A balancing act: a constructivist perspective of the adult’s role in Forest School in England and Forest Kindergarten in Denmark

Abstract

Influenced by Danish early years practice, Forest School in England is a popular way of young children experiencing the outside environment. Beyond this initial connection there is little known about the relationship between the two approaches, in particular the role of the adult. As a response, this study uses interview and observation to explore how practitioners and pedagogues understand and implement forest pedagogy in different contexts. Analysis of data through a constructivist lens, allowed the practices and behaviours of the sample four participants to be examined, providing new insight into the role of the adult. By identifying pedagogues co-constructed experiences with children, whereas practitioners scaffolded experiences for children, this paper recognises the complex role of the educator in Forest Learning and challenges previously held views. It concludes that both scaffolding and co-constructing behaviours are ways for adults to create forest experiences with and for children, although these create different outcomes. By acknowledging the different ways adults operate in forest settings, this paper suggests a re-examination of the role of adults in Forest School would be beneficial.