Forest School and Children's Communication and Language Development

This research aims to investigate how forest school can support children’s communication and language development. It will analyze the impact of forest school on children's learning, review literature on children's communication and language development, and draw conclusions based on the arguments. The research will provide insights and recommendations for promoting forest school education.

Level 6 Research Module Plan (859/837)
Topic/Subject Area
Forest School
INTRODUCTION
Forest School is a popular form of learning in primary schools in England. However,
school sessions are led by qualified and trained staff in aspects of child development. Forest
schools are nature-based learning environment. This can impact on children positively for
lifelong. This will support children to increase their experiences through hands -on learning in a
natural environment. They cover the Early Years Foundation Stage (EYFS) guidelines as well
through everyday interactions with the real world around them. Forest schools provide a new
dimension to teaching and learning. They, allow children to improve communication and
language, they would not learn in a classroom setting.
Aim
To investigate how forest school can support children’s communication and language
development.
Objectives.
1. To identify the impact of forests school on children learning.
2. To critically review the literature surrounding children’s communication and language
development.
3. To analyse the forest school practice and its impact on language and communication.
4. To draw a conclusive result based on the arguments and make the possible
recommendations.
Rationale:
Forest schools are becoming more popular and beneficial for children in England because they
allow children to develop communication and language skills as well as confidence and self-
esteem through different practical activities (Knight, 2013). Various pieces of literature have

been published in different time scales regarding the role of forest schools in children’s
communication and language development with different opinions and arguments (Harris, 2017).
Forest School is becoming increasingly popular in the UK and globally, but little is known about
its effects on learning for children or how alternative methods inform learning in traditional
settings (Coates and Pimlott‐Wilson, 2018). There will be an ongoing debate on the Forest
School approach towards children’s communication and language and overall learning during
Forest School (Leather, 2018).
This research had to be given life-based experiences to children as the children learning
and education should be based on nature and education both (Knight, 2011). Following research
shows that young children learn best from the experience by consciously rather than passively
using their senses and it is from these interactions learning remain with us into adulthood. So, by
doing these children can get the chance to explore their surrounding while getting the
knowledges towards their development (Turtle, et al., 2015). On the other hand, mainstream
schools are based on teacher-led learning or technology based, so this does not allow the child to
understand about the natural materials as they are busy learning about books topic or digital
learning and children do not get a chance to go outside the classroom to explore their
surroundings (Cummings, et al., 2010). Also, the other reason, mainstream schools’ teachers are
not allowing children to go outside is that they do not want them to make their hands dirty or
clothes due to parent’s pressure, as parents do not want their children to get dirty (Cummings, et
al., 2010). While forest school can allow them to get their hands dirty and help them to practice
manageable task to extends children communication and language development (Duarte and
Freeman, 2017). So, the purpose of this research will be on how to promote forest school
learning as it will also make them aware of the need to care for each other and for the
environment and this help them towards their learning as this method is equally important as
mainstream school but it helps them to have natural contact with environment while gaining
educational knowledge (Duarte and Freeman, 2017). As forest school curriculum take place
outside the boundaries of four walls, without the distractions of electronic devices and
unnecessary supervision, children can explore and discover at their own speed while interacting
with the natural world (Cummings, et al., 2010).

This research was carried out to evaluate the awareness of forest school. The results of this
research highlighted the value of forest schools to children and provided ample evidence that
forest schools improve the academic, communication and language of children when attended for
a long time (Nawaz and Blackwell, 2014). This also helps to strengthen the link between
children and nature and leads to their positive attitudes towards the environment (Nawaz and
Blackwell, 2014). So, these benefits must be communicated well as may lessen the
misconception and myths related to forest school (Cummings, et al., 2010). Hence, research is
needed to evaluate the practices of forest school and how it is shadowing mainstream schools in
terms of more efficient communication and language learning abilities (Cummings, et al., 2010).
Already the research has been done in communication and language development of forest
school but there is a scarcity of articles that specifically focused over communication and
language development in forest school. The consolidated research focusing on benefits and
practices that help children in communication and language development will be published in
international journals that will help the academics and pupils to get encouraged and to promote
forest school education in a wider context. Up till now, only the physical advantage of forest
school is focused on most of the researchers (Austin, Knowles and Sayers, 2013). So, the
following research will highlight the benefits, environment and practices of forest schools that
will assist in the communication and language development of a child.
This research will be based on traditional approach.
Literature review
This literature review aims to present, analyses and compare literature on the subject of
Forest School sessions in Early Years settings. The outdoor activities in the Forest School will be
reviewed and the impact that will have on children's communication and language. This will
show the evidence and availability of the resources as to how to use to enhance children’s
communication and language development. This literature review will be focused on the
communication and language development, benefits and environment in regards to forest school.
Benefits.
Early Years Matters (2016) suggests that children participate in outdoor activities is much
greater than indoor activities and as a result, the use of language by doing outdoor activities is
five times greater than indoor activities. House of Commons Select Committee on Education and

Skills (2005) confirmed the Forest school method adopted by some schools was remarkable and
provided children hands-on learning in the natural environment. Knight (2011) acknowledges
that Forest School provides many opportunities for teamwork, which can support children’s
communication skills, particularly if the child often struggles to work with others. O’Brien
(2009) suggested that the teachers were interviewed and they describe the Forest School
experience as being of great benefit to the children who take part. This will make children
confident and independent to socialize with others by sharing their feelings and thoughts
regarding the activities. O’Brien and Weldon (2007) also recognise that various schools in the
United Kingdom emphasize while sharing, helping others and comforting others where social
skills are present. Nevertheless, in the Murray and O’Brien report (2005) the benefits to
communication and language in social contexts are established. As a result, Ridgers et al.,
(2012) note that Forest school sessions provide opportunities for children to participate in
activities such as constructing shelters, using campfires, using real-life resources an identifying
different wildlife area. Vygotsky also mentioned through the Zone of Approximal Development
that children’s learning cannot be extended by themselves as they are most likely to achieve the
goals with the support of an adult. As a result, with the support of an adult, they will be able to
accomplish their goals and they will help children to pronounce properly and help them to
enhance their vocabulary (Basawapatna, et al., 2013).
Pioneers like Froebel and Pestalozzi have pointed to the importance of play in children's
development (Samuelsson and Pramling, 2014). However, McMillan’s open-air nursery school,
for example, was centered on a carefully designed garden in which children were encouraged to
make use of the wide range of resources and equipment including authentic tools: this was a
natural, real-life environment (Grenier, 2017). As they use natural materials as sensory play in
describing and storytelling activities by using fresh and dried flowers, rice, plastic bottles, pasta,
sand, stones, leaves, branches and fresh vegetables by describing how they look, feel and smell
to enhance children’s learning (Harris, 2015). These opportunities will be helped them to
frequently use familiar words, explore new concepts and expand vocabulary in a real sense
outside the classroom. This context did not include traditional reading and writing teachings
although some of the kids often used large sticks to make marks in mud and soil.

As a result, Children's experiences in nature are related to types of learning constructivist,
Waldorf, and Reggio-Emilia, which emphasise that children learn better by having direct
experiences rather than just being taught by an adult, thus allowing them to play freely and
helping them learn new words and understand the importance of nature(Arseven, 2014).
Children's experiences with nature are linked to forms of constructivist learning, Waldorf, and
Reggio-Emilia, which emphasise that children learn best by getting direct experiences rather than
only being taught by an adult, thereby allowing them the ability to play freely and help them
learn new vocabulary and appreciate nature's meaning, ensuring language was meaningful
(Arseven, 2014). Children learn more through online teaching and by technology-based devices,
such as audiobooks and child-friendly apps (Edwards, 2016). However, Forest School
opportunities enabled them to use the familiar language regularly, to revisit new concepts and to
extend vocabulary beyond the classroom in a real context (Constable, 2017).
Environment:
The outdoor environment was characterised as a unique setting for instruction to build up
children’s communication and language development to explore their surroundings. Teachers
and teaching assistants should be interested as much as they want to support children while they
are playing. This could be a rare opportunity to just stand back and enjoy seeing the children in a
natural environment or to observe individual child while they are playing. As a result, Chomsky
believed that children are born to inherited learning language through play as he believes every
child has a language acquisition device and children have to learn new vocabulary through
experience or play (Da Cruz, 2015). To facilitate this, forest schools provide sufficient
opportunities for children in the area to learn practical conversational skills, learn discussion of
interests / activities, promote social talk such as negotiation and planning, develop basic
vocabulary for the natural world such as names of animals / tools, etc. However, increased use of
digital technology in schools nowadays is making children depend on digital learning more than
physical experience; therefore, forest school environment will help change the current practices
as forest school’s curriculum is children-led and play-based. Alongside traditional forms of
schooling, forest school may provide children with the opportunity to transfer their skills into
daily life. The emphasis is on reconnecting children with their local outdoor setting, allowing
them the freedom to discover, play, explore and learn in a real, outdoor setting. Forest School

