ABSTRACT
This chapter explores the historical perspective, the ethos and learning theories behind the approach and considerations for practice in England. A definition of this style of outdoor learning stands as a benchmark to consider the many ways in which Forest Schools have developed over recent years. Case studies and links to play and creativity suggest that some interpretations in settings seek to undermine the very ethos that attracted practitioners initially. The chapter returns presents the underpinning theories that question outcome-driven practice and attainment-led curriculum. It encourages and challenges thinking to clarify and improve practice and enable reconnection with the outdoors in a positive, risk-benefit environment. Pedagogical approaches considered in this chapter are those of experiential learning within the context of constructivism and socio-culturalism. Forest School challenges practitioners to consider 'wild and adventurous play' as an effective way of learning for young children.
