Forest kindergarten

{{Short description|Outdoor-based early learning approach}} {{Use dmy dates|date=December 2021}} [[File:Waldkindergarten Düsseldorf.jpg|thumb|A forest kindergarten in Düsseldorf, Germany]] '''Forest kindergarten''' is a type of preschool education for children between the ages of three and six that is held almost exclusively outdoors. Whatever the weather, children are encouraged to play, explore and learn in a forest environment. The adult supervision is meant to assist rather than lead. It is also known as ''Waldkindergarten'' (in German), ''outdoor nursery'', or ''nature kindergarten''.<ref>Alice Gregory, "Running Free in Germany’s Outdoor Preschools". The New York Times Style Magazine, May 18, 2017 [https://www.nytimes.com/2017/05/18/t-magazine/germany-forest-kindergarten-outdoor-preschool-waldkitas.html?_r=0]</ref> The concept is closely related to the broader Forest School model, which extends outdoor, experiential learning principles to older children and young people.

==Activities== A forest kindergarten can be described as a kindergarten "without a ceiling or walls". The daycare staff and children spend their time outdoors, typically in a forest. A distinctive feature of forest kindergartens is the emphasis on play with objects that can be found in nature, rather than commercial toys. Despite these differences, forest kindergartens are meant to fulfill the same basic purpose as other nurseries, namely, to care for, stimulate, and educate young children.

Each forest kindergarten is different, partly because the organisations are independently minded. But typical activities and goals may include:<ref name="skogsmulle2008-1"/><ref name="secretgardencurriculum">{{citation|last=Bache|first=Cathy|title=Pre-school curriculum|publisher=Secret Garden Outdoor Nursery|year=2008|url=http://www.secretgardenoutdoor-nursery.co.uk/pre%20school%20curriculum.doc|url-status=dead|archiveurl=https://web.archive.org/web/20090219101917/http://secretgardenoutdoor-nursery.co.uk/pre%20school%20curriculum.doc|archivedate=2009-02-19}}</ref>

{| class="wikitable" ! Activity !! Developmental benefit |- | Playing imaginative games using whatever resources and ideas come to mind || This helps children to explore their own thoughts without the guidance of a toy designer |- | Role play || Shared imagination, drama, teamwork, recollection of models of behaviour |- | Building shelters or other large structures from branches, with the help of other children and adults || This requires goal definition, planning, engineering, teamwork and perseverance |- | Counting objects or looking for mathematical patterns || Mathematics, visual recognition |- | Memory games using naturally available objects || Memory, naming objects |- | Listening to stories; singing songs and rhymes || Art, drama, concentration |- | Arranging items to make a picture, or building a toy || Art |- | Drawing scenes || Art, creativity, accurate inspection and copying |- | Climbing trees and exploring the forest || Improves strength, balance and physical awareness |- | Playing hide-and-seek with others || Develops children's theory of mind by rewarding accurate anticipation of the thoughts and actions of others |- | Walking to the woodland, from the building || Improves strength and stamina; preparation (''e.g.'', route selection) improves planning and communication skills |- | Exploring or reflecting alone || Aids self-awareness and character development |- | Resting ||Aids consolidation of memories and facilitates activities later in the day |- |}

==Location and organisation== Forest kindergartens operate mainly in woodland. There should be a building where children can shelter from extreme weather. They may also spend a small part of each day indoors, although that is more likely to be for administrative and organisational reasons, such as to provide a known location where parents can deliver and collect their children. If the woodland is too far away to walk, a vehicle might reluctantly be used for transport.{{citation needed|date=April 2015}}

Children are encouraged to dress for the weather, with waterproof clothes and warm layers, according to the climate.{{citation needed|date=April 2015}}

==History== In rural areas, and historical times, access to nature has not been a problem. Over the last century, with increasing urbanisation and "nature deficit disorder", there have been many changes in stance on outdoor education.

The first forest kindergarten was created by Ella Flautau in Denmark in the early 1950s. The idea formed gradually as a result of her often spending time with her own and neighbors' children in a nearby forest, a form of daycare which elicited great interest among the neighborhood parents. The parents formed a group and created an initiative to establish the first forest kindergarten.