can be used for children of all ages; traditional and children for specific special needs. Children
who are not known to focus well in class are encourage to come to forest school and excel in
practical/hands-on activities. Better social skills, greater peer participation, improved
relationships and better problem-solving skills all help forest school participants. At Forest
School, no child can fail; they all try to take something good or new from the experience. As
outdoor play provides many opportunities towards sensory play that cannot be acceptable in the
indoor environment, such as children will get the opportunity to run, freedom to scream, be
messy, feel the freash breeze, feel the heat of the sun and cold of the snow (Duarte and Freeman,
2017). These sensory experiences are essential for their growth and development and for their
imagination stress (Pinto, Pessanha and Aguiar, 2013).
Early Years Outdoors (2009) acknowledge that some children’s communication and language
increase by outdoors playing. Early Years Outdoors (2016) indicate that this is because of
providing them with the outdoor space and independence. In contrast, children have to adhere to
rules and regulations that apply indoor, such as certain levels of noise and that does not apply
during forest school activities. The Theory of Froebel (1887) explores how the child learned and
get motivated through the play. Adults disrupt the play and learning of children by being too
dominant. Tassoni and Hucker (2000) it provides clinicians with an opportunity to develop many
ways to improve the social communication skills of the children. So this involves children's play
practitioners to promote dialogue and provide children with the tools and learning environment
to communicate with each other.
Similarly, Montessori's approach to child-driven portrays adults as facilitators, providing
children with the resources and atmosphere to support their learning (Isaacs, 2018). Miller et al.
(2005) it also explores the influences of children's learning environment and indicates that the
numerous tools, events and structures within that environment can have an impact on holistic
learning and growth for children. However, O'Brien (2009) indicates that children ought to be
more interested in the natural environment because it positively influences holistic learning.
Murray and O'Brien (2005) have put emphasis that the forest school style sessions and outdoor
learning require less parental involvement and activities led by adults, thereby promoting
independence and well-being for children. In comparison, Bruce (2005) recognises that the
supply of material is essential to an effective learning environment and that the materials

generated are just as important as natural materials. Murray and O'Brien (2005) dispute this,
saying that one session of forest school per week is adequate interaction with the natural
environment for children to become comfortable and secure within the environment. However, it
does not matter if the children are in Forest School or the Mainstream School, as Maxwell (2007)
stresses the value of free-flow play between indoor and outdoor settings, allowing children to
move in and out of resources and establish a sense of control over themselves.
Also, literature such as Murray and O'Brien (2005), Ridgers et al., (2012) and Knight (2009)
stress the importance and benefits of outdoor play to children's learning and development in a
natural environment. The creation of social contact for children is closely related to the
independence and freedom of children, which then interacts with the ideology of the Forest
School (Murray and O'Brien, 2005). Children’s social contact with adults and peers is more
likely and successful in smaller groups, such as one-to-one interactions (Doherty and Hughes,
2014). It then implies that creating a stimulating learning atmosphere for children, which will
promote and encourage the positive growth of children, is part of the role of the adults (Rose,
2009).
Communication and language development.
Language and play both are inextricably related to each and other. Play provides an
important opportunity to use vocabulary and culture to understand and affirm (Knight, 2011). As
the knight's work explicitly states, playing in an outdoor setting offers a rich arena of verbal
interactions. Indoor room of areas is frequently restrictive to exploration to movement and
outside voices interacting with squeals and multilingual chants (Knight, 2011). Playground such
as these also fosters the perception of form, and colours incorporate the principles of preposition
(Duarte and Freeman, 2017). It will help the children as they will listen and say words. Through
using rocks, sticks, blocks and leaves, children learn construction skills often gives children
opportunities to clarify questions and also practice age-related grammatical concepts such as
prepositional phrases (Fan, et al., 2015). While they may not attach words as grammatical
concepts but they will start to use nouns, verbs, and even adjectives at an early age to have a
better understanding (Fan, et al., 2015). In contrast to this, children in classroom use electronic
devices or the use of stationary and this makes them stagnant and not explorative (Hysing, et al.,
2015). Spending time outdoor discussions in a variety of styles can improve comprehension and

