Loose parts and shielded places are highly-desired features of forest sites for preschool childrenChildren attending outdoor preschools – sometimes referred to as “forest schools” – spend most or all of their school day in an outdoor environment or “forest site.” This study investigated the characteristics and use of these forest sites in a Danish forest preschool. This preschool, located near the edge of a publicly-available forest, used many sites within this forest. Children (age 3 -6) and staff walked to a forest site approximately four out of five days a week for a 2-5 hour stay.
For this study, a researcher observed 21 children during 24 stays at 15 different forest sites. Each observation was 1-2 hours in length and occurred during times of free play in the forest. Field notes and video recordings were used to collect data on children’s self-initiated activities and on the size and characteristics of the forest sites. A larger group of children – all attending the same preschool – participated in brief small group interviews focusing on forest sites they knew and liked, as well as on what they did in the forest. The preschool leader and three staff members also participated in interviews focusing on three major themes: good forest site, best forest sites, and daily choice of forest site.
Findings indicated that the children knew many forest sites and enjoyed changes in the sites. They liked and used a variety of forest features, but “loose objects” were mentioned the most often. Staff identified climbing objects, ditches, and swaying trees as preferred features. They also mentioned open ground, places for hiding, and the presence of water. While staff avoided using places near deep water with steep sides, they did not consider risk to be a big issue in their choice of sites. Their choices depended more on affordances offered by different features, distance from the school, educational goals, and the level of staffing. The opinions of children and staff often coincided.
Professionals involved in the design and management of green spaces for preschools may find these results helpful in their efforts to provide environments with features most desired by children and staff.
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