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