Practitioner experiences of Forest School: Research findings
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UK PhD Research findings on practitioner experiences of Forest School. ©Mel McCree 2014
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Practitioner experiences of Forest School: Research findings
- 1. Practitioner experiences of Forest School Research findings © Mel McCree, 2014 for OELRES network
- 2. Overview • Research study • Paradigms & Methodology • Mapping the journeys • Eco-social ID & training • Shared Space encounters • Connector role
- 3. Practitioner experiences of Forest School Qualitative ethnographic case studies over 2 years. Questioning how the practitioners experience... the impact of training? internal and external influences on role? and adapt in response to experiences?
- 5. Participants 8 practitioners: • 3 in nurseries (EYPs) • 2 in primary schools (TA & student vol) • 1 in env ed centre (ed manager) • 1 in home ed (parent vol) • 1 in play work (LA service manager)
- 6. FS Principles in brief • long-term process • natural wooded environment • relationship with the natural world • holistic development • supported risks • professional practice • learner-centred & play processes
- 7. Mapping the journeys the challenge of representing the non- representational... subjective experience fleeting relational affects deconstruct to reconstruct decide to divide & border new patterns emerge
- 8. Ant’s journey FS training re-connects outdoors seeking new experiences passionindoor childhood tech generation pedagogy crossroads! choose both travel woodwork hope, surprise, affirmation dystopic sadness fears wishy washy theory odd one out FS placement ideals compromised, critical questions integration: study to transform system retreats gives up on coursework included only male
- 10. fear & loss... of time, space, childhood, opportunity, nature, the future ... generational change professional purpose affective choices to train personal mission ‘contagious attitude’ Chawla, 2006)early experience
- 11. Ongoing lifeline
- 14. Shared Space between adults, children and environments How is the space shared? Who or what has agency?
- 15. What is child-centred, nature-centred practice?
- 18. Ongoing lifeline
- 22. SS planning model An interesting comparison ! An attempt to change participant agency by changing the structure. ! Challenges: If not everyone acts equally, chaos can ensue! ‘reconciling people, places and transport’ (Hamilton-Baillie, 2001)
- 23. Connector role before after adult- to-adult interaction adult taking child to env ‘It’s a constant battle’ ‘on the same wavelength’ ‘just being still and silent’ ‘let go, let them be’ ‘I subvert my status to play’ ‘conscious choices’ in dis/connections with mainstream ‘attracted to getting distracted’ impact impact ‘practical AND affective skills’
- 25. Context outcomes
- 26. FS in collaboration • role in connection to others in setting • shared access to resources and sites • skill sharing • contribute to creating best practice • local economy & local networks of social solidarity • national collective voice & advocacy
- 27. Extremes of collaboration Stag-headed tree (Rackham, 1990:13)Connector tree (McCree, 2013)
- 28. Forest School Light • compromised practice: tokenistic, isolated • values in conflict - at odds with setting • reduced length, choice, biodiversity, risk, play • pragmatic choices: ‘a way in’ • ‘we can’t afford the full version’ • ‘we don’t have enough time’ • ‘we can’t go to the woods’ • ‘we need activities, we can’t just play’
- 29. Whole FS • ‘Full fat’ or ‘whole grain’ • supportive conditions • FS Principles: all elements in place • values reflected in action • whole team: connected to setting • transformative potential • culture change
- 30. Practitioner implications •A wider situated role •Practitioner support; finding help & allies •Solo training can contribute to isolation in team •Critical reflection, to explore self and nurture resilience •Whole team approach: shared space, shared agency •Whole FS or FS Light? Destructive potential of tokenism.
- 31. Overview • Research study • Paradigms & Methodology • Mapping the journeys • Eco-social ID & training • Shared Space encounters • Connector role • Implications
- 33. References ! • Hamilton-Baillie (2001) Home Zones: Reconciling People, Places and Transport. Published by Harvard University, Graduate School of Design. Loeb Fellowship. • Rackham, O (1990) (2nd edn) Trees and Woodlands in the British Landscape. London: Butler and Tanner.