ABSTRACT
This chapter focuses on the Small Scale Research Project, funded by Nottingham Trent University, seeking to evaluate the possible impact of outdoor experiences on children's level of involvement in such learning activities. The settings involved offer their children regular forest school' sessions. The network advocates outdoor time for children to allow them to reconnect with nature. Children sometimes explicitly indicate that they are/were involved by their spontaneous comments. Discovering and comprehending the possibility of a different right bus involved personal learning that transformed his distress into spontaneous enthusiasm. In motor activities physical energy is involved. When concentrating, the child directs his full attention and energy towards one point. The Forest School Association (FSA) expands Principle for Good Practice. They fully apply to their cognitive and other capabilities. It could be construed that the outdoor approaches of both of these settings exhibit the characteristics of holistically enriching experiences supported by respectful educators.
