Problem Solving Linked with Forest School in Early Years Education

This essay delves into the integration of forest school education with the early years foundation stage, focusing on the development of problem-solving skills in children. The study examines how forest school sessions, distinct from traditional classroom settings, provide innovative learning experiences through outdoor activities like climbing trees and building fires. It explores the benefits of this approach, including enhanced physical activity, sensory engagement, and the fostering of confidence and creativity. The essay highlights the positive impact of forest schools on children's emotional and social development, emphasizing the role of qualified leaders in supporting children's learning and promoting a healthier lifestyle. The review incorporates various perspectives from researchers, parents, and practitioners, revealing the advantages of this educational model and its potential for lifelong learning and overall child development. The study concludes that forest school sessions offer children a unique opportunity to learn independently in an innovative and challenging environment.

Running head: PROBLEM SOLVING LINKED WITH FOREST SCHOOL WITH EARLY
YEARS FOUNDATION STAGE CHILDREN
Problem solving linked with Forest School with Early Years Foundation Stage Children
Name of the Student:
Name of the University:
Author Note:

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Table of Contents
Introduction......................................................................................................................................3
Problem solving linked with Forest School with Early Years Foundation Stage Children.............3
Benefits of a forest school experience for children in their early years..........................................5
Conclusion.......................................................................................................................................9
Reference List................................................................................................................................10

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Introduction
The main purpose of the study is to explain the Forest School Education with early year’s
foundation stage children (Barratt, Barratt-Hacking and Black 2014). The themes used in the
study are getting to know how far forest session can be useful for the children and how it is
different from traditional education or learning that used to take place in classroom. The theme
used in the literature review is to find out the viewpoint of children, parents as well as
practitioners on how they feel about the forest school experience and what they have gained by
participating in this program (Edwards-Jones, Waite and Passy 2016). The study will even
explain about whether forest school education help in providing skills as well as confidence for a
lifelong learning for a children. The current segment even explain about insights into the various
types of learning experiences that are being offered in these sessions and how far these underpin
the early years principles as mentioned in the foundation stage guidance. The present study
elucidate ways on generating ideas that give rise to dilemmas and tensions by this research study
and inform the forest school coordinator for its future development activities (Alison 2016).
Problem solving linked with Forest School with Early Years Foundation Stage Children
As rightly put forward by Williams-Siegfredsen (2017), forest school in real actually
introduces with an innovative way of teaching and learning and this is the new experience for
both children and teachers. Nowadays, teaching is not like using of traditional methods where
teachers used to stand in front of the class and explain each of the aspects orally (Edwards-Jones,
Waite and Passy 2016). Teaching is lot more to that and this can be understood by teaching

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FOUNDATION STAGE CHILDREN
methods and styles that are evolving nowadays. The methods are more based on interaction
rather than just teaching facts. Forest school sessions have been there that provides an
opportunity to the students where they will be given classes out of the classroom as well as into
the great outdoors. By this session, children will get an opportunity to learn in an innovative way
as well as within a new environment (Annemieke, Jacobse and Egbert Harskamp 2009).
On the contrary, forest school sessions actually help the children to undertake risk as well
as attempt for undertaking new challenges that they will not be facing in the classroom session
(Barratt, Barratt-Hacking and Black 2014). The children who will go for this forest sessions will
be given task that are more risky and fun at the same time and some of these tasks or activities
are climbing trees and building fires. These activities will be performed by the children and they
will inhibit a sense of excitement as well as adventure around them all the time (Edwards-Jones,
Waite and Passy 2016). With the change of weather, the children can easily understand the
environment very well by use of their senses. The change of weather has no direct impact upon
the forest schools as the children will be outside and the changes will help in making the most of
the experience lively and adventurous. The change of weather will be fun for the children and
enjoy according to their wish (Askew 2003).
The children will be assessed by a number of adults who will constantly supervise in an
effective way (Barratt, Barratt-Hacking and Black 2014). The members will be around to ensure
safety for the children as it is the main paramount and criteria used for the sessions. A high adult
to child ratio is important for maintaining as it is necessary for the safety of children but even it
will help the adults to have proper understanding to know children individually. The adults will

