The forest school approach reflects theoretical understanding of young learners’ development of independence

The learning environment’s role in facilitating young children’s independence was the focus of this theoretical paper. To facilitate children’s independence and emotional development, the author contends that learning environments should offer “areas where children can be imaginative, explore and investigate, think critically and reflect, be included in projects, express themselves and have some privacy.” The paper presents a theoretical grounding for independence as a pedagogical goal while drawing attention to the learning environment’s role in independent learning.

The literature review explored learning environment as both a physical space as well as an “educational environment that underlines the emotional and psychological aspects of learning.” The philosophical basis for learning for independence is traced to the ideas of educational theorists, such as Montessori, Piaget, and Steiner, among others. The forest school approach for young children is highlighted as a pedagogy that encourages children’s independence and self-expression, while trusting their freedom of choice and engagement in risk-taking. The literature reviewed reflects current understanding that the forest school learning environment provides children with opportunities to take risks and gain resilience, independence, and confidence, by learning through child-initiated and child-led activities.

Overall, the paper provides theoretical grounding for teachers trusting children’s curiosities and natural affinity for active learning through meaningful play, experimenting, and risk-taking, which are key elements of the forest school model. Information from the review supports and details the arrangements of learning environments that prioritize “trusting children and believing that the youngest children can also challenge themselves cognitively through play and without interruption from adults.” The author advocates for risk-taking and recommends encouraging children to make their own risk assessments to actively involve them in the process while facilitating responsibility for their own safety.