In Sweden in 1957, an ex-military man, Gösta Frohm, created the idea of "Skogsmulle".<ref>[https://web.archive.org/web/20020606150310/http://www.skogsmullestiftelsen.org/eng/index.htm Skogsmulle Foundation]</ref> "Skog" means wood in Swedish. "Mulle" is one of four fictional characters he created to teach children about nature, along with "Laxe" representing water, "Fjällfina" representing mountains and "Nova" representing an unpolluted nature. Forest schools based on Frohm's model, called "I Ur och Skur" (Rain or Shine Schools) moved the idea from occasional activities to formal nursery schools, being set up by Siw Linde in 1985. Juliet Robertson's review of Skogsmulle is a valuable modern-day summary.<ref name="skogsmulle2008-1">{{citation|url=http://www.creativestarlearning.co.uk/Flexviews/core/assets/rain%20or%20shine%20schools%20in%20sweden%20report.pdf|title=Swedish Forest Kindergartens, Part 1|publisher=Creative Star Learning Company|first=Juliet|last=Robertson|year=2008|url-status=dead|archiveurl=https://web.archive.org/web/20120306084834/http://www.creativestarlearning.co.uk/Flexviews/core/assets/rain%20or%20shine%20schools%20in%20sweden%20report.pdf|archivedate=2012-03-06}}</ref><ref name="skogsmulle2008-2">{{citation|url=http://www.creativestarlearning.co.uk/Flexviews/core/assets/mulleborg%20skogsknattarna%20%20forest%20school%20report%2008.pdf|title=Swedish Forest Kindergartens, Part 2|publisher=Creative Star Learning Company|first=Juliet|last=Robertson|year=2008|url-status=dead|archiveurl=https://web.archive.org/web/20120306084915/http://www.creativestarlearning.co.uk/Flexviews/core/assets/mulleborg%20skogsknattarna%20%20forest%20school%20report%2008.pdf|archivedate=2012-03-06}}</ref>

Nature kindergartens have existed in Germany since 1968 but the first forest kindergarten was first officially recognized as a form of daycare in 1993, enabling state subsidies to reduce the daycare fees of children who attended forest kindergarten. Since then, the forest kindergartens have become increasingly popular. As of 2005 there were approximately 450 forest kindergartens in Germany, some of which offer a mix of forest kindergarten and traditional daycare, spending their mornings in the forest and afternoons inside. By late 2017, the number of forest kindergartens in Germany surpassed 1,500.<ref>{{Cite web|url=http://bvnw.de/uber-uns/|title=ÜBER UNS {{!}} Bundesverband der Natur- und Waldkindergärten in Deutschland e.V.|website=bvnw.de|language=de-DE|access-date=2017-11-20}}</ref>

In 2009, the Forestry Commission Scotland (FCS) undertook a [https://creativestarlearning.co.uk/wp-content/uploads/2020/07/Forest-Kindergarten-Report-April-2009.pdf feasibility study] to create a Forest Kindergarten pilot project in Glasgow and the Clyde Valley. This model is based upon empowering early years educators to lead weekly sessions in their local woodland or other greenspace using a child-centred approach. The first FCS Forest Kindergarten 3-day training took place in February 2012. In 2017 the course became a [https://www.sqa.org.uk/sqa/82694.html Scottish Qualification Award] (SQA) at SCQF Level 7. This Forest Kindergarten training<ref>{{URL|https://ltl.org.uk/forest-kindergarten/}}</ref> has now been embedded in various Early Years College courses within Scotland and delivered by Learning through Landscapes across the UK. This qualification will soon operate in the rest of the UK under NOCN Accreditation.

Aotearoa New Zealand Enviroschools started in 2001,<ref>{{Cite web|last=Hawes|first=Liz|date=2012-03-01|title=Enviroschools celebrate tenth birthday|url=https://natlib.govt.nz/records/30157291|access-date=2021-11-12|website=New Zealand principal, Mar 2012; v.27 n.1:p.16-17; issn}}</ref> and often incorporate a Māori perspective,<ref>{{Cite journal|last1=Alcock|first1=Sophie|last2=Ritchie|first2=Jenny|date=2018|title=Early childhood education in the outdoors in Aotearoa New Zealand|url=http://doi.org/10.1007/s42322-017-0009-y|journal=Journal of Outdoor and Environmental Education|language=en|volume=21|issue=1|pages=77–88|doi=10.1007/s42322-017-0009-y|s2cid=158431986|issn=2206-3110|url-access=subscription}}</ref> and Australia has bush or beach kinders (kindergartens) that provide an outdoor learning program.<ref>{{Cite journal|last1=Masters|first1=Jennifer|last2=Grogan|first2=Leanne|date=2018-07-03|title=A comparative analysis of nature kindergarten programmes in Australia and New Zealand|url=https://www.tandfonline.com/doi/full/10.1080/09669760.2018.1459507|journal=International Journal of Early Years Education|language=en|volume=26|issue=3|pages=233–248|doi=10.1080/09669760.2018.1459507|s2cid=149795298|issn=0966-9760|url-access=subscription}}</ref>

While there are similarities, it is important to note that Forest School and Forest Kindergarten are two distinct training programmes. LtL has produced a useful [https://ltl.org.uk/news/comparing-forest-kindergarten-and-forest-school/ comparison of Forest Kindergarten and Forest School].

