Forest School Principle 3

The community principle

Forest School uses a range of learner-centred processes to create a community for being, development and learning.

One of the key purposes of Forest School is to build a sense of community with the participants. A sense of community taps into our physiology and our basic need for social connection. In the Forest School context, it provides acceptance and support, which in turn allows the individual to feel confident enough to direct their own learning and experiences. Middleton & Swift (2021) explain that nurturing this feeling of belonging supports the participants’ emotional and spiritual development. Brené Brown says “love and belonging are irreducible needs for all people” (2021, p154). She refers to Maslow’s hierarchy of needs (physiological, safety, love & belonging, esteem, self-actualisation) and explains that “recent research shows that finding a sense of belonging in close social relationships and with our community is essential to well-being.”

 

Involving the learners in creating boundaries and agreements is the first step towards forming a safe space for the learners. Participants need to feel safe and held in order to be truly free. Routines are also an important part of establishing a sense of safety and community. Most Forest School sessions follow a similar structure e.g. arrive, a group game, reminder of boundaries, time for free play or to focus on an activity, food or drink around the fire, storytelling and time for reflection. 

At Wildwood Nature School, we structure our Forest School sessions using the 8 shields - a nature-centric model which promotes deep nature connection and community-building. The 8 shields is based on Native American philosophy and correlates with the 8 compass directions, as well as circadian and seasonal rhythms (Haas, McGown & Young 2010). It’s a type of mapping system that has been used by earth-based cultures all around the world since time immemorial. These maps can be used to guide us in understanding the patterns, cycles and energies of the natural world and how they are expressed through us as human beings. Planning using this model supports the natural energy flow of the participants throughout each session.

Forest School aims to show that everyone is a learner and a part of the learning community. Forest School is a chance to move away from the antiquated, didactic forms of teaching seen in classrooms, where teachers hold all the power and knowledge and learners are passive. This involves the leader showing that they too are learning alongside the children e.g. working out with the children how to tie sticks together to make a den. This community principle emphasises the importance of Forest School as a learner-centred process. Middleton & Swift explain that learner-centred process include:

  • active learning - asking questions, attempting to solve problems

  • cooperative learning – working together to do things they could not do alone

  • inductive learning – when the Forest School leader models or teaches how to do something e.g. using a new tool, tying a knot, but all within the context of children’s interests, needs and purpose

  • empathic learning – when learning is conscious of others’ needs and feelings and allowing the learners to handle their own difficult situations as much as possible

  • creative learning – children having to create their own play and activities, very much supported by being in nature and the ‘Theory of Loose Parts’ 

  • experiential learning – all learning in nature is experiential as it engages all the senses and the whole body.

  

Ultimately, Forest School is about creating a community of safety and trust, where each of the learners are deeply known. Being seen, known and responded to is what will make the learner feel part of a community. Having their questions answered, their lines of thinking explored, and their ideas executed all contribute to this sense of community and towards building each learner’s self-esteem and confidence.

References:

Brown, B. (2021). Atlas of the Heart: Mapping Meaningful Connection and the Language of Human Experience. London: Penguin Random House.

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.

Young, J., Haas, E. & McGown, E. (2010). Coyote’s Guide to Connecting with Nature (2nd edition). Santa Cruz: OWLink Media.