fluency (Duarte and Freeman, 2017). Props may serve as symbols for real things, such as using a
stick to represent a magic wand, thus promoting more detailed language (Weisberg, et al., 2013).
As use of magnifying glasses, holes in binoculars for observation of natural phenomena give rise
to a more figurative use of the language (Duarte and Freeman, 2017). On the other hand, indoor
environment is totally different as children use the materials as toys, video games or phonics and
this do not provide them the understanding of natural materials that could expand their learning
further and it will help them later on in their life by the use of vocabulary they did during forest
school (Rojas and Villafuerte, 2018). First written communication for children starts with
pictures and scribbles, as they write letters on rocks and this makes a rock garden (Duarte and
Freeman, 2017). When they grow older, they can use their writing skills in dramatic play
scenarios as well as oral language as they act in several roles.
Secondly, forest school helps to enhance their educational knowledge according to their subjects
that children gain indoor but they help them to increase knowledge while doing practical
activities. Although, the practical learning along with activities like telling story’s, learning new
vocabulary through naming flora and fauna, using the nature in poetry can enhance the
knowledge of English. Children are given several chances to use and develop their written
language skills (Duarte and Freeman, 2017). As early as a infant, they can hold objects in their
hands, draw pictures with chalks, finger paints and scribbles or start making lines and curves
which eventually turn into letters and words (Duarte and Freeman, 2017).
The final phase of language developments is Pragmatic language, for example, that refers
to the social language skills which children use in their everyday interactions with others (Duarte
and Freeman, 2017). Pragmatic skills are very essential as it will allow the child to express their
emotions with their peers as pragmatic skills are usually observed in a natural setting. Some
children may have low analytical skills, as they often interrupt other communicative intent and
find it difficult to respond appropriately, either verbally or non-verbally (Duarte and Freeman,
2017). However, through play their conversational skills across their language development will
observed (Duarte and Freeman, 2017). As they will observe when they are turn taking or when
they maintain eye contacts. This also take place when children are introducing new roleplay or
words, sharing new ideas or making applicable contributions to the play through language
(Davies and Hamilton, 2018). Pragmatic language often includes children asking for clarity and

it is by language change that bilingual children discuss contact and comprehension with each
other (Davies and Hamilton, 2018). Nevertheless, during the development of language the
receptive phase of language comes earlier as receptive language helps to understand and process
the language spoken around them (Barbosa, Jiang and Nicoladis, 2019).
Moreover, as children use oral language in their play, they use a range of other communication
techniques, including facial expressions, body language and voice intonation (Fan, et al., 2015).
In addition to this, sometimes children with outdoor play use distance and personal space as
contact style in their gaming and playful peer-to-peer overtures (Sobel, 2015). For example,
games as peek-a-boo, hide and seek and these games will interact children with others. Also, it
will help them to improved cognitive skills may help children improve the abilities of
interpretation that are thought to be important in successful communication (Duarte and
Freeman, 2017). On the other hand, Children can develop communication by pointing, making
sounds or gestures, babbling, speaking non sense words or phrases, expressing themselves or
learn sign language (Cummings, et al., 2010).
Research Methodology
Research methodology is the process which is used to collect data and information for
making business decisions. It may include interviews, surveys, publication research and other
research techniques. It could have also included both historical information and present.
Researches can use different methods of methodologies to collect and to use it in an appropriate
manner (Flick, 2015). The most suitable framework to discuss various kinds of research
methodologies is research onion. It has six sub-parts, each discussed below.
Research philosophy-
Research philosophy consists principles and beliefs about interpretation and data. It
reflects the crucial assumptions of researcher about opinions and views. It has two main branch-
interpretivism and positivism which often used by the researchers. The former deals with
meaningful human nature towards life and people's participation in life. The latter one is related
to formation of hypothesis which enable descriptions that can be tested. In this regard,
interpretivism philosophy is mainly utilized by the researchers because of its high dependence. It
is more appropriate approach in understanding the actions of individuals.