From 2018 on, all forest kindergartens are invited to celebrate the International Day of Forest Kindergarten every year on 3 May.

==Effects== The fact that most forest kindergartens do not provide commercial toys that have a predefined meaning or purpose supports the development of language skills, as children verbally create a common understanding of the objects used as toys in the context of their play. Forest kindergartens are also generally less noisy than closed rooms, and noise has been shown to be a factor in the stress level of children and daycare professionals.{{citation needed|date=September 2021}} For inner-city girls, having sight of a green space from home improves self-discipline, while the same effect was not noted for boys in the study as they were more likely to play further from home.<ref>{{Citation|last1=Taylor|first1=A.F|last2=Kuo|last3=Sullivan|first3=W.C|year=2001|url=http://www.outdoorfoundation.org/pdf/ViewsOfNature.pdf|title=Views of Nature and Self Discipline: Evidence from Inner City Children|periodical=Journal of Environmental Psychology|volume=21|issue=1–2|pages=49–63|doi=10.1006/jevp.2001.0241|citeseerx=10.1.1.532.3278|access-date=2009-09-04|archive-url=https://web.archive.org/web/20081120022547/http://www.outdoorfoundation.org/pdf/ViewsOfNature.pdf|archive-date=2008-11-20|url-status=dead}}</ref>

Playing outside for prolonged periods has been shown to have a positive impact on children's development, particularly in the areas of balance and agility, but also manual dexterity, physical coordination, tactile sensitivity, and depth perception.<ref>{{citation |url=http://www.cudenver.edu/Academics/Colleges/ArchitecturePlanning/discover/centers/CYE/Publications/Documents/Benefitsofnature-FactSheet1-April2007.pdf |title=Benefits of Nature for Children's Health |date=April 2007 |publisher=Children Youth and Environments Center for Research and Design, University of Colorado at Denver and Health Sciences Center |url-status=dead |archiveurl=https://web.archive.org/web/20100731075831/http://www.cudenver.edu/Academics/Colleges/ArchitecturePlanning/discover/centers/CYE/Publications/Documents/Benefitsofnature-FactSheet1-April2007.pdf |archivedate=2010-07-31 }}</ref><ref>{{citation |last1=Grahn|first1=P |last2=Martensson|first2=F | last3=Lindblad|first3=B | last4=Nilsson|first4=P | last5=Ekman|first5=A |year=1997 | chapter=Ute på dagis|title=Stad and Land| volume=145| place=Håssleholm, Sweden| publisher=Nora Skåne Offset}}</ref> According to these studies, children who attend forest kindergartens experience fewer injuries due to accidents and are less likely to injure themselves in a fall. A child's ability to assess risks improves,<ref name="underpressure">{{Citation|title=Under Pressure: Rescuing Our Children From The Culture Of Hyper-Parenting|first=Carl|last=Honoré|publisher=Orion|year=2008|isbn=978-0-7528-7531-6}}</ref> for example in handling fire and dangerous tools. Other studies have shown that spending time in nature improves attention and medical prognosis in women<ref>Cimprich B. (2007). [http://www.umb.no/statisk/greencare/meetings/presentations_vienna_2007/cimprich_cost_pres_71007.pdf Attention Restoration Theory: Empirical Work and Practical Applications] {{Webarchive|url=https://web.archive.org/web/20170625171756/http://www.umb.no/statisk/greencare/meetings/presentations_vienna_2007/cimprich_cost_pres_71007.pdf |date=25 June 2017 }}</ref> (see Attention Restoration Theory). Playing outdoors is said to strengthen the immune systems of children and daycare professionals.{{citation needed|date=April 2015}}

When children from German ''Waldkindergartens'' go to primary school, teachers observe a significant improvement in reading, writing, mathematics, social interactions and many other areas.<ref name="gorges">Gorges R. [http://bvnw.de/wp-content/uploads/2013/04/Prof_Gorges_Schulfhigkeit.pdf] (in German)</ref> Forest kindergartens have been recommended for young boys, who may not yet demonstrate the same fluency in typical school tasks as their female counterparts, to prevent negative self-esteem and associations with school.<ref>Sax L. (2001) [https://web.archive.org/web/20100525120616/http://www.boysadrift.com/Sax_APA_2001.pdf Reclaiming Kindergarten: Making kindergarten less harmful to boys] in Psychology of Men & Masculinity (2001) 2.1 pp. 3–12</ref>