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even learn as well as understand the unique styles adopted (Barratt, Barratt-Hacking and Black
2014).
On the other hand, forest school aims at promoting all the aspects for developing children
as that can even add new benefits in the learning sessions that are not offered in the normal
classroom sessions (Barratt, Barratt-Hacking and Black 2014). The forest school education
allows children to remain physically active throughout the duration of their lesion as they enjoy
the fresh air as well as new experiences that only is possible at outdoor. While attending the
forest class sessions, children’s stamina will build as well as they will become physically fitter
and this will result or lead to getting access to healthier lifestyle (Constable 2017).
Benefits of a forest school experience for children in their early years
According to Tucker (2014), early years settings recently have been designed for raising
the standards of children by application of new initiative or techniques. With the emergence of
foundation stage, most of the current document was sent out to early settings. Nowadays, early
year’s education is receiving positive attention by the parents who are interested to develop their
children mind and learning styles. Learning is a way that has long-term effects and has positive
significance to get access to education achievement as well as better social behaviour and more
productive citizenship (Doyle and Milchem 2012).
On the other hand, the forest school initiative was taken and now it is rapidly developing
in countries like England and Wales from past few years (Slade, Lowery and Bland 2013). The
main purpose of the forest school is to adopt from the teachings of Scandinavian model and its

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basic underlying principles. The program was devised by a qualified school teacher by thinking
of the interests of children as well as how children can build on skills at their own pace. To that,
the solution was to provide children with a safe and woodland environment where the children
can explore as well as establishes early within the programs (Barratt, Barratt-Hacking and Black
2014).
Rodger (2016) suggests that children learn informally about nature through being out in
the woods. Some of the parents are of the opinion that being outside seems more natural as
compared to classroom sessions for the children. It was argued by some authors that all the
aspects of the curriculum can be easily taught outside and that help in stimulating the
imagination power and bringing subjects to life in a real context as compared to classroom
sessions. Forest sessions help children to use and stimulate their senses and build firm
foundations for further learning at the same time (Edwards-Jones, Waite and Passy 2016).
On comparison, it is noted that there is wide difference present between the forest school
approach as well as other traditional outdoor education approaches (Edwards-Jones, Waite and
Passy 2016). To explain each of the aspect clearly, outdoor education majorly starts with an
issue, agenda for the children for investigating purpose. On the other hand, Forest school
education takes place by keeping the mind the interests of the children within a loose skills
frameworks and supportive intervention by qualified leaders. One of the educated leader pointed
out that while giving forest session, they first give preference to the viewpoint of children and
then plan or sets challenges according to that (Harris 2017).

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Pennant (2015) argued that forest school initiative has been taken recently by most of the
leaders where the main focus is on thinking of children continues evaluation as well as
development plan. The initiative was devised to discover any of the possible benefits of a forest
school program in the future years (Edwards-Jones, Waite and Passy 2016).
Nurse (2014) is of the opinion that forest school offers an excellent opportunity to the
children for play and exploration where the practical tasks are linked with the national
curriculum. The teaching is designed a way that will enhance the development in children as well
as understanding the reason behind what drives forest school initiatives. Most of the activities
that take place in a forest school are based on what children actually need, prefer and want.
According to that, the activities are set up by following the direction in which child will select
and carry out in the most appropriate way (Barratt, Barratt-Hacking and Black 2014). The child
may agree or decide to work independently or they feel like working upon developing their own
problem solving skills as well as creativity. The children can even interact with others and work
within a team. Working together as a team is an excellent way for bringing or enhancing social
development among children as by this they will learn how to collaborate within a team as well
as share their ideas, viewpoint and expression in proper ways. These activities are driven by
interests of the children and adults are always present to guide these children but not to direct
their learning ways (Edwards-Jones, Waite and Passy 2016). By this, it gives the children a
chance to develop their imagination as well as creativity in carrying out the mathematical tasks
in the most appropriate way. To explain in detail, there are no specific limitations present in
these forest schools and in the minds of children that make them free to let their imaginations run

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wild. This even helps the children to solve the mathematical problems as well as exploring of
their surroundings in an effective way (Nunes et al. 2015).
On the other hand, based on emotional development, the confidence among the children
will grow rapidly when they start opting for this forest school education (Haylock 2010). The
reason behind it is the confidence can be carried into other areas as well where the children can
have higher standard of living in the near future. It may even felt by the teachers that some
children are struggling hard to work within a classroom and they can even excel from there. In
that case, these teachers should take the aspects of forest school back and bring them into
classroom sessions for supporting purpose as far as possible (Edwards-Jones, Waite and Passy
2016).
On the contrary, it was felt that forest schools have the potential to promote or give a
healthier lifestyle for children (Kirkham and Kidd 2017). With the advancement of technology,
parents are trying hard to separate their children from constant use of computer games as well as
televisions. After attending forest class sessions, children will ask their parents to take them on
outdoor as well as woodland experiences when the parents are free and looking for any types of
vacation (Edwards-Jones, Waite and Passy 2016).
Magdalena Rudkowski (2014) is of the opinion that forest schools should be encouraged
as it is an excellent way to track children as learning take place outside the classroom. In these
sessions, children will be introduced to outdoor activities and mitigate the areas of fear that the
children already posses from childhood. Overall, the forest sessions will help the children in
various areas of developmental activities. Therefore, it is a known fact that children love freedom

