In an age dominated by screens and structured routines, the significance of immersing children in nature has never been greater. Drawing inspiration from O’Doherty’s neurological research (2011) and the timeless theories of Piaget (1968), this article delves into the profound influence of forest school education. By delving into the symbiotic relationship between outdoor exploration, cognitive growth, and overall wellbeing, we uncover the role of these natural havens in fostering STEAM (Science, Technology, Engineering, Arts and Mathematics) concepts, while exploring the incorporation of loose parts and the creative utilisation of smaller spaces, for those who may not have a forest to hand.
The benefits of Active Involvement and Nature Exploration:
Unleashing Cognitive Curiosity
O’Doherty’s groundbreaking research (2011) illuminates the neurological significance of hands on encounters with the natural environment, advising that active involvement helps wire the brain, which in turn helps to enhance and reinforce concepts relating to STEAM Education. This isn’t a new phenomenon, and in fact, if we consider research as far back as Piaget’s conservation theory (1968), we can see indications of the value and importance of children engaging with their natural environment, exploring independently to develop new concepts of their surroundings. Simple activities like crossing a stream or studying the flight of a sycamore seed become profound cognitive engagements (Magennis, 2021). Children immersed in nature develop an innate curiosity that propels them to interact with their surroundings and cultivate cognitive skills (Mhuiri, 2020).
A Multifaceted Learning Landscape
Picture a child’s unbridled joy as they gather chestnuts by a riverbank or watch their handcrafted leaf boat drift downstream. These seemingly minor activities are vessels of experiential learning (Kolb, 1984). Engaging with nature’s elements, children intuitively grasp concepts such as quantity, conservation, and motion. These organic experiences unknowingly lay the foundations for Science, Math, Engineering in education. The fluidity of the outdoor environment evolves into a dynamic classroom, where emergent concepts intertwine with tactile discovery (Magennis, 2021).
Forest Schools: Nurturing Wellbeing and STEAM Concepts
Nature’s Abundant Classroom:
Forest schools epitomise a holistic educational approach, centred around child-led exploration. These settings harness the boundless curiosity of children, creating spaces for them to explore, investigate, and innovate. Unlike traditional classrooms transplanted outdoors, forest schools empower children, encouraging ownership of their own learning process and creating a child led culture for the children to learn and experiment at their own individual level. This approach not only facilitates education but also nurtures a sense of autonomy and empowerment.
Research shows us that spatial awareness helps sharpen a child’s awareness of their surroundings (Mhuiri, 2020); beginning with the adult providing opportunities for children to explore through their senses in this natural environment, and allowing these experiences to expand as the child begins preschool, to include an awareness of image, movement, shape and space. Children will learn to consider objects in the minds eye, to recall prior experiences, imagine and visualise, and relate them to current situations, all of which helps with independent problem solving and making judgements based on these emerging concepts (Magennis, 2021).
The role of Practitioners in Forest School Education:
Facilitating learning through Play:
Within Forest school settings, practitioners evolve into co-explorers and investigators. Instead of dictating learning, they seize spontaneous moments as opportunities for education. Practitioners model curiosity, foster questions, and engage in open-ended conversations that extend the child’s experiences. By aligning with children’s discoveries, practitioners introduce vocabulary and reinforce emerging STEAM concepts, providing an inclusive environment for children of all levels, and allowing them to learn at their own pace in a safe and secure manner (Isaacs, 1933). This organic process, rooted in dialogue and play, propels learning without the confines of conventional instruction. There is an expectation that children will conform to a particular environment, engage with activities which the adult deems to reinforce learning and promote new and emerging concepts. However, as Piaget suggests, children learn in stages and, when given the right environment they will independently explore and investigate the natural resources that are readily available.
Fostering a culture of Critical thinking:
In Forest schools, Practitioners act as catalysts for critical thinking and problem solving. Abandoning a prescriptive approach, they pose “what happens if” questions that stimulate deep contemplation. Practitioners cultivate an environment where inquiry is encouraged and solutions are celebrated. By nurturing a culture of questioning, they shape young minds into agile problem solvers and critical thinkers, encouraging children to be more resilient and to contemplate situations before giving up and asking for help.
