Index
ISBN: 978-1-80262-458-8, eISBN: 978-1-80262-457-1
Publication date: 2 June 2023
This content is currently only available as a PDF
Citation
Mackinder, M. (2023), "Index", Constructing Forest Learning, Emerald Publishing Limited, Leeds, pp. 137-139. https://doi.org/10.1108/978-1-80262-457-120231008
Publisher
:Emerald Publishing Limited
Copyright © 2023 Melanie Mackinder. Published under exclusive licence by Emerald Publishing Limited
INDEX
Active participation, 51–52
Adult, child and environment (ACE), 2, 8, 14
Adults, 113–117
creating degrees of flexibility, 49–50
flexibility, 65
painting activity in Forest School, 59–60
plan, 56, 58, 61, 63
play pedagogy, 50–52
safe environment, 52–56
tidying up, 65–66
whittling activity in Forest Kindergarten, 63–65
Being outdoors, benefits of, 33
Child-initiated play, 16, 56, 74, 117, 120
Child-minders, 24
Child/children/childhood, 27–28, 117, 120
best places to play, 74–79
choices in play, 73–74
Digging Tunnels
, 93–95
experiences of forest learning, 69
Fairy Girls
, 92–93
group play, 95–97
mark and transforming spaces, 83–85
play, 33
play, 70–71
playing out, 71–73
propping up play, 82–83
set plays, 80–82
social play, 88–97
solo, 89–95
Child–child friendships, 87–88
Choices in play, 73–74
Co-operation, 72–73
Co-operative play, 93–95
Communal activities, 87–88
Compound flexibility, 35–39
Continuous provision, 56
Conversational interviews, 3
Creche, 24
Curriculum, 25–28
Danish curriculum, 27
Danish Day Care Act (DDCA), 26
Danish Forest Kindergarten
in English, 1
map of, 38
Danish Ministry of Social Affairs (DMSA), 27
Danish Pedagogues, 88
Day care, 24
Day Care Act, 28, 61
Department for Education and Science, 12
Desirable Learning Outcomes (DLOs), 12, 26
Digging Tunnels
, 93–95
Distraction technique, 99–100
Early childhood education and care (ECEC), 4–5, 7, 12–13, 27, 109
Early Years Framework Strategy (EYFS), 17, 26
English Forest School, map of, 39
English NEF study, 16
Environment, 111–113
Exploratory play, 70
Fairy Girls
, 92–93, 95
Fantasy play, 70
Fixed equipment, 42
Flexibility, 65
Flutterbørnehave (children bussed daily to forest), 22
Forest Kindergarten, 40–42, 51
aspects, 62
in Denmark, 1–2
idea, 109
pedagogues, 62–63
whittling activity in, 63–65
Forest Learning, 1–2, 4, 49–50, 110
Forest School, 1, 40–41, 51, 109
creation, 11–12
current provision, 24–25
curriculum, 25–28
early days, 13–15
in England, 12
painting activity in, 59–60
pedagogy, 109
play in early provision, 28–30
Scandinavia roots, 21–24
shared model, 17–21
spread of ideas, 15–16
Formalisation, 102
Foundation, 26
Free play, 29, 44, 56, 72, 95
Friendship, 72–73
as ways to manage risk, 97–98
Friluftsliv
, 19–21, 34, 50
Full-time private and state nurseries, 24
Funds of knowledge, 72
‘Grass-roots’ approach, 12–13
Group play, 95–97
Inside play, 71–72
Inter-age groups, 87
Inter-relational Pedagogical Model for Forest Learning, 19–20
Kindergarten, 34
history of, 23–24
Learning, 26–27, 96–97
in Forest School, 13–14
Legehus
, 78, 83, 93
Location, 40–48
Loose parts, 36–37, 42, 45
Mastery play, 70
Mosaic Approach, 3
Mud kitchen, 91–92
Nannies, 24
Natural features, 40–42
Naturebørnehaver (nature kindergarten), 22
New Economic Foundation (NEF), 15–16
Observation with field notes, 3
Office for Standards in Education (OfSted), 26
Outdoor play, 72
Outside environment, 92
tradition of using outside environment with children, 33–35
Outside play, 29, 71–72, 116
Oversimplification, 18
Painting activity in Forest School, 59–60
Parallel play, 92
Part-time private and state nurseries, 24
Pedagogical model for forest learning, 7–8, 10, 110
adults, 113–117
child, 117–120
environment, 111–113
methodological considerations, 2–3
myths, 1
social interactions and relationships, 120–122
social pedagogy, 5–7
Pedagogues, 27–28, 46, 49, 53, 87–88
Pedagogy, 3, 5, 71
Photo tours, 3
Play, 56, 69–71
best places to, 74–79
choices in, 73–74
in early provision, 28–30
groups, 24
partner, 37
pedagogy, 50–52
propping up play, 82–83
set plays, 80–82
Playhouse, 75–76, 79, 91–92
Practitioners, 53
Propping up play, 82–83
Regular, 20
Relationships, 87, 120, 122
children’s social play, 88–97
dynamics, 97
friendships as ways to manage risk, 97–98
interactions, 103–105
interventions, 98–103
social pedagogy and, 87–88
Resilience, 87–88
Resourcefulness, 87–88
Safe environment, 52–56
Sand boys, 94–95
Scaffolding pedagogical approach, 118
Scandinavia, 11
history of kindergarten, 23–24
model, 13–14
roots, 21–24
Self-efficacy, 72–73
Seminal texts, 12
Set play, 78–80, 82, 92, 118
Shared model, 17–21
Shared national model, 18
Skovbørnehaver (forest kindergarten), 22
Skovgruppe (forest or wood group), 22
Social element, 87
Social interactions, 94–95, 101, 120, 122
Social pedagogy, 5, 7, 87–88
Social play, 70, 87
Social Service Act, 26–27
Social situations, 97
Solitary play, 91
Space, 45–48
Spontaneous play, 70
Strengthened Pedagogical Curriculum, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Active participation
, 51–52
Adult, child and environment (ACE)
, 2, 8, 14
Adults
, 113–117
creating degrees of flexibility
, 49–50
flexibility
, 65
painting activity in Forest School
, 59–60
plan
, 56, 58, 61, 63
play pedagogy
, 50–52
safe environment
, 52–56
tidying up
, 65–66
whittling activity in Forest Kindergarten
, 63–65
Being outdoors, benefits of
, 33
Child-initiated play, 16, 56, 74, 117, 120
Child-minders, 24
Child/children/childhood, 27–28, 117, 120
best places to play, 74–79
choices in play, 73–74
Digging Tunnels
, 93–95
experiences of forest learning, 69
Fairy Girls
, 92–93
group play, 95–97
mark and transforming spaces, 83–85
play, 33
play, 70–71
playing out, 71–73
propping up play, 82–83
set plays, 80–82
social play, 88–97
solo, 89–95
Child–child friendships, 87–88
Choices in play, 73–74
Co-operation, 72–73
Co-operative play, 93–95
Communal activities, 87–88
Compound flexibility, 35–39
Continuous provision, 56
Conversational interviews, 3
Creche, 24
Curriculum, 25–28
Danish curriculum, 27
Danish Day Care Act (DDCA), 26
Danish Forest Kindergarten
in English, 1
map of, 38
Danish Ministry of Social Affairs (DMSA), 27
Danish Pedagogues, 88
Day care, 24
Day Care Act, 28, 61
Department for Education and Science, 12
Desirable Learning Outcomes (DLOs), 12, 26
Digging Tunnels
, 93–95
Distraction technique, 99–100
Early childhood education and care (ECEC), 4–5, 7, 12–13, 27, 109
Early Years Framework Strategy (EYFS), 17, 26
English Forest School, map of, 39
English NEF study, 16
Environment, 111–113
Exploratory play, 70
Fairy Girls
, 92–93, 95
Fantasy play, 70
Fixed equipment, 42
Flexibility, 65
Flutterbørnehave (children bussed daily to forest), 22
