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Forest School is a popular approach to young children playing and learning outside, which has become particularly important in the current climate of the Covid-19 pandemic, growing childhood obesity, and concerns over mental well-being. Constructing Forest Learning explores the origins of Forest School in Denmark and compares the two different approaches taken in Denmark and England. The result is an up-to-date analysis of the current situation combined with a contemporary context and cutting-edge approach.
Mackinder sets out a ‘model’ pedagogy for practice from a theoretical perspective using a constructivist lens. By comparing the two different approaches and looking specifically at children’s experiences in Forest School and practitioners’ and pedagogues’ practice side by side, it draws out the key elements that constitute Forest School pedagogy.
The unique approach and findings in Constructing Forest Learning appeal to a range of audiences, from students and academics to practitioners and educators.
Melanie Mackinder is a Lecturer at the University of Hull, UK. She has worked as a teacher for more than 20 years, and as a university lecturer for the past decade.
Chapter 1. Introducing A Pedagogical Model for Forest Learning
Chapter 2. Background to Forest School in England and Denmark
Chapter 3. Why Outside?
Chapter 4. What do Adults do?
Chapter 5. Children’s Experiences of Forest Learning
Chapter 6. Relationships: Interactions, Interventions or Interruptions
Chapter 7. Concluding The pedagogical model for Forest Learning