Abstract

Outdoor learning provides an opportunity for schools to foster children’s engagement with nature. This paper focusses on forest school practitioners’ perceptions of children’s development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location. Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing pro-environmental behaviour, is a fundamental part of their practice.

摘要

户外学习为学校提供了培养儿童与自然接触的机会。本文通过对森林学校活动负责人的采访，重点关注森林学校从业者对儿童与自然关系和森林学校发生地点发展的看法。反思文献，访谈分析试图确定对地方的依恋或与自然的联系发生的过程。研究结果表明，通过在森林学校的自然环境中进行定期和重复的活动，孩子们变得更加放松，克服任何恐惧，享受乐趣，在他们更好地了解自然的同时与自然建立联系，并对当地产生亲和力。此外，他们培养了对森林学校环境的主人翁意识和关注以及保护它的愿望。