Forest Kindergarten, 40–42, 51
aspects, 62
in Denmark, 1–2
idea, 109
pedagogues, 62–63
whittling activity in, 63–65
Forest Learning, 1–2, 4, 49–50, 110
Forest School, 1, 40–41, 51, 109
creation, 11–12
current provision, 24–25
curriculum, 25–28
early days, 13–15
in England, 12
painting activity in, 59–60
pedagogy, 109
play in early provision, 28–30
Scandinavia roots, 21–24
shared model, 17–21
spread of ideas, 15–16
Formalisation, 102
Foundation, 26
Free play, 29, 44, 56, 72, 95
Friendship, 72–73
as ways to manage risk, 97–98
Friluftsliv
, 19–21, 34, 50
Full-time private and state nurseries, 24
Funds of knowledge, 72
‘Grass-roots’ approach, 12–13
Group play, 95–97
Inside play, 71–72
Inter-age groups, 87
Inter-relational Pedagogical Model for Forest Learning, 19–20
Kindergarten, 34
history of, 23–24
Learning, 26–27, 96–97
in Forest School, 13–14
Legehus
, 78, 83, 93
Location, 40–48
Loose parts, 36–37, 42, 45
Mastery play, 70
Mosaic Approach, 3
Mud kitchen, 91–92
Nannies, 24
Natural features, 40–42
Naturebørnehaver (nature kindergarten), 22
New Economic Foundation (NEF), 15–16
Observation with field notes, 3
Office for Standards in Education (OfSted), 26
Outdoor play, 72
Outside environment, 92
tradition of using outside environment with children, 33–35
Outside play, 29, 71–72, 116
Oversimplification, 18
Painting activity in Forest School, 59–60
Parallel play, 92
Part-time private and state nurseries, 24
Pedagogical model for forest learning, 7–8, 10, 110
adults, 113–117
child, 117–120
environment, 111–113
methodological considerations, 2–3
myths, 1
social interactions and relationships, 120–122
social pedagogy, 5–7
Pedagogues, 27–28, 46, 49, 53, 87–88
Pedagogy, 3, 5, 71
Photo tours, 3
Play, 56, 69–71
best places to, 74–79
choices in, 73–74
in early provision, 28–30
groups, 24
partner, 37
pedagogy, 50–52
propping up play, 82–83
set plays, 80–82
Playhouse, 75–76, 79, 91–92
Practitioners, 53
Propping up play, 82–83
Regular, 20
Relationships, 87, 120, 122
children’s social play, 88–97
dynamics, 97
friendships as ways to manage risk, 97–98
interactions, 103–105
interventions, 98–103
social pedagogy and, 87–88
Resilience, 87–88
Resourcefulness, 87–88
Safe environment, 52–56
Sand boys, 94–95
Scaffolding pedagogical approach, 118
Scandinavia, 11
history of kindergarten, 23–24
model, 13–14
roots, 21–24
Self-efficacy, 72–73
Seminal texts, 12
Set play, 78–80, 82, 92, 118
Shared model, 17–21
Shared national model, 18
Skovbørnehaver (forest kindergarten), 22
Skovgruppe (forest or wood group), 22
Social element, 87
Social interactions, 94–95, 101, 120, 122
Social pedagogy, 5, 7, 87–88
Social play, 70, 87
Social Service Act, 26–27
Social situations, 97
Solitary play, 91
Space, 45–48
Spontaneous play, 70
Strengthened Pedagogical Curriculum, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Child-initiated play
, 16, 56, 74, 117, 120
Child-minders
, 24
Child/children/childhood
, 27–28, 117, 120
best places to play
, 74–79
choices in play
, 73–74
Digging Tunnels
, 93–95
experiences of forest learning
, 69
Fairy Girls
, 92–93
group play
, 95–97
mark and transforming spaces
, 83–85
play
, 33
play
, 70–71
playing out
, 71–73
propping up play
, 82–83
set plays
, 80–82
social play
, 88–97
solo
, 89–95
Child–child friendships
, 87–88
Choices in play
, 73–74
Co-operation
