Forest Kindergarten – Study of preschool teachers’ perceptions of learning in nature

Nirit Asaf and Nirit Lavie Alon

Forest kindergarten is an educational approach for extracurricular learning, which includes prolonged visits to a fixed natural environment, where nature and its resources provide a source of free play and unstructured learning. This educational approach places importance on the educator’s strong affinity for the natural environment together with an understanding of the change in his/her role from a ‘teacher’ to a mediator and guide.

In this study we examined whether and how preschool teachers’ perceptions of learning in nature changed following participation in a professional development program (PDP) on forest kindergartens. We also examined which components of the programme contributed to the change in perception and the implementation of the forest kindergarten educational approach, and whether it is possible to describe the development of attitudes towards learning in nature.

The programme took place entirely outside, in a fixed location at Ramat Hanadiv, and following the forest kindergarten approach, it took place in all types of weather and also at night. During the meetings, the preschool teachers listened to forest kindergarten experts who described the approach, were exposed to new ideas and participated in a wide range of hands-on experiences in nature: observing and listening, working with mud, foraging, being creative, playing games, storytelling, and more. The preschool teachers also shared their experiences and feelings, consulted with each other and helped each other.

The study was a qualitative study using a multi-case investigation approach. It included 13 preschool teachers out of 25 who participated in the programme. The research tools were questionnaires before and after the programme, observations that documented the meetings, interviews with selected preschool teachers before and after the programme, reflective analysis, and an assignment that described an excursion in nature with the preschool children.

The results of the study demonstrate that all the preschool teachers changed their perceptions and nature visiting habits to some extent following the programme: the aims they defined for visiting nature become more diverse, free activity was added alongside structured activities in nature, and the frequency of visiting nature and the time spend in nature both increased. Some preschool teachers also implemented a forest kindergarten model on a fixed day in the week. All the preschool teachers indicated that they enjoyed the programme and were enriched by it, both in terms of the tools they received and the personal process they underwent.

The components of the programme that contributed to a change in perception were exposure of the preschool teachers to a new conceptual perception, meeting inspirational people, spending time in nature as part of the programme (that was entirely outside!), the connections forged among the preschool teachers, sharing and reflective discussion, receiving new knowledge, receiving practical tools, and having hands-on experience. Similarly, the great investment in organising the programme was acknowledged. Moreover, elements that may affect the process the preschool teachers underwent and the implementation of forest kindergartens were identified, including the challenge of accompanying adults to activities, the support of the local municipality and the Ministry of Education, the attitudes of parents and staff towards learning in nature, the nature of the preschool children, the weather, the preschool teachers’ familiarity with the site and environment, and further exposure of preschool teachers to the forest kindergarten concept in meetings and professional development programmes. All of these topics are recommended for further research.

References for further reading:

Bailie Ensel, P. (2014). Forest School in Public School: Is It Possible?

Carruthers, R., & Hoed, D. (editors). (2014). Forest and Nature School in Canada Guide.

Lindemann-Matthies, P., & Knecht, S. (2011). Swiss elementary school teachers’ attitudes

toward forest education. The journal of environmental education, 42(3), 152-167.

Maynard, T. (2007). Forest Schools in Great Britain: an initial exploration. Contemporary

issues in early childhood, 8(4), 320-331.

O’Brien, L. (2009). Learning outdoors: The Forest School approach. Education 3–13, 37(1),

45-60.

O’Brien, L., & Murray, R. (2006). A marvelous opportunity for children to learn. A

participatory evaluation of Forest School in England and Wales.

Sobel, D. (2015). Nature Preschools and Forest Kindergartens: The Handbook for Outdoor

Learning. Redleaf Press.

Stasiuk, P. Early Nature Lessons in Denmark’s Forest Preschools

Waite, S., Bølling, M., & Bentsen, P. (2015). Comparing apples and pears? a conceptual

framework for understanding forms of outdoor learning through comparison of English

Forest Schools and Danish udeskole. Environmental Education Research, 1-25.

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Of further interest...

Accessibility

An accessible trail through the Nature Park

In the Nature Park at Ramat Hanadiv there are a number of spectacular hiking routes.

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Sustainability

Horticultural Therapy at Ramat Hanadiv

Many studies have demonstrated the link between a green environment, nature or flowering gardens and feelings of calmness and serenity, enjoyment and vitality

For further information >>

Dining Here

Dining

To complete your Ramat Hanadiv experience, you are cordially invited to enjoy the culinary pleasures of Mata’im, the cafