ABSTRACT
In this chapter, the author argues that the well-known benefits of outdoor learning can be enhanced by the Forest School approach, but in order to assess those benefits, we cannot reduce children's experiences and outcomes to a number. Instead of simply ascribing a score to each area of learning for each child, we need to watch and listen carefully to the subtle, and yet meaningful, changes wrought by the impact of being outdoors. For some children in the early years, most of their learning takes place outside and some things can, indeed, only be learnt outside, e.g. the feel of the wind and the rain on our face or the effort required to walk through long grass. Similarly, the Celebrating Children's Learning section of the East London Early Years and Schools Partnership website offers examples of assessments that demonstrate the Characteristics of Effective Learning. Many of these are of children learning outdoors.
