The Forest School approach provides valuable stepping stones in areas of confidence, independence, social and emotional development.
Bear Forest School provides children with experiential outdoor education to culture and develop a connection with themselves, others and nature; and to learn ways to live that can help rather than damage the environment. Bear FS provides safe, fun and positive learning experiences, promoting co-operative play and self-confidence. It can be a wonderful experience for children to learn about nature at the same time as learning more about themselves, in a positive environment.
Growing up on a sprawling Northern council estate Nes spent much of her childhood hunting out green spaces, no matter how tiny or filled with old mattresses and “No Ball Games” signs, to explore and ignite her imagination. Nes has always linked trees and patches of nature with peace, fun, adventure and a sense of belonging. Nes has experience of running forest school sessions in huge, beautiful forests as well as sparse concrete wastelands making the most of whatever is there, as she did as a child, to create exciting and inspiring learning adventures.
Forest School in the UK may seem a fairly new movement. In reality it is based on a rich heritage of outdoor learning going back at least to the 19th century. Philosophers, naturalists and educators in Europe and the UK such as Wordsworth, Ruskin, Baden Powell, Leslie Paul (who founded the Woodcraft Folk in 1925), … Continue reading Forest School History
A wide range of benefits can be gained from forest school activities that cannot be achieved in a classroom environment such as sensory stimulation, movement, co-operation and discussion. An important part of this is the ability to include a variety of learning styles and multiple intelligences. Howard Gardner (1983) identified multiple intelligences, whereby children may … Continue reading Benefits
Play is a process that is freely chosen, personally directed and intrinsically motivated. That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons. Playwork Principles (Play Wales, 2005) We are passionate about providing … Continue reading Child-led play
Numerous studies have highlighted the rich potential in natural spaces to engage children across the full range of play types (Noren-Bjorn, 1982; Hughes, 2001; Korpela et al., 2002; Wells and Evans, 2003; Clements, 2004). Kellert (2002) considers the importance of the urge to master and control nature through risk-taking, adventures, control of the environment, independence … Continue reading Health, safety and risk
Volunteers would be working alongside a level 3 Forest School practitioner and qualified teacher with a wealth of outdoor learning experience so it would offer a good learning opportunity and a chance to develop key Forest School and teaching skills. Though it would be an advantage, no specific skills/experience of forest school are necessary – … Continue reading Volunteer