Research approach-
It has several steps which includes broader assumptions comprehensive methodologies
linked with analysis, interpretation and data collection (Fletcher, 2017). In research onion
framework, there are two kinds of approaches, which includes deductive and inductive approach.
Former approach means, to first create a hypothesis based on theory which already exists and
after that design a strategy to cross check the hypothesis. While the latter one means, it starts
with observations then theories are proposed in the end of research as an outcome of
observations. Some approach in this study is inductive as they are the appropriate way to perform
research systematically.
Research strategy-
Research strategy is a systematic function which facilitates path for the researcher to
make them perform systematically within a fix span of time to meet quality outcomes.
Systematic literature review, experimental research, interviews surveys, action research, case
study etc. are the various strategies of research which are utilized by the researchers to collect the
adequate data. To gather the data over this particular subject, systematic literature review is used
as it is based on the currently available evidence that can help researcher in giving definitive
answer over the specific question (Attia and Edge. 2017).
Research choice-
There are three kinds of research choices, quantitative, qualitative and mixed method
which are used by the researchers in the research. The method researchers choose is completely
based on the nature of study. In quantitative method, the numerical data is collected with the use
of statistical tools. In qualitative method, there is no involvement of numerical data. While mixed
method is the combination of both the methods i.e. qualitative and quantitative. Qualitative
research method is the most appropriate method for this study. A very good advantage of
qualitative research is the potential of deeply probe and to obtain rich sort data through
structured interviews, studies and observation, cultural immersion for instance about social
phenomena.
Time horizon-

Time frame consist of imitation and completion of research in time is known as time
horizon. Cross sectional horizon and longitudinal are the two kinds of horizon under the
research. When all observations done at the same point of time is called cross sectional time
horizon. Whereas, the observations of specific variable available- days, months, years or quarters
are called longitudinal time horizon. In this specific research, researchers use cross sectional time
horizon for measuring the individual aspect at a point (Cope, 2015).
Data collection method-
In data collection method, data is collected on a specific topic in research. Two ways are
there to collect the data in study. Those two ways are primary and secondary data collection. In
primary data collection method, fresh data or first hand data is collected, it's purely new never
existed before. It is more reliable as it is original in nature and found out directly by the
researcher itself. Manuscript material and archives, audio recording, films, photographs, video
recording, journals, diaries, speeches etc. are some examples of primary data. Secondary data
collection method, is the data already exists before, not new data and already used by researchers
before and published previously (Taylor, Bogdan and DeVault, 2015). Secondary data collection
is the tool utilized by researchers in this study. Secondary research has many advantages like it
can do a longitudinal analysis. It provides detailed information to the researcher. It also provides
reliable data which helps researches to draw a better outcome. Secondary data is easily available
which helps researches in collecting a lot of data in less time. Research reports, censuses,
interviews, reference books, government reports, weather reports, organizational records etc. are
some examples of secondary data.
Ethical issues:
There are some ethical issues which research should consider.
• Validly - research design should address some specific research questions. Therefore,
conclusions of study just go together with the questions and results.
• Confidential - it is the issue of the research which is important to be considered by researchers.
Researches should know that it important to maintain confidentiality about data and it must not
disclose. However, sometimes it is limited. For instance, if a person is at risk, researcher must
protect him and this might require to disclose the information (Hadi, and Closs, 2016).

• Risk of harm - while initiating the study, researchers should ensure the protection of
participants. Researches should do everything possible to make sure participants security. And to
ensure that, researchers should focus on the benefit to risk ratio. If there is any possibility of risk,
researchers should abandon the study or to redesign it.
Inclusion criteria: The articles and journals use in this research are written in English
only. The articles which are pertaining to forest school are included in it. All the used articles are
published between 2000 and 2020 are included. Peer- as well as non-peer-reviewed publications
are considered in this report. It involves different methodologies which are used to conduct the
study in systematic manner.
Exclusion criteria: In this research, Non-English language publications are excluded.
Apart from this, the articles which are older than year 2000 are not included in this study.
Moreover, some of the methodologies are not utilize as those are not appropriate to study.
Finding and analysis
The result for this research have been gathered from the qualitative data that was
undertaken on the children’s communication and language development in forest school. This
research used three different literature themes to enhance children’s communication and
language development and also to explore the environment to supports children’s social
communication most effectively.
The finding of this study will be presented under the following headings.
Environment:
It has been found that the outdoor environment helps the children to develop their
language and communication to explore their environment. This can be an opportunity which is
rare that to just stand back as well as enjoy seeing a child in natural surrounding or to see them
while playing. This result in child is born to inherited language of learning by play as a child has
a device for language acquisition and they have to learn new vocabulary by experience or play.
In order to facilitate this learning, adequate opportunities are provided by forest School for
children to learn discussion of interest, conversational skills, promote social talk, develop basic

