FSA Book: Growing a Forest School from the roots up!

The following is a collection of research and readings relating to Forest School issues. This is an interactive and dynamic facility. Inclusion or omission should not be seen as a value judgement of any kind, other than that of being relevant to Forest School in some way. Members are invited to submit suggestions to add to the list.

Doyle, J. and Milchem, K. (2012) Developing a Forest School in Early Years Provision, London: Practical Pre-School Books.
A new book from two well-known Forest School practitioners. Practical advice for early years practitioners.

Economist Intelligence Unit (2012) Starting Well: Benchmarking early education across the world, London: The Economist.
Report based on research data about how investment in quality early years provision translates as a successful workforce.

Knight, S. Edt. (2012) Forest School for All, London: Sage.
How FS is used across ages and in different ways in the UK.

Kratftl, P., Horton, J. and Tucker, F. (2012) Critical Geographies of Childhood and Youth. Bristol: The Policy Press.
Relating to the importance of a sense of place to healthy children.

Leather, M. (2012) Seeing the Wood from the Trees: constructionism and constructivism for outdoor and experiential education, University of Edinburgh, accessed at http://oeandphilosophy2012.newharbour.co.uk/wp-content/uploads/2012/04/Mark-Leather.pdf
An academic appraisal of the pedagogy of Forest School.

Nilsson, et al., Eds (2012) Forests, Trees and Human Health, USA: Springer Books.
Collection of academic writings on the impact of Forests on health, particularly mental health.

Blackwell, S. and Pound, L. (2011). Forest Schools in the Early Year., In Miller, L. & Pound, L. (2011) Theories and approaches to learning in the early years, London: Sage.
Chapter co-authored by a well-known Forest School practitioner.

Knight, S. (2011) Forest School as a Way of Learning in the Outdoors in the UK. International Journal for Cross-disciplinary Subjects in Education (IJCDSE), Special Issue Volume 1 Issue 1, 2011.
The start of an investigation about the nature of FS.

Lindon, J. (2011, 2nd edt) Too Safe For Their Own Good? London: National Children’s Bureau.
The importance of risk in the early years.

Waite, S., edt (2011) Children Learning Outside the Classroom, London: Sage.
Focuses on primary aged pupils, and includes Forest School.

Wattchow, B. and Brown, M. (2011) A Pedagogy of Space. Victoria, Australia: Monash University Publishing.
A reflection on the importance of place to all forms of outdoor learning and adventure experiences.

Wooley, H., Pattacini, L. & Somerset-Ward, A. 2009. Children and the natural environment: experiences, influences and interventions – Summary. Natural England Commissioned Reports, Number 026.
One of many research-based reports available from http://publications.naturalengland.org.uk/publication/43008?category=129003

Louv, R. (2010, 2nd edt) Last Child in the Woods: Saving Our Children from NatureDeficit Disorder. London: Atlantic Books.
Influential American polemic by a passionate journalist that led to the founding of the Children and Nature Network.

Barnes, S. (2007) How to be Wild. London: Short Books.
English polemic by a passionate journalist that recommends that we find the wild inside each of us.

Burls, A. (2007) People and green spaces: promoting public health and mental well-being through ecotherapy. London: Journal of public mental health vol 6 issue 3.
Research paper focusing on adult mental health.

Casey, T. (2007) Environments for Outdoor Play. London: Paul Chapman.
Practical advice for practitioners about finding outdoor spaces for younger children.

Gill, T. (2007) No Fear: Growing Up in a Risk Averse Society. London: Caloustie Gulbenkian Foundation. Influential report on the wider implications for child development of avoiding risk.
Henderson, B. & Vikander, N., Eds (2007) Nature First: Outdoor Life the Friluftsliv Way, Toronto, Canada: Natural Heritage Books.
A philosophical exploration of living in nature, and the ideology of Friluftsliv.

Hope, G., Austin, R., Dismore, H., Hammond, S. and Whyte, T. (2007) ‘Wild Woods or Urban Jungle: Playing it Safe or Freedom to Roam’, Education 3–13, 35 (4): 321–32.
Tackling safety issues from an educational perspective.

Maynard, T. (2007a) ‘Forest Schools in Great Britain: An Initial Exploration’, Contemporary Issues in Early Childhood, 8 (4): 320–31.
An academic exploration of some early examples of FS.

Maynard, T. (2007b) ‘Encounters with Forest School and Foucault: a Risky Business?’ Education 3–13, 35 (4): 379–91.
Considering why some teachers initially found FS challenging.

O’Brien, L and Murray, R. (2007) Forest School and its impacts on young children: case studies in Britain. Urban Forestry and Urban Greening, 6: 249-265, accessed at http://www.forestry.gov.uk/fr/infd-5z3jvz Academic paper based on research used for 2006 report

Peacock, J., Hine, R. & Pretty, J. (2007) Ecotherapy Report, London: MIND, available at http://www.mind.org.uk/campaigns_and_issues/report_and_resources/835_ecotherapy
Report of research undertaken with adults using outdoor therapies.

Tovey, H. (2007) Playing Outdoors, Spaces and Places, Risk and Challenge. Maidenhead: Open University Press.
A discussion of the strands that make quality outdoor perspectives with a Froebelian perspective.

Waller, T. (2007) ‘The Trampoline Tree and the Swamp Monster with 18 Heads: Outdoor Play in the Foundation Stage and Foundation Phase’, Education 3– 13, 35 (4): 393–407.
Research exploring how young children form relationships with wilder spaces.

Waters, J. and Begley, S. (2007) ‘Supporting the Development of Risktaking Behaviours in the Early Years: An Exploratory Study’, Education 3–13, 35 (4): 365–77.
Academic support for risk in the early years.

Borradaile, L. (2006) ‘Forest School Scotland: An Evaluation’, www.forestry.gov.uk.
Replication of the Murray and O’Brien research into the value of Forest School for young primary school children.

Davis, B., Rea, T. and Waite, S. (2006) ‘The Special Nature of the Outdoors: its Contribution to the Education of Children aged 3–11’, Australian Journal of Outdoor Education, 10 (2): 3–12.
Australia generates valuable research and writing relevant to FS.

Little, H. (2006). Children’s risk-taking behaviour: Implications for early childhood policy and practice. International Journal of Early Years Education, 14(2), 141-154.
Academic support for risk in the early years.

O’Brien, L. and Murray, R.(2006) A Marvellous Opportunity for Children to Learn. Report carried out by the Forestry Commission and New Economics Foundation (NEF),www.neweconomics.org. Report of the first published research into the value of Forest School for young primary school children.

Palmer, S. (2006) Toxic Childhood. London: Orion.
English polemic by a passionate teacher that suggests that we are failing the next generation by the lifestyle we are creating.

Ryder Richardson, G. (2006) Creating a Space to Grow. London: David Fulton.
Practical advice for practitioners about finding outdoor spaces for younger children.

Waller, T. (2006) ‘Don’t Come Too Close to My Octopus Tree: Recording and Evaluating Young Children’s Perspectives on Outdoor Environments’, Children, Youth and Environments, 16 (2): 75–104.
Research exploring how young children form relationships with wilder spaces.

Pin It on Pinterest

Share This