Classification and Communication:
As children mature, they naturally gravitate towards classification and sorting. Grouping similar objects and arranging items based on attributes, they begin to recognise patterns and relationships between different objects and places (Piaget, 1968). Simultaneously, communication skills blossom, providing a conduit for scientific learning. Children share their observations questions and discoveries, engaging in meaningful dialogue that deepens their comprehension. This type of engagement is extremely beneficial for children of different levels of ability as it offers an opportunity for all children to engage and contribute something beneficial to the group.
Prediction and the Path Forward:
Prediction, a hallmark of scientific thinking, emerges as children grow. Making educated guesses based on previous experiences, they can test their hypotheses through experimentation, without the fear of judgement from the adult or their peers. This process mirrors the scientific method, a precursor to lifelong critical thinking, but also encourages peer interaction and collaboration between groups of children, supporting Vygotsky’s theory of the Zone of Proximal development, where a more able other can assist their peer with new learning through observation and shared interactions (Magennis, 2021). These predictions, whether accurate or not, enrich cognitive development by nurturing hypothesis-driven exploration.
Embracing Loose parts play and utilising Smaller Spaces:
The Power of Loose Parts:
In the context of forest school education, the concept of “loose parts” play gains remarkable significance. Loose parts encompass a myriad of open ended objects and materials that children can manipulate, explore and create with. Incorporating loose parts into the forest school environment introduces an additional layer of exploration and creativity. From pinecones and pebbles to sticks and fabric scraps, these elements stimulate imaginative play, problem solving, emergent language and communication and collaboration. The simple fact that outdoor environments lead to more self directed experiences; providing openings for each child to explore and cultivate the skills necessary to navigate social relationships with limited adult intervention, while encouraging autonomy, resilience and independence (Nelson, 2012; Tuuling et al. 2018). Tovey (2007) argued that the child which is capable of taking physical risks will eventually develop the skills required to become competent at taking social risks also.
Creativity in Smaller Spaces:
While expansive forests offer abundant opportunities for exploration, forest school principles can be adapted to smaller spaces, including urban environments. Courtyards, community gardens, and even indoor spaces can be transformed into dynamic learning zones. The key lies in creatively utilising available resources to offer diverse learning experiences (Nelson, 2012). Vertical gardens, mini-ponds, and sensory corners are examples of how smaller spaces can be enriched to encourage exploration and experiential learning. Consideration should be given to the seasons and the changes which come with them; changes in colour, texture, smell, sensation; all of which carry with them an array of learning and engagement for young children to explore and investigate (Magennis, 2021). As Adults it is important that strive to expand the child’s imagination rather than stifle it, if they don’t see it, they imagine and create it; while as adults we often wait and wonder (Magennis, 2021).
Conclusion: A Holistic Journey of Growth:
In essence, forest school environments prove to be dynamic catalysts for cognitive development, wellbeing, and the cultivation of STEAM concepts. By immersing themselves in the natural world, children forge a lifelong connection with learning. Forest schools empower young minds, fostering curiosity, critical thinking, and a scientific mindset. This foundation equips children for their educational journey and prepares them for a world were adaptability and innovation reign supreme. Embracing loose parts play and adapting forest school principles to various spaces further enhances this journey, ensuring that every child’s experience, regardless of their ability, is enriched and transformative, and thus learning takes place.
Further Reading:
Isaacs,S. (1933) Social Development in Young Children: A Study of beginnings. London: Routledge and Kegan Paul.
Johnson, K. (2013) “Montessori and nature study: Preserving Wonder through school gardens,” in Montessori Life, 25(3) 36.
Joyce, R. (2012) Outdoor Learning: Past and Present, Maidenhead, England: Open University Press.
Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall.
Magennis, M. (nd) Exploring outdoor environments through the child’s eyes, (In Press).
Magennis, M. (2021) Outdoor Environments; Underpinning STEAM Concepts the Natural Way!, Available at https://childhoodmentalhealth.com/2021/09/05/outdoor-environments/
Magennis, M. (2021) Learning Numeracy the natural way!; Maths doesn’t have to be boring, Available at https://childhoodmentalhealth.com/2021/07/04/learning-numeracy-the-natural-way/
Mhuiri, S. N. (2020) Shape and Space in the senior primary classes, NCCA.
Nelson, E. (2012) Cultivating Outdoor Classrooms: Designing and implementing child-centred Learning Environments, St. Paul, MN: Redleaf Press.
O’Doherty, J.E. et al (2011) Active tactile exploration enabled by a brain-machine-brain interface, in US National Library of Medicine National Institutes of Health. NCBI Resources. PMC.
Dr M’s thoughts 