vocabulary etc. However, it is also found from the review that, more use of digital technology in
schools make the children dependent on such kind of learning which is not good for them. By
this, they cannot gain any type of learning from physical experience which is very necessary for
the overall development of children. It has been found that the focus on reconnecting child with
local outdoor setting will allow them the Independence to play, learn, explore and discover in
real outdoor setting. From the literature review, it has been found that forest school is best for the
children who cannot focus well in class (Bonel and Lindon, (2000).
Engaging in forest school is beneficial for the children as in this they cannot fail and they
enable to get new experiences. It is found from the review that, outdoor environment is more
effective for the children in comparison to indoor environment as this provides children with the
opportunity of freedom to scream, run, feel the fresh breeze, be messy, feel the cold of snow and
heat of sun. For the proper growth and development of children and their imagination stress, the
sensory experiences are very necessary. The adult needs not to be dominant and provide the
children with the freedom to play and learn. If they are being dominative, then it results in
disruption in learning and play of children and they are not able to develop appropriately. So,
from the analysis, it can be said that it is necessary for the adults to understand that for proper
development of children, it is very necessary to provide them with freedom to play and learn in
their own way (Coates and Pimlott‐Wilson, 2018). It has been found from the study that, a child
ought to be more interested in natural surrounding as it influences the holistic learning positively.
It is found that the forest school style learning is more effective in promoting wellbeing and
independence of children as in this, the involvement of parents and activities led by adults are
less.
Communication and language
In order to develop language and communication of children, it is necessary to allow the
children to play in outdoor settings as it offers them with rich arena of interacting verbally. On
the other hand, talk about indoor setting, it is not as much effective as outdoor setting as it is
restrictive to exploration to outside voices and movement interacting with multilingual chants.
By using blocks, leaves, rocks and sticks, construction skills are learnt by children but often
helps them to clarify questions and practice grammatical concepts. Contrasting to this, the

children in classroom utilize electronic devices or stationery which make them stagnant instead
of explorative. It has been found that if a children spend time in outdoor discussion then it can
improve their fluency and comprehension. In the outdoor environment, there are many props
available through which children can learn many things. On the other hand, the environment in
Indore setting is completely different as the materials used by children includes phonics, toys or
video games which do not render them any understanding regarding natural materials that can
further expand their learning and support them in their life in future by utilization of vocabulary
they did at the time of forest School (Constable, 2014).
It has been found from the study that, forest school supports in improving the educational
knowledge of children as per their subjects that they gain indoor. It also helps them in anything
their knowledge while doing the activities practically. The knowledge of English can be
enhancing through practical learning with activities such as learning new vocabulary, telling
story etc. It is found that the first written communication of child initiates with scribbles and
pictures and when they grow old, the use oral language and writing skills in scenarios of
dramatic play. What developing their written language skills, they are provided with several
chances. It is identified from the review that the final phase of the development of language is
pragmatic language. It is very essential that the children have pragmatic skills as it enables them
to express their emotions with others. It is found that some children have less analytical skills
due to which define the tough to respond properly either non-verbally or verbally. Apart from
this, at the time of language development, the receptive language phase comes prior as it
supports in understanding and processing the language which is spoken around them. It is
becoming clear from the review that it supports in improving cognitive skills that assist children
to enhance the interpretation abilities which is important for successful communication
(Constable, 2017).
Benefits
The above discussed literature review emphasize on language and communication
development, benefits and environment in relation to forest school. It has been found from the
literature review that the children who participate in outdoor activities are more in comparison to
indoor activities which results in five times greater use of language by doing outdoor activities

