A forest suitability model based on teacher preferences for forest visits could be useful in urban forest planning and managementMaking forest visits part of the preschool curriculum would be one way to help young urban children experience the many benefits of nature exposure. For this to happen effectively, however, the forests need to be suitable and accessible for preschool visits. This study focused on the suitability and accessibility of urban forests for preschool visits in urban areas in Slovenia. Two primary goals framed the study: (1) identifying teachers’ preferences for the forest environment for visits with preschool children; and (2) developing a suitability model for a visit with preschool children based on the teachers’ preferences.
Teachers’ preferences were identified through online surveys completed by 133 Slovenian public kindergarten (preschool) teachers. The teachers were asked to choose up to three environmental elements (such as water, stones, trees, meadows, dead wood, pathways, undergrowth, etc.) they considered most important when visiting a forest with preschool children. They were also asked to indicate their forest-type preferences (deciduous, coniferous, and mixed) as well as the desired development stage and structure of the forest. Survey responses were then used to develop criteria for constructing a forest suitability model.
The teachers indicated that the most important requirement for visiting a forest was its proximity. “The closer a forest lies to a kindergarten, the longer and more frequent the visits with children are likely to be.” Responses also indicated that teachers preferred a mature, mixed forest with a bit of undergrowth, dead wood, water, and a meadow. The forest suitability model reflected these priorities, with proximity to forests given the highest weight. The highest rating was given when walking to the forest would take approximately five minutes. Forests within walking distance of more than about 20 minutes were evaluated as less suitable. Researchers applied the forest suitability model to a study area of one city in Slovenia and displayed the results on forest suitability maps. These maps showed the different suitability factors weighted according to their importance as identified by the teachers. Only 2% of the forest areas were rated as “best” and “good” suitability; 83% were rated as “bad” or “worst suitability.
This research can be “useful in urban forest planning and management to ensure better forest suitability and accessibility for visits by children.” This research also contributes to the literature by offering a forest suitability model that can be adapted to places beyond Slovenia.
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