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where they can direct their own learning without any inhibitions as well as experiences new
learning in a innovative and challenging environment (Knight 2013).
Conclusion
At the end of the study, it is noted that forest school sessions will provide help to the
children in every possible ways. The whole literature review explain about the tools and
techniques used by the teachers to make the children learn on how to tackle situations
independently. The positive points that can be noted from these forest class sessions are that
children are free to use their own mind and explore every situation (be it good or bad). There will
be constant guidance provided to these children by the teachers as and when required. The
techniques used in these sessions are children driven where study is conducted as to know what
are the needs and expectations of the children and then a solution will be provided in these
sessions. These forest sessions are very interesting and healthy for the children where they can
express their emotions and feelings in the most feasible ways. The study properly explains about
how far forest school sessions are the reason for a healthy lifestyle for children in the near future.

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Reference List
Alison, B. 2016. A research project to explore the impact Forest School has on year five
children’s confidence and social skills.. [online] Available at:
https://brum.beds.ac.uk/articles/1777708.6241/1.PDF [Accessed 8 Sep. 2017].
Annemieke E. Jacobse and Egbert G. Harskamp 2009 Student-controlled metacognitive training
for solving word problems in primary school mathematics in Educational research and
evaluation Vol. 15, no. 5, pp. 447 to 463
Askew, M. 2003 ‘Word problems: Cinderellas or wicked witches?’ in Thompson, I.
(ed) Enhancing primary mathematics teaching. Maidenhead: Open University Press
Barratt, R., Barratt-Hacking, E. and Black, P., 2014. Innovative approaches to early childhood
education for sustainability in England. Research in early childhood education for sustainability:
International perspectives and provocations, pp.225-247.
Constable, K., 2017. The outdoor classroom ages 3-7: Using ideas from forest schools to enrich
learning. Taylor & Francis.
Doyle, J. and Milchem, K. 2012. Developing a Forest School in early years provision. London:
Practical Pre-School Books.
Edwards-Jones, A., Waite, S. and Passy, R., 2016. Falling into LINE: school strategies for
overcoming challenges associated with learning in natural environments (LINE). Education 3-
13, pp.1-15.

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Harris, F., 2017. The nature of learning at forest school: practitioners' perspectives. Education 3-
13, 45(2), pp.272-291.
Haylock, D 2010, Mathematics Explained for Primary Teachers, 4th Ed. London: Sage
Kirkham, J.A. and Kidd, E., 2017. The effect of Steiner, Montessori, and national curriculum
education upon children's pretence and creativity. The Journal of Creative Behavior, 51(1),
pp.20-34.
Knight, S., 2013. Forest school and outdoor learning in the early years. Sage.
Magdalena Rudkowski 2014. Fostering Emotional Wellbeing: Personal Reflections from an
Early Childhood Forest Program. Children, Youth and Environments, 24(3), p.80.
Nunes, T., Bryant, P, Gottardis, L, Terlektsi, M.E. and Evans, D 2015 , Can we really teach
problem-solving in primary school? Mathematics Teaching (245) p. 44 to 48
Nurse, A.D., 2014. Physical development in the early years foundation stage. Routledge.
Pace, M. 2014. I love Forest school. London: Featherstone Education.
Pennant, J 2015 Structuring the problem-solving process for young learners in Mathematics
Teaching 246 pp 17-18
Rodger, R., 2016. Planning an Appropriate Curriculum in the Early Years: A guide for early
years practitioners and leaders, students and parents. Routledge.
Slade, M., Lowery, C. and Bland, K., 2013. Evaluating the impact of forest schools: A
collaboration between a university and a primary school. Support for Learning, 28(2), pp.66-72.

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Tucker, K., 2014. Mathematics through play in the early years. Sage.
Williams-Siegfredsen, J., 2017. Understanding the Danish Forest School approach: Early years
education in practice. Taylor & Francis.