comparative two indoor activities. It is identified that the adoption of forest school method buy
some schools was remarkable and administer children with hands on learning in natural
surroundings. Many opportunities are provided by forest School for team working which helps in
improving team working ability and communication skills of children. It has been found from the
review that forest school method provides many benefits to children in terms of making them
confident as well as independent to being socialize with others through sharing their thoughts
and feelings about activities. The sessions of forest school provide distant opportunities for
children to engage in activities like using campfires, constructing shelters, utilizing real life
resources and determining distinct wildlife area. The support of adults can make the children
enable to attain their goals and pronounce appropriately and improve their vocabulary. Forest
School play a crucial role in the development of children (Harris, 2018).
Apart from this, it has been found that the open air nursery School was emphasize on
carefully designed garden where children are encouraged to make utilization of many equipment
and resources involving authentic tools, i.e., real life and natural environment. They use natural
materials in storytelling activities like rice, dried flowers, plastic bottles, stones, leaves, fresh
vegetables and branches by describing the way they look, smell and feel to improve the learning
of children. Providing children with these opportunities will help them in expand vocabulary and
exploring new concepts in real sense. The experience of children in nature is associated with
learning types, waldrof and Reggio Emilia that focuses on better learning of children by having
experiences instead of just being taught by adult. Therefore, it enables them to play freely and
support in understanding significance of nature and learn new words. The review shows that
children can learn more by online teaching and technology based devices like applications and
audiobooks but, the opportunities provided by forest School enables them to make use of
familiar language on continuous basis, extend vocabulary and revisit new concepts beyond
classroom in real scenario.
Environment
The data were analysed by exploring in detail the changes highlighted in the children week by
week. It quickly became clear that the themes could not be looked at in isolation. For example,
by being better able to communicate, a child might increase their self-confidence, which may

mean that they work more as part of a team with their peers to complete an activity and thereby
contribute to their continued development of language skills. Eight themes were identified; six
related to the impacts on the children (Box 7) and two related to the wider impacts of Forest
School (Box 8) (Murray and O’Brien, 2005).
Communication and language
Evaluating pieces of literature, the benefits associated with the various practices adopted
in forest school setting are: confidence, children are allowed to take parts in activities to develop
confidence and resilience by taking risks and freedom of test and trials that has been given by a
practitioners. Negative……….in addition to this, children feel more at home while they are in
school without any restrictions as children will get freedom to develop responsible independence
to take risks and initiate their own learning. Negative…………. Routines which are regularly
learned and practised provide reliability, consistency and protection. Knowing what to expect
offers clear guidelines such that children are left more free to learn and participate in activities.
That helps them to create trust through their experiences.
Children are encouraged to work together in the pursuit of activities that require more
than one pair of hands, e.g. to see a log or build a shelter…..negative….. Children are given the
freedom to play independently of adult interference, or are driven by game rules which
encourage cooperation……. negative ………..They gain a greater knowledge of the personal
space of others and are able to establish new friendships when they recognise skills valued by
their peers…negative….. Forest School can be seen as a success as kids who were originally
held away from the community are much more likely to engage in group events and support
others. This can happen to the extent that a child displays what is considered 'pro-social
behaviour' on a daily basis. Pro-social behavior may be characterised by giving, supporting,
sharing and encouraging others, and is a key indicator of the social skills presence. This is
acknowledged as an important part of a child’s development as they learn to accept, get along
with, and work with others.negative…………..Forest School allowed kids who did not initially
feel confident to work or play with others to identify apparently new skills that practitioners did
not know they had. When those kids were given greater freedom to express themselves, this
helped create their faith. Social skills of a child are one of the most challenging strategies to test.

