Forest School Principle 2

“The growth of a mushroom, the death of a squirrel, or the life under a log can all tap into a participant’s natural curiosity…If curiosity is the seat on which all learning sits then nature is the room in which that seat sits most comfortably.”

(Middleton & Swift 2021, p31)

Natural environments, particularly woods and forests, provide so many opportunities for learning and play. The ‘Theory of Loose Parts’ developed by Simon Nicholson in 1971 describes how the many loose parts found in the natural environment (e.g. sticks, leaves, stones) provide so much potential for creativity, innovation and discovery. Fraser Brown expanded on and developed Nicholson’s ideas into the ‘Theory of Compound Flexibility’ in 2003 (Cree & Robb 2021). He explained that the more flexible the environment in which a child plays, the greater the child’s flexibility. Cree and Robb describe a flexible environment as “a place that can be adapted to our needs and ideas…full of things that fulfil many different roles and functions” (2021, p120). They discuss the importance of the adult’s permission to allow the child to explore and play in a self-directed manner in the flexible environment. Then the environment and its loose parts provide inspiration, possibilities for different responses, and combining things in new ways. The theory is compound because of the way it builds: children are free to try new things, experiment, problem solve, fail and try again; this leads to involvement, interest and focus, along with building self-acceptance, self-confidence and resilience; this enables a child to become flexible in their responses and ways of being and then see even more flexibility in their environment.

Returning to the same natural environment, week after week, for several months allows participants to build a sense of place. This in itself becomes part of the nurturing and supportive environment that meets the needs of the whole child or adult. Nature is the easiest way to connect to spirituality. This is often through the awe that nature inspires – seeing a beautiful flower, or a fox appear from nowhere – as well as the understanding that we are all – humans, animals and plants – connected to each other. 

This principle also mentions the development of a lifelong relationship between the learner and the natural world and in our current times, this couldn’t be needed more. Dr William Bird’s ‘Natural Thinking’ report (2007) says, “Studies have shown that people deprived of contact with nature were at greater risk of depression and anxiety. Children are getting less and less unsupervised time in the natural environment” (quoted in Cree & Robb 2021, p354). The connection here between the rise in mental health issues among our young people in recent years and a decline in time spent outside is clear. The term ‘nature deficit disorder’ has even been coined to define this new problem. We are human animals who belong in nature and the Forest School movement is a step towards rectifying how disconnected we have become from not only nature, but our natural ways of being.

We’re also facing a global climate emergency, deforestation and extensive wildlife loss. Our disconnection from nature over the last several centuries has caused this. But it feels as though the tide is turning and our children’s generation will be the ones to make the change. By letting them grow up in nature, building a lifelong relationship with the natural world, they will care so deeply about our planet that action will be the only option. The more children we can get outside, the more time we can get them to be outside, the more our natural world will be protected and regenerated.

References:

Cree, J. & Robb, M (2021) The Essential Guide to Forest School and Nature Pedagogy. Oxon: Routledge.

Forest School Association, b. (n.d.), What is Forest School? https://forestschoolassociation.org/what-is-forest-school/ [accessed 09.12.2021]

Middleton, C. & Swift, E. (2021) ‘A deeper dive into the Forest School Principles’ in Harding, N. Growing a Forest School from the roots up! Carlisle: Forest School Association, p26-52.