, 72–73
Co-operative play
, 93–95
Communal activities
, 87–88
Compound flexibility
, 35–39
Continuous provision
, 56
Conversational interviews
, 3
Creche
, 24
Curriculum
, 25–28
Danish curriculum
, 27
Danish Day Care Act (DDCA)
, 26
Danish Forest Kindergarten
in English
, 1
map of
, 38
Danish Ministry of Social Affairs (DMSA)
, 27
Danish Pedagogues
, 88
Day care
, 24
Day Care Act
, 28, 61
Department for Education and Science
, 12
Desirable Learning Outcomes (DLOs)
, 12, 26
Digging Tunnels
, 93–95
Distraction technique
, 99–100
Early childhood education and care (ECEC), 4–5, 7, 12–13, 27, 109
Early Years Framework Strategy (EYFS), 17, 26
English Forest School, map of, 39
English NEF study, 16
Environment, 111–113
Exploratory play, 70
Fairy Girls
, 92–93, 95
Fantasy play, 70
Fixed equipment, 42
Flexibility, 65
Flutterbørnehave (children bussed daily to forest), 22
Forest Kindergarten, 40–42, 51
aspects, 62
in Denmark, 1–2
idea, 109
pedagogues, 62–63
whittling activity in, 63–65
Forest Learning, 1–2, 4, 49–50, 110
Forest School, 1, 40–41, 51, 109
creation, 11–12
current provision, 24–25
curriculum, 25–28
early days, 13–15
in England, 12
painting activity in, 59–60
pedagogy, 109
play in early provision, 28–30
Scandinavia roots, 21–24
shared model, 17–21
spread of ideas, 15–16
Formalisation, 102
Foundation, 26
Free play, 29, 44, 56, 72, 95
Friendship, 72–73
as ways to manage risk, 97–98
Friluftsliv
, 19–21, 34, 50
Full-time private and state nurseries, 24
Funds of knowledge, 72
‘Grass-roots’ approach, 12–13
Group play, 95–97
Inside play, 71–72
Inter-age groups, 87
Inter-relational Pedagogical Model for Forest Learning, 19–20
Kindergarten, 34
history of, 23–24
Learning, 26–27, 96–97
in Forest School, 13–14
Legehus
, 78, 83, 93
Location, 40–48
Loose parts, 36–37, 42, 45
Mastery play, 70
Mosaic Approach, 3
Mud kitchen, 91–92
Nannies, 24
Natural features, 40–42
Naturebørnehaver (nature kindergarten), 22
New Economic Foundation (NEF), 15–16
Observation with field notes, 3
Office for Standards in Education (OfSted), 26
Outdoor play, 72
Outside environment, 92
tradition of using outside environment with children, 33–35
Outside play, 29, 71–72, 116
Oversimplification, 18
Painting activity in Forest School, 59–60
Parallel play, 92
Part-time private and state nurseries, 24
Pedagogical model for forest learning, 7–8, 10, 110
adults, 113–117
child, 117–120
environment, 111–113
methodological considerations, 2–3
myths, 1
social interactions and relationships, 120–122
social pedagogy, 5–7
Pedagogues, 27–28, 46, 49, 53, 87–88
Pedagogy, 3, 5, 71
Photo tours, 3
Play, 56, 69–71
best places to, 74–79
choices in, 73–74
in early provision, 28–30
groups, 24
partner, 37
pedagogy, 50–52
propping up play, 82–83
set plays, 80–82
Playhouse, 75–76, 79, 91–92
Practitioners, 53
Propping up play, 82–83
Regular, 20
Relationships, 87, 120, 122
children’s social play, 88–97
dynamics, 97
friendships as ways to manage risk, 97–98
interactions, 103–105
interventions, 98–103
social pedagogy and, 87–88
Resilience, 87–88
Resourcefulness, 87–88
Safe environment, 52–56
Sand boys, 94–95
Scaffolding pedagogical approach, 118
Scandinavia, 11
history of kindergarten, 23–24
model, 13–14
roots, 21–24
Self-efficacy, 72–73
Seminal texts, 12
Set play, 78–80, 82, 92, 118
Shared model, 17–21
