthy snacks and meals. They are also provided with drinks so they are kept hydrated with water or hot drinks depending on the weather.
Their safety is also promoted so each individual feels safe both physically and emotionally (Archimedes Training Ltd, 2012; MoE, 1996).
Forest schools allows the children to get involved and take some risks in an environment where their are adults their to help or assist if necessary
(Knight, 2011). This is also allowing the children to learn about risk management and problem solving skills (MoE, 1996).
The Forest Schools sessions are all run by a Level 3 trained Forest Schools practitioner. Therefore all the leaders are all qualified in the Forest schools
programme (Archimedes Training Ltd, 2012).
The children are getting to know about the wider world around them (Blackwell & Pound, 2011). Forest schools and the outdoor approach to learning
helps the all round development of children (Kindling play and training, 2010).
The programme encourages children to think and act with and for themselves and their peers (MoE, 1996), it gives them their individuality and
independence rather than leaning on the adults around them (Pound, 2005). It also gives the children a sense of freedom as they are not confined to
a room, it is more freeing in the fresh air that the natural environment gives them (Pound, 2005).
The children are refining their creativity skills (Forest School, 2012), and allows the children to direct and take charge of their own play and learning
(Blackwell & Pound, 2011). The natural resources help with the children's creativity as they can be used in a variety of different ways (MoE, 1996).
This also strengthens their imagination skills (Blackwell & Pound, 2011).
In the Exploration strand of Te Whaariki goal one is "their play is valued as meaningful learning and the importance of spontaneous play is
recognised" (MoE, 1996, p.82). Forest schools programmes sees the importance of this aspect and encourages it.
Social and emotional skills are strengthened and refined as they play with their friends and care for their environment (Blackwell & Pound, 2011).
Forest schools also can help the child build their self-esteem as they learn about themselves and how special and independent they can be
(Pound, 2011). It also builds their self awareness as they learn about themselves and what they are capable of doing (Blackwell & Pound, 2011).
In The Forest schools the basic needs of the children are met. Their warmth the children are provided with the correct clothing and with food, they
are given healthy snacks and meals. They are also provided with drinks so they are kept hydrated with water or hot drinks depending on the weather.
Their safety is also promoted so each individual feels safe both physically and emotionally (Archimedes Training Ltd, 2012; MoE, 1996).
Forest schools allows the children to get involved and take some risks in an environment where their are adults their to help or assist if necessary
(Knight, 2011). This is also allowing the children to learn about risk management and problem solving skills (MoE, 1996).
The Forest Schools sessions are all run by a Level 3 trained Forest Schools practitioner. Therefore all the leaders are all qualified in the Forest schools
programme (Archimedes Training Ltd, 2012).