ABSTRACT
Forest School in the UK is a relatively new discipline in the pantheon of outdoor pedagogies and pursuits. To see why Forest School practitioners might consider this fundamental aim for their practice, it is helpful to engage with the 20th century Norwegian philosopher Arne Næss, who proposes a need for this link that goes deep into the human psyche, and that has existed for a long time. After the 1940s the recognition of the importance of outdoor spaces for children in the early years tailed off in the UK until the early part of the 21st century. The socialist reformers Margaret and Rachel McMillan and others made the links between children's healthy development and learning, and to opportunities for them to spend time outside. The spread of access to Forest School sessions provided very young children with opportunities to develop as healthy, independent and energetic learners engaged with their local environments.
