Learning Theory and Forest School Practice: Bridging Concepts and Practice
Forest School is an experiential, nature-based learning approach that fosters children’s development through outdoor exploration, play, and discovery. It’s deeply rooted in progressive educational philosophies and draws on various learning theories that promote holistic growth—intellectually, socially, emotionally, and physically. By examining key learning theories, we can see how Forest School practices reflect a rich tapestry of educational thought that enhances children's relationships with both their environment and their peers.
Loose Parts Theory by Simon Nicholson
Simon Nicholson’s Loose Parts Theory posits that the richer the environment with loose parts—objects that children can manipulate, move, and adapt—the more creative and engaging their play becomes. Nicholson argued that children thrive when given the freedom to explore and interact with open-ended materials like sticks, stones, mud, leaves, and ropes, all of which allow for imaginative play and experimentation.
In Forest School, loose parts abound in the natural environment. Rather than pre-defined toys or rigid materials, children encounter an array of loose parts that they can use in multiple ways. A fallen branch could become a sword, a den-building tool, or a paintbrush in the mud. Nicholson’s theory aligns perfectly with Forest School’s emphasis on creativity, problem-solving, and self-directed exploration. This encourages children to take ownership of their learning, providing a dynamic and adaptable environment that fosters cognitive flexibility and innovation.
Compound Flexibility by Robin Brown
Robin Brown’s theory of Compound Flexibility builds on Nicholson’s ideas by emphasizing how flexible environments with multiple stimuli support complex learning. Brown believes that flexible spaces enhance both physical and cognitive development because children are continually adjusting to varying conditions—whether it’s uneven ground, changing weather, or diverse natural objects.
In Forest School, children engage with compound flexibility by navigating the unpredictable and ever-changing outdoor environment. They may encounter a muddy slope, a dense thicket, or a wide-open field, all of which require different strategies and skills to traverse. The flexibility in these conditions develops not only physical dexterity but also the ability to adapt mentally, encouraging resilience and critical thinking. Forest School's learning spaces promote an interplay between the environment, the child's body, and their mind, deepening their understanding of themselves and the natural world.
Affordances by James Gibson
James Gibson's concept of Affordances refers to the actionable possibilities that an environment offers to an individual. In essence, affordances are the interactions between the environment and the perceiver’s abilities. A tree, for example, affords climbing for a child, while a rock may afford sitting or balancing.
Forest School settings are replete with affordances. Every element of the natural world provides children with unique opportunities for learning and action. A log may afford a balancing exercise, a puddle may afford jumping, and a bird’s nest may afford the opportunity for close observation. The affordances available in nature are unstructured, offering open-ended opportunities for discovery, creativity, and physical engagement. By allowing children to interpret and respond to these affordances, Forest School taps into the richness of the natural world as a classroom full of learning potential.
Flow State by Mihaly Csikszentmihalyi
Flow, a concept developed by Mihaly Csikszentmihalyi, refers to the state of optimal engagement in an activity where the individual loses track of time and becomes fully immersed in what they are doing. Flow occurs when there is a balance between the challenge of the activity and the skills of the individual.
Forest School often facilitates this state of flow by allowing children to engage in activities that are challenging but within their ability to manage. Whether building a den, climbing a tree, or crafting with natural materials, children become deeply focused on the task at hand. The open-ended nature of these activities, combined with the autonomy they are granted, fosters the conditions for flow. The prolonged, uninterrupted time in nature helps sustain this state, contributing to deep learning, satisfaction, and intrinsic motivation.
Zones of Risk by Colin Mortlock
Colin Mortlock’s Zones of Risk model helps explain how Forest School manages the balance between safety and challenge. Mortlock identifies different zones of risk—from the comfort zone to the adventure zone to the danger zone—and posits that optimal learning occurs when individuals are in the adventure zone, where they face manageable risks that push their boundaries but don’t overwhelm them.
In Forest School, children are regularly exposed to risk, whether it's climbing trees, using tools, or navigating slippery surfaces. Forest School practitioners are trained to assess and scaffold these risks appropriately, ensuring that children are challenged without being put in harm's way. Mortlock’s theory supports the idea that risk-taking is an essential component of learning, helping children develop resilience, courage, and self-assurance. Importantly, Forest School fosters a culture of learning through risk, promoting both physical competence and emotional maturity.
Maslow’s Hierarchy of Needs
Abraham Maslow’s Hierarchy of Needs outlines a framework of human motivation, suggesting that individuals must satisfy lower-level needs (such as safety and physiological needs) before they can focus on higher-order needs like self-actualization.
Forest School addresses many of the needs in Maslow's hierarchy. The natural environment offers space for children to feel a sense of physical and emotional safety, where they can freely explore within set boundaries. The social interactions and cooperative play in Forest School also foster belonging and esteem, as children collaborate on tasks, solve problems, and encourage one another. By fulfilling these foundational needs, Forest School creates a supportive space where children can achieve the highest levels of self-actualization, expressing creativity and experiencing intrinsic growth.
Pseudocommunity by M. Scott Peck
In his book The Different Drum, M. Scott Peck describes Pseudocommunity as the initial, surface-level phase of group interaction where harmony is emphasized, but true connection has not yet been achieved. Real community, according to Peck, requires conflict and honest communication to move beyond this facade.
Forest School’s extended time in nature promotes the development of true community over pseudocommunity. Children interact over a prolonged period in diverse and challenging situations, which helps them move past superficial interactions. Conflict resolution, cooperative projects, and shared experiences in the natural world bring them closer, fostering a deep sense of trust and camaraderie. This community-building process is essential for the emotional and social development of the children, aligning with Peck’s notion of moving from pseudocommunity to authentic, meaningful relationships.
Scaffolding by Lev Vygotsky
Lev Vygotsky’s concept of Scaffolding emphasizes the role of more knowledgeable others (teachers or peers) in guiding a child’s learning. Scaffolding provides temporary support to help the learner accomplish tasks they could not do independently, with the aim of eventually removing the support as the child becomes more competent.
In Forest School, practitioners scaffold learning by offering guidance and support as needed, but the emphasis is on enabling children to discover and learn on their own. For example, a practitioner may initially demonstrate how to use a tool safely or build a shelter, but the child is then encouraged to experiment and practice independently. This aligns with Vygotsky’s idea that learning is most effective when it occurs within the zone of proximal development—the space between what a child can do alone and what they can do with help.
Reviewing by Roger Greenaway
Roger Greenaway’s Reviewing model stresses the importance of reflection and debriefing in experiential learning. Reviewing helps learners make sense of their experiences, draw connections to prior knowledge, and apply insights to future challenges.
In Forest School, reflection is a key part of the learning process. Children are often encouraged to think back on their activities—what they enjoyed, what was difficult, what they learned, and how they might approach things differently next time. Reviewing solidifies learning, helping children internalize their experiences and apply these lessons to other contexts. Whether through group discussions or individual reflections, Greenaway’s model ensures that learning is deepened and retained.
Conclusion
Forest School is much more than an outdoor classroom; it’s an educational model steeped in progressive learning theory. From Nicholson’s Loose Parts to Vygotsky’s Scaffolding and Csikszentmihalyi’s Flow, Forest School draws on a wide range of theoretical frameworks that emphasize creativity, risk, autonomy, and community. By engaging with nature in a hands-on, child-centered way, Forest School enables learners to develop holistically, addressing physical, emotional, social, and intellectual growth. It’s a dynamic model that responds to the needs of children while fostering a deep connection to the natural world, preparing them for a future where resilience, creativity, and ecological awareness are paramount.