Shared national model, 18
Skovbørnehaver (forest kindergarten), 22
Skovgruppe (forest or wood group), 22
Social element, 87
Social interactions, 94–95, 101, 120, 122
Social pedagogy, 5, 7, 87–88
Social play, 70, 87
Social Service Act, 26–27
Social situations, 97
Solitary play, 91
Space, 45–48
Spontaneous play, 70
Strengthened Pedagogical Curriculum, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Early childhood education and care (ECEC)
, 4–5, 7, 12–13, 27, 109
Early Years Framework Strategy (EYFS)
, 17, 26
English Forest School, map of
, 39
English NEF study
, 16
Environment
, 111–113
Exploratory play
, 70
Fairy Girls
, 92–93, 95
Fantasy play
, 70
Fixed equipment
, 42
Flexibility
, 65
Flutterbørnehave (children bussed daily to forest)
, 22
Forest Kindergarten
, 40–42, 51
aspects
, 62
in Denmark
, 1–2
idea
, 109
pedagogues
, 62–63
whittling activity in
, 63–65
Forest Learning
, 1–2, 4, 49–50, 110
Forest School
, 1, 40–41, 51, 109
creation
, 11–12
current provision
, 24–25
curriculum
, 25–28
early days
, 13–15
in England
, 12
painting activity in
, 59–60
pedagogy
, 109
play in early provision
, 28–30
Scandinavia roots
, 21–24
shared model
, 17–21
spread of ideas
, 15–16
Formalisation
, 102
Foundation
, 26
Free play
, 29, 44, 56, 72, 95
Friendship
, 72–73
as ways to manage risk
, 97–98
Friluftsliv
, 19–21, 34, 50
Full-time private and state nurseries
, 24
Funds of knowledge
, 72
‘Grass-roots’ approach, 12–13
Group play, 95–97
Inside play, 71–72
Inter-age groups, 87
Inter-relational Pedagogical Model for Forest Learning, 19–20
Kindergarten, 34
history of, 23–24
Learning, 26–27, 96–97
in Forest School, 13–14
Legehus
, 78, 83, 93
Location, 40–48
Loose parts, 36–37, 42, 45
Mastery play, 70
Mosaic Approach, 3
Mud kitchen, 91–92
Nannies, 24
Natural features, 40–42
Naturebørnehaver (nature kindergarten), 22
New Economic Foundation (NEF), 15–16
Observation with field notes, 3
Office for Standards in Education (OfSted), 26
Outdoor play, 72
Outside environment, 92
tradition of using outside environment with children, 33–35
Outside play, 29, 71–72, 116
Oversimplification, 18
Painting activity in Forest School, 59–60
Parallel play, 92
Part-time private and state nurseries, 24
Pedagogical model for forest learning, 7–8, 10, 110
adults, 113–117
child, 117–120
environment, 111–113
methodological considerations, 2–3
myths, 1
social interactions and relationships, 120–122
social pedagogy, 5–7
Pedagogues, 27–28, 46, 49, 53, 87–88
Pedagogy, 3, 5, 71
Photo tours, 3
Play, 56, 69–71
best places to, 74–79
choices in, 73–74
in early provision, 28–30
groups, 24
partner, 37
pedagogy, 50–52
propping up play, 82–83
set plays, 80–82
Playhouse, 75–76, 79, 91–92
Practitioners, 53
Propping up play, 82–83
Regular, 20
Relationships, 87, 120, 122
children’s social play, 88–97
dynamics, 97
friendships as ways to manage risk, 97–98
interactions, 103–105
interventions, 98–103
social pedagogy and, 87–88
Resilience, 87–88
Resourcefulness, 87–88
Safe environment, 52–56
Sand boys, 94–95
Scaffolding pedagogical approach, 118
Scandinavia, 11
history of kindergarten, 23–24
model, 13–14
roots, 21–24
Self-efficacy, 72–73
Seminal texts, 12
Set play, 78–80, 82, 92, 118
Shared model, 17–21
Shared national model, 18
Skovbørnehaver (forest kindergarten), 22
Skovgruppe (forest or wood group), 22
Social element, 87
Social interactions, 94–95, 101, 120, 122
Social pedagogy, 5, 7, 87–88
Social play, 70, 87
Social Service Act, 26–27
Social situations, 97
Solitary play, 91
Space, 45–48
Spontaneous play, 70
Strengthened Pedagogical Curriculum, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
‘Grass-roots’ approach
, 12–13
Group play
, 95–97
Inside play
, 71–72
Inter-age groups
, 87
Inter-relational Pedagogical Model for Forest Learning
, 19–20
Kindergarten, 34
history of, 23–24
Learning, 26–27, 96–97
in Forest School, 13–14
Legehus
, 78, 83, 93
Location, 40–48
Loose parts, 36–37, 42, 45
Mastery play, 70
Mosaic Approach, 3
Mud kitchen, 91–92
Nannies, 24
Natural features, 40–42
Naturebørnehaver (nature kindergarten), 22
New Economic Foundation (NEF), 15–16
Observation with field notes, 3
Office for Standards in Education (OfSted), 26
Outdoor play, 72
Outside environment, 92
tradition of using outside environment with children, 33–35
Outside play, 29, 71–72, 116
Oversimplification, 18
Painting activity in Forest School, 59–60
Parallel play, 92
Part-time private and state nurseries, 24
Pedagogical model for forest learning, 7–8, 10, 110
adults, 113–117
child, 117–120
environment, 111–113
methodological considerations, 2–3
myths, 1
social interactions and relationships, 120–122
social pedagogy, 5–7
Pedagogues, 27–28, 46, 49, 53, 87–88
Pedagogy, 3, 5, 71
Photo tours, 3
Play, 56, 69–71
best places to, 74–79
choices in, 73–74
in early provision, 28–30
groups, 24
partner, 37
pedagogy, 50–52
propping up play, 82–83
set plays, 80–82
Playhouse, 75–76, 79, 91–92
Practitioners, 53
Propping up play, 82–83
Regular, 20
Relationships, 87, 120, 122
children’s social play, 88–97
dynamics, 97
friendships as ways to manage risk, 97–98
interactions, 103–105
interventions, 98–103
social pedagogy and, 87–88
Resilience, 87–88
Resourcefulness, 87–88
Safe environment, 52–56
Sand boys, 94–95
Scaffolding pedagogical approach, 118
Scandinavia, 11
history of kindergarten, 23–24
model, 13–14
roots, 21–24
Self-efficacy, 72–73
Seminal texts, 12
Set play, 78–80, 82, 92, 118
Shared model, 17–21
Shared national model, 18
Skovbørnehaver (forest kindergarten), 22
Skovgruppe (forest or wood group), 22
Social element, 87
Social interactions, 94–95, 101, 120, 122
Social pedagogy, 5, 7, 87–88
Social play, 70, 87
Social Service Act, 26–27
Social situations, 97
Solitary play, 91
Space, 45–48
Spontaneous play, 70
Strengthened Pedagogical Curriculum, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Kindergarten
, 34
history of
, 23–24
Learning
, 26–27, 96–97
in Forest School
, 13–14
Legehus
, 78, 83, 93
Location
, 40–48
Loose parts
, 36–37, 42, 45
Mastery play, 70
Mosaic Approach, 3
Mud kitchen, 91–92
Nannies, 24
Natural features, 40–42
Naturebørnehaver (nature kindergarten), 22
New Economic Foundation (NEF), 15–16
Observation with field notes, 3
Office for Standards in Education (OfSted), 26
Outdoor play, 72
Outside environment, 92
tradition of using outside environment with children, 33–35
Outside play, 29, 71–72, 116
Oversimplification, 18
Painting activity in Forest School, 59–60
Parallel play, 92
Part-time private and state nurseries, 24
Pedagogical model for forest learning, 7–8, 10, 110
adults, 113–117
child, 117–120
environment, 111–113
methodological considerations, 2–3
myths, 1
