ABSTRACT
This chapter looks at what is meant by the term ‘learning environment’ in the Danish forest school approach, and illustrates the importance of understanding the relationships between the children and adults and the physical space they are in, the pedagogical goals set and the activities being carried out. They are all contributory factors in the construction of a learning environment. The layout of typical indoor and outdoor environments for early years settings are described, and examples of two
kindergartens using the Danish forest school approach are given in more detail to illustrate the pedagogical thinking that is involved.