Roland Gorges found<ref name="gorges"/> that children who had been to a forest kindergarten were above average, compared by teachers to those who had not, in all areas of skill tested. In order of advantage, these were:

{| class="wikitable" ! Improved skills |- | Knowledge and skills in specific subjects. |- | Reading |- | Mathematics |- | Constructive contributions to learning |- | Asking questions and interest in learning |- | Motivation |- | Sports |- | Music |- | Art and creativity |- | Positive social behaviour |- | Religion |- | Concentration |- | Handling writing and painting equipment |} {{Citation needed|date=August 2019}}

==Motivation== Helicopter parenting is becoming more clearly recognised in the culture of fear of today's risk averse society.<ref>{{Citation|title=No fear: Growing up in a risk averse society|first=Tim|last=Gill|year=2007|publisher=Calouste Gulbenkian Foundation|page=81|isbn=978-1-903080-08-5|url=http://www.gulbenkian.org.uk/media/item/1266/223/No-fear-19.12.07.pdf|url-status=dead|archiveurl=https://web.archive.org/web/20090306114126/http://gulbenkian.org.uk/media/item/1266/223/No-fear-19.12.07.pdf|archivedate=2009-03-06}}</ref><ref>[http://news.bbc.co.uk/1/hi/uk/1156063.stm The child safety catch], BBC news 7 February 2001</ref> While some parents rush to 'wrap their children in cotton wool',<ref>[https://www.telegraph.co.uk/news/uknews/5488151/Parents-are-paranoid-about-child-safety-warns-Government-expert.html Parents are paranoid about child safety warns Government expert] referring to Professor Tanya Byron, in The Daily Telegraph, 10 June 2009</ref> others see outdoor play<ref>[https://www.theguardian.com/society/2008/mar/30/children.health Is it time to let children play outdoors once more?], in The Guardian 30 March 2008</ref> and forest kindergartens as a way to develop a mature and healthy outlook on life, as well as practical skills and health. Doing this at a young age is hoped to bring lifelong benefits to the child.<ref name="underpressure"/> It is consistent with the notions of ''slow parenting'',<ref name="underpressure"/> the "idle parent"<ref name="idleparentarticle">{{citation | last=Hodgkinson|first=Tom |url=https://www.telegraph.co.uk/family/familyadvice/3355719/Idle-parenting-means-happy-children.html |archive-url=https://web.archive.org/web/20090122055623/http://www.telegraph.co.uk/family/familyadvice/3355719/Idle-parenting-means-happy-children.html |url-status=dead |archive-date=22 January 2009 |title=Idle parenting means happy children|publisher=The Telegraph|date=16 February 2008}}</ref><ref name="idleparentbook">[https://web.archive.org/web/20090213025621/http://idler.co.uk/news/the-idle-parent/ The Idle Parent]: Why less means more when raising kids, by Tom Hodgkinson. Published by Hamish Hamilton, 5 Mar 2009. {{ISBN|978-0-241-14373-5}}</ref> and "free range kids".<ref>[http://freerangekids.wordpress.com/ Free Range Kids] blog by Lenore Skenazy</ref>

==References== {{reflist}}

==Related organisations== {{Commons category}} *[https://www.forestkindergartenassociation.org/ American Forest Kindergarten Association], U.S. Forest Kindergarten Model based on the Waldkindergarten and Nordic Models. *[https://ltl.org.uk/forest-kindergarten/ Learning through Landscapes] Is a non-profit organisation providing SQA Accredited Forest Kindergarten Awards in the UK. *[https://www.erafans.org Eastern Region Association of Forest and Nature Schools (ERAFANS)], a 501(c)3 non-profit organization that offers nature-based professional development to teachers and childcare providers. *[http://www.playengland.org.uk/ Play England], charity raising awareness of the value of play *[http://www.playscotland.org/ PlayScotland] charity encouraging children to play *[http://www.lesnims.cz/ Association of all Forest Kindergartens] in Czech Republic *[http://naturalstart.org/ Natural Start Alliance] in United States

Category:Alternative education Category:Early childhood education Category:Kindergarten Category:School types Category:Environmental education Category:Outdoor education