social interactions and relationships, 120–122
social pedagogy, 5–7
Pedagogues, 27–28, 46, 49, 53, 87–88
Pedagogy, 3, 5, 71
Photo tours, 3
Play, 56, 69–71
best places to, 74–79
choices in, 73–74
in early provision, 28–30
groups, 24
partner, 37
pedagogy, 50–52
propping up play, 82–83
set plays, 80–82
Playhouse, 75–76, 79, 91–92
Practitioners, 53
Propping up play, 82–83
Regular, 20
Relationships, 87, 120, 122
children’s social play, 88–97
dynamics, 97
friendships as ways to manage risk, 97–98
interactions, 103–105
interventions, 98–103
social pedagogy and, 87–88
Resilience, 87–88
Resourcefulness, 87–88
Safe environment, 52–56
Sand boys, 94–95
Scaffolding pedagogical approach, 118
Scandinavia, 11
history of kindergarten, 23–24
model, 13–14
roots, 21–24
Self-efficacy, 72–73
Seminal texts, 12
Set play, 78–80, 82, 92, 118
Shared model, 17–21
Shared national model, 18
Skovbørnehaver (forest kindergarten), 22
Skovgruppe (forest or wood group), 22
Social element, 87
Social interactions, 94–95, 101, 120, 122
Social pedagogy, 5, 7, 87–88
Social play, 70, 87
Social Service Act, 26–27
Social situations, 97
Solitary play, 91
Space, 45–48
Spontaneous play, 70
Strengthened Pedagogical Curriculum, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Mastery play
, 70
Mosaic Approach
, 3
Mud kitchen
, 91–92
Nannies
, 24
Natural features
, 40–42
Naturebørnehaver (nature kindergarten)
, 22
New Economic Foundation (NEF)
, 15–16
Observation with field notes, 3
Office for Standards in Education (OfSted), 26
Outdoor play, 72
Outside environment, 92
tradition of using outside environment with children, 33–35
Outside play, 29, 71–72, 116
Oversimplification, 18
Painting activity in Forest School, 59–60
Parallel play, 92
Part-time private and state nurseries, 24
Pedagogical model for forest learning, 7–8, 10, 110
adults, 113–117
child, 117–120
environment, 111–113
methodological considerations, 2–3
myths, 1
social interactions and relationships, 120–122
social pedagogy, 5–7
Pedagogues, 27–28, 46, 49, 53, 87–88
Pedagogy, 3, 5, 71
Photo tours, 3
Play, 56, 69–71
best places to, 74–79
choices in, 73–74
in early provision, 28–30
groups, 24
partner, 37
pedagogy, 50–52
propping up play, 82–83
set plays, 80–82
Playhouse, 75–76, 79, 91–92
Practitioners, 53
Propping up play, 82–83
Regular, 20
Relationships, 87, 120, 122
children’s social play, 88–97
dynamics, 97
friendships as ways to manage risk, 97–98
interactions, 103–105
interventions, 98–103
social pedagogy and, 87–88
Resilience, 87–88
Resourcefulness, 87–88
Safe environment, 52–56
Sand boys, 94–95
Scaffolding pedagogical approach, 118
Scandinavia, 11
history of kindergarten, 23–24
model, 13–14
roots, 21–24
Self-efficacy, 72–73
Seminal texts, 12
Set play, 78–80, 82, 92, 118
Shared model, 17–21
Shared national model, 18
Skovbørnehaver (forest kindergarten), 22
Skovgruppe (forest or wood group), 22
Social element, 87
Social interactions, 94–95, 101, 120, 122
Social pedagogy, 5, 7, 87–88
Social play, 70, 87
Social Service Act, 26–27
Social situations, 97
Solitary play, 91
Space, 45–48
Spontaneous play, 70
Strengthened Pedagogical Curriculum, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Observation with field notes
, 3
Office for Standards in Education (OfSted)
, 26
Outdoor play
, 72
Outside environment
, 92
tradition of using outside environment with children
