Indications for enriching future practice
In practice this looks like the child being at the centre of their learning and also the child being in charge of their own learning. We as practitioners
would need to go with the child's interest and what they are doing. Scaffold them and question them to further their learning as apposed to setting
everything up the way we want them to learn because children learn better when they are interested in what is happening.
Practitioners would need to take a step back and observe what the children are doing and think about extending that because this is how the child
would be at the centre of their own learning.
Another way that the Forest school programme can be seen in the ECE sector is by allowing the children to take risks, practitioners can be their to
support them and scaffold them, but the children need to be allowed to make decisions for themselves and take the risks they want to (Knight, 2011).
would need to go with the child's interest and what they are doing. Scaffold them and question them to further their learning as apposed to setting
everything up the way we want them to learn because children learn better when they are interested in what is happening.
Practitioners would need to take a step back and observe what the children are doing and think about extending that because this is how the child
would be at the centre of their own learning.
Another way that the Forest school programme can be seen in the ECE sector is by allowing the children to take risks, practitioners can be their to
support them and scaffold them, but the children need to be allowed to make decisions for themselves and take the risks they want to (Knight, 2011).
Implications for future practice
When children head off to a different school may struggle a little bit with sitting in a classroom most of the day instead of exploring the outdoors.
There has been some research that has evidence of the potential long term psychological and developmental damage which can occur for children
through experiencing challenge and trauma that is to big for them or that is beyond their capabilities (Kennedy, 2010)
Within the Forest schools programme there is a huge amount of additional preparation and planning. This is because staff need to think about risk
assessments, they need to be managing the site; making sure it is as safe as it can be and there is no standard support package (Borradaile, 2006).
There is a high adult to pupil ratio which can be very difficult to sustain and keep on top of (Borradaile, 2006).
There has been some research that has evidence of the potential long term psychological and developmental damage which can occur for children
through experiencing challenge and trauma that is to big for them or that is beyond their capabilities (Kennedy, 2010)
Within the Forest schools programme there is a huge amount of additional preparation and planning. This is because staff need to think about risk
assessments, they need to be managing the site; making sure it is as safe as it can be and there is no standard support package (Borradaile, 2006).
There is a high adult to pupil ratio which can be very difficult to sustain and keep on top of (Borradaile, 2006).