The ‘natural flight of steps’ pictured in my earlier post illustrates the hoped
for progression in a child taking part in Forest Schools from a disinterest and
poor understanding of nature or worse a fear of nature to a good understanding
of the natural world. This improved understanding will allow young people to
have an influence on society but perhaps more important than their newfound
understanding are the social skills that will allow them to put their views
across. Without the emotional development and promotion of social skills that
Forest Schools facilitates a child may develop a lifelong interest in nature
but never be able to articulate that to a wider audience.
There have been several studies commissioned by the forestry
commission which indicate that benefits of Forest Schools for the participants
can be summarised by these seven headings:
- · Increased self-esteem and self-confidence;
- · Improved social skills;
- · The development of language and communication skills;
- · Improved physical motor skills;
- · Improved motivation and concentration;
- · Increased knowledge and understanding of the environment;
- · New perspectives for all involved.
These benefits were also observed to be imported back to
children’s other settings and homes. (O’Brien and Murray 2004; 2005; 2006;
2007; Borradaile 2006; Hughes and Jenner 2007; Knight 2009)
"One
child who was very intimidated if asked to speak in front of the
class-volunteering to explain the rules of a game to a group of visiting
children from another class and doing a very good job. Another child who was
reluctant to engage in the classroom and also reluctant to do any physical
activity, he became extremely motivated both in the woodland and back at the
school, he played with a number of different members in the class" (Archimedes
Training Ltd.).
The social and emotional development of children is
fundamental to the ethos of Forest School and the Forest School Leaders role in
all this potential development in their students is an important one. With such
great potential for development the Forest School Leader has a great
responsibility to give children the best experience they can. Much will depend
on the choice of activity’s, the preparation of material and the forest school
site, the leaders own experience and expertise of nature and their approach to
delivering the Forest School program, but also not least the way they interact
with the children and demonstrate social skills. One of the most important roles of a Forest
School leader with regard to the emotional development of children will be combatting
low self-esteem by helping children succeed at tasks and increase their
confidence. There is a need for children to be provided with small, achievable
and progressively more challenging tasks which they are likely to succeed (Maynard 2007).
"We
believe that if children feel good about themselves then they will become more
confident and so you can give them little challenges knowing they will
achieve…and begin to feel that they can push themselves" (Bridgewater College).
Choosing appropriate activities for the individuals and
adopting a relevant approached to the delivery, including differentiating
activities to children with different abilities, interests and potentially
special needs will be key in promoting this improvement in self-esteem.
Another of the keys in encouraging the social and emotional
development of children involved in Forest School is that they are encouraged
to take part in activities which may be perceived as risky. These activities help
children gain a sense of responsibility for their own actions and towards
others (Maynard 2007). Not only does taking part in these activities help
increase confidence and ability but with success will also allow a Forest
School leader to praise real achievement which is more beneficial to a child’s
self-esteem than heaping indiscriminate praise (Baumeister et al 2003).
A leaders responsibility then is primarily to facilitate
real achievement in an environment which will allow children to conduct their own
explorations and manage their own learning building their self-esteem,
confidence and independence and encourage them to build relationships with
other their own age as they discover the need for working as a team to achieve
more than they may have been able to alone. A leader will at all times
demonstrate exceptional social skills in dealing with colleagues and children
and at all times act as a role model for the children giving praise for
successes and help when required. In carrying out these programs in a natural
environment all the social and emotional development goals of the program can
be met while increasing the children’s understanding of the natural environment
and environmental issues.
For a full reference list see my full essay at; http://www.academia.edu/4813212/Forest_School_Essays
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