, 33–35
Outside play
, 29, 71–72, 116
Oversimplification
, 18
Painting activity in Forest School
, 59–60
Parallel play
, 92
Part-time private and state nurseries
, 24
Pedagogical model for forest learning
, 7–8, 10, 110
adults
, 113–117
child
, 117–120
environment
, 111–113
methodological considerations
, 2–3
myths
, 1
social interactions and relationships
, 120–122
social pedagogy
, 5–7
Pedagogues
, 27–28, 46, 49, 53, 87–88
Pedagogy
, 3, 5, 71
Photo tours
, 3
Play
, 56, 69–71
best places to
, 74–79
choices in
, 73–74
in early provision
, 28–30
groups
, 24
partner
, 37
pedagogy
, 50–52
propping up play
, 82–83
set plays
, 80–82
Playhouse
, 75–76, 79, 91–92
Practitioners
, 53
Propping up play
, 82–83
Regular, 20
Relationships, 87, 120, 122
children’s social play, 88–97
dynamics, 97
friendships as ways to manage risk, 97–98
interactions, 103–105
interventions, 98–103
social pedagogy and, 87–88
Resilience, 87–88
Resourcefulness, 87–88
Safe environment, 52–56
Sand boys, 94–95
Scaffolding pedagogical approach, 118
Scandinavia, 11
history of kindergarten, 23–24
model, 13–14
roots, 21–24
Self-efficacy, 72–73
Seminal texts, 12
Set play, 78–80, 82, 92, 118
Shared model, 17–21
Shared national model, 18
Skovbørnehaver (forest kindergarten), 22
Skovgruppe (forest or wood group), 22
Social element, 87
Social interactions, 94–95, 101, 120, 122
Social pedagogy, 5, 7, 87–88
Social play, 70, 87
Social Service Act, 26–27
Social situations, 97
Solitary play, 91
Space, 45–48
Spontaneous play, 70
Strengthened Pedagogical Curriculum, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Regular
, 20
Relationships
, 87, 120, 122
children’s social play
, 88–97
dynamics
, 97
friendships as ways to manage risk
, 97–98
interactions
, 103–105
interventions
, 98–103
social pedagogy and
, 87–88
Resilience
, 87–88
Resourcefulness
, 87–88
Safe environment
, 52–56
Sand boys
, 94–95
Scaffolding pedagogical approach
, 118
Scandinavia
, 11
history of kindergarten
, 23–24
model
, 13–14
roots
, 21–24
Self-efficacy
, 72–73
Seminal texts
, 12
Set play
, 78–80, 82, 92, 118
Shared model
, 17–21
Shared national model
, 18
Skovbørnehaver (forest kindergarten)
, 22
Skovgruppe (forest or wood group)
, 22
Social element
, 87
Social interactions
, 94–95, 101, 120, 122
Social pedagogy
, 5, 7, 87–88
Social play
, 70, 87
Social Service Act
, 26–27
Social situations
, 97
Solitary play
, 91
Space
, 45–48
Spontaneous play
, 70
Strengthened Pedagogical Curriculum
, 27–28
Trees, 35, 75
Vandrebørnehaver (wandering kindergarten), 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Trees
, 35, 75
Vandrebørnehaver (wandering kindergarten)
, 22
Walking interviews, 3
Welsh study, 16
Whittling activity in Forest Kindergarten, 63–65
Working theories, 72
Zone of Proximal Development (ZPD), 53, 72
Walking interviews
, 3
Welsh study
, 16
Whittling activity in Forest Kindergarten
, 63–65
Working theories
, 72
Zone of Proximal Development (ZPD)
, 53, 72
- Prelims
- 1 Introducing a Pedagogical Model for Forest Learning
- 2 Background to Forest School in England and Denmark
- 3 Why Outside?
- 4 What Do Adults Do?
- 5 Children's Experiences of Forest Learning
- 6 Relationships: Interactions, Interventions or Interruptions
- 7 Concluding the Pedagogical Model for Forest Learning
- References
- Index