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Play and Learning Outdoors: Engaging with the Natural World Using Forest School in the UK

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Space, Place and Environment

Part of the book series: Geographies of Children and Young People ((GCYP,volume 3))

Abstract

Natural play occurs when children explore and enjoy the natural environment through their freely chosen play (Natural England 2014. Natural England: Childhood and nature: A survey on changing relationships with nature across generations). This chapter will discuss natural play as an approach to outdoor learning and examine its role in children’s cognitive, physical, social, and emotional development using examples from research. The chapter will acknowledge the current decline in natural play opportunities for children in the UK, compared with that of previous generations, and describe how promoting natural play through Forest Schools has been shown as a promising strategy to resolve this issue. Forest Schools offer “all ages regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment” (Murray and O’Brien 2005. Such enthusiasm – a joy to see: An evaluation of Forest School in England, p. 11. http://www.forestresearch.gov.uk/website/forestresearch.nsf/ByUnique/INFD-6HKEMHS. Accessed 27 July 2014). The ethos, implementation, and outcomes of Forest Schools in the UK are outlined with supporting evidence. Finally, future directions will be described for natural play within Forest Schools as an approach for facilitating children’s engagement with the natural environment. Reflections on recent programs and recommendations for future delivery strategies and implications for research will be also discussed.

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Author information

Authors and Affiliations

  1. The Mersey Forest Offices, Risley Moss, Ordnance Avenue, Birchwood, Warrington, WA3 6QX, UK

    Clare Austin

  2. Physical Activity Exchange at the School of Sport and Exercise Sciences, Liverpool John Moores University, No 62 Great Crosshall Street, Liverpool, L3 2AT, UK

    Zoe Knowles

  3. School of Education, Health and Community, Liverpool John Moores University, I.M. Marsh Campus, Barkhill Road, Liverpool, L17 6BD, UK

    Kaye Richards

  4. Department of Health and Social Sciences, University of the West of England, 2G27, Glenside, Blackberry Hill, Bristol, BS16 1DD, UK

    Mel McCree

  5. Community Development, The Mersey Forest Offices, Risley Moss, Ordnance Avenue, Birchwood, Warrington, WA3 6QX, UK

    Jo Sayers

  6. Centre for Physical Activity and Nutrition Research (C-PAN), School of Exercise and Nutrition Sciences, Deakin University, Melbourne Burwood Campus, 221 Burwood Highway, Burwood, VIC, 3125, Australia

    Nicola D. Ridgers

Authors
  1. Clare Austin
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  2. Zoe Knowles
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  3. Kaye Richards
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  4. Mel McCree
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  5. Jo Sayers
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  6. Nicola D. Ridgers
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Correspondence to Clare Austin .

Editor information

Editors and Affiliations

  1. College of Education, University of Otago, Dunedin, New Zealand

    Karen Nairn

  2. Department of Geography, University of Leicester, Leicester, United Kingdom

    Peter Kraftl

  3. Department of Geography, National University of Singapore, Singapore, Singapore

    Tracey Skelton

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Austin, C., Knowles, Z., Richards, K., McCree, M., Sayers, J., Ridgers, N.D. (2015). Play and Learning Outdoors: Engaging with the Natural World Using Forest School in the UK. In: Nairn, K., Kraftl, P., Skelton, T. (eds) Space, Place and Environment. Geographies of Children and Young People, vol 3. Springer, Singapore. https://doi.org/10.1007/978-981-4585-90-3_2-1

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  • DOI: https://doi.org/10.1007/978-981-4585-90-3_2-1

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  • Publisher Name: Springer, Singapore

  • Online ISBN: 978-981-4585-90-3

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