Language and communication advancement is characterised by the emergence of more
advanced uses of both written and spoken language (vocabulary and syntax) influenced by both
visual and other sensory experiences. Negative………..Practitioners schedule activities and
provide opportunities to promote natural and spontaneous interaction • Children are encouraged
to use all their senses to enhance the learning process and excite their imaginations • There are
circumstances that are more complex and unpredictable than in a classroom setting, such as
weather, objects found and natural phenomena observed, changes in woodland
enviroment………negative ,….. Children are inspired to talk freely about Forest School back in
the classroom and at home • More descriptive language is used to describe (and try to make
sense of) the unfamiliar environment they find around them, e.g. using 'slurpy, squelchy' to
describe a muddy puddle.negative………….Children are more relaxed and feel more able to
connect with peers and adults • Children have improved the use of language (verbally, in mark-
making and written work)
Forest School can play an important role in language learning and communication, as it
can help promote the use of descriptive language and natural spontaneous speaking. Children are
always so excited and inspired by their forest encounters that they can hardly wait to tell
teachers, peers and parents………negative…………In developing imaginative play, children can
often find themselves experimenting with their use of language. Forest School is a diverse and at
times unfamiliar environment; it offers opportunities for children to learn new vocabulary and
make up storeys from their environments using materials and ideas.
At Forest School there is spaciousness that is not accessible in the school, which helps
children to move about in a particular way (Figure 9). Also very significant is the tactile aspect
of the natural world and it is clear that the children enjoy touching and experiencing what's
around them, for example by opening their mouths to taste the rain on their tongues.
Negative………. Children have had the chance to spend a snow session. To crack the ice, they
made snowmen, threw snowballs and stepped on frozen puddles. These activities could of course
just as well take place on the playground or on the way to school. The subtle difference is that
the children are doing these practises in a more formal environment in Forest School, and the
teachers are naturally doing a practised study of how the children are responding to the situation.

This ongoing expansion suggests that Forest Schools are filling a gap in the provision of
education for younger children. However, this relatively quick pace of growth can also bring
with it problems.
Typical activities of a Forest School in the UK may include: lighting, managing, and
cooking on fires; building dens and shelters; engaging in imaginative and fantasy play including
storytelling; climbing trees, rope swings, using full-size tools to cut, carve, and create using
natural materials, and playing environmental games (Stevens, 2013, p. 81)
They examined these children’s perceptions, knowledge, and experiences of play in the
natural environment. They found that this Forest School had a positive influence on children’s
natural play and their knowledge of the natural world around them.
CONCLUSION
As per the above mentioned report, it has been concluded that forest school proves to be
very effective in learning and development of a children. it will help in advancing the
communication and language of children by using written as well as oral skills. It is very
necessary for the children to provide them with outside environment instead of indoor
environment. They develop more when the play in outside environment and able to get
understanding about the nature and various other things. The parents are required not to be
dominative and allow children to play in outdoor environment freely. There are various benefits
that children get from forest school. This benefits includes increase confidence, engagement in
activities, social interactions etc. In forest school, children encouraged to work collectively with
others in pursuit of task or activities that need more people to complete effectively. The people
who held away from the community, forest school proves to be effective as it enables them to
engage in group events as well as support others. The children who did not feel confident
initially to play or work with others, forest school enable them to do so by identifying new
skills.
It is concluded from the study that, alongside the traditional type of schooling, children
can get more opportunity from forest schooling as it provides them the benefit to transfer their
skills in daily life. This type of schooling can be utilized for any age of children. The children
who don't know how to focus in the class are encouraged to join forest School. It helps them in

gaining practical learning experience which is beneficial for the children for long term and helps
in their future for further growth and development. By forest schooling, children are able to work
more effectively in the group and perform their activities effectively. The outdoor environment
provides children with many opportunities towards sensory play which cannot be acceptable
Indore surrounding. In outdoor setting, children have the freedom to screen, feel the fresh breeze,
to run, be messy etc. The type of environment which a children get highly influence on their
growth and development. If the parents provide their children with the environment of freedom
to play outside, it will help them in learning many new things by seeing the things of nature
surrounding them. The natural materials like plastic bottles, dried flowers, sand, stone, branches,
leaves, vegetables etc. help in enhancing the learning of children by describing the way they
smell, feel and look.
From the overall literature review and analysis part, it can be concluded that forests
schooling is the most appropriate way to ensure proper growth and development of a children. It
is effective in providing various opportunities to the children to learn and grow. It helps in
increase their confidence level as well as make them enable to learn new things. Parents are
required to give the children with freedom so that they play in outdoor environment and learnt
many new things. It also helps in increasing their social interaction and improving their cognitive
and analytical skills that further that help in their growth. Play and language both are inextricably
interlinked with each other. The children's get the opportunity from play to utilise culture and
vocabulary to understand and affirm. It will help the children to listen effectively and say words.
The use of electronic devices, stationeries etc. Are not enough for the proper development of
children. These makes them stagnant instead of explorative. So, outdoor environment it is very
necessary for the children to grow and develop more appropriately and effectively.

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