Forest Schools

Introduction 1. The Forest School impact on children: reviewing two decades of research 2. Reviewing two decades of research on the Forest School impact on children: the sequel 3. Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff? 4. Fostering children’s relationship with nature: exploring the potential of Forest School 5. ‘Sometimes there are rules about what girls can do’: a rights-based exploration of primary-aged children’s constructions of gender in Forest School 6. Encounters with Forest School and Foucault: a risky business? 7. Learning outdoors: the Forest School approach 8. The place of forest school within English primary schools: senior leader perspectives 9. Practitioners’ perspectives on children’s engagement in Forest School 10. Challenges and pedagogical conflicts for teacher-Forest School leaders implementing Forest School within the UK primary curriculum 11. Footprints in the woods: ‘tracking’ a nursery child through a Forest School session 12. Forest School in an inner city? Making the impossible possible 13. A bird’s eye view: comparing young children’s play in Forest School in England with Forest Kindergarten in Denmark 14. ‘Wow! Is that a birch leaf? In the picture it looked totally different’: a pragmatist perspective on deep learning in Norwegian ‘uteskole’ 15. A balancing act: a constructivist perspective of the adult’s role in Forest School in England and Forest Kindergarten in Denmark 16 The importance of recognising and promoting independence in young children: the role of the environment and the Danish Forest School approach