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ERIC Number: EJ1130549
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0300-4279
Footprints in the Woods:"Tracking" a Nursery Child through a Forest School Session
Mackinder, Melanie
Education 3-13, v45 n2 p176-190 2017
Forest School has become increasingly popular in the UK, although little is known about what actually happens in sessions and how these sessions are planned. Using observations of two sessions and semi-structured interviews with two adult leaders this article sets out to explore how the sessions are planned, alongside a young child (aged 2-4 years) is involved and how adults participate in activities. This was achieved by "tracking" one child over two one-hour sessions using the Leuven Involvement and Participation Scales as a diagnostic, analytical tool. The two sessions were then compared. This case study approach indicates that there is a link between adult participation and child involvement, alongside training which have implications for the impact and development of Forest School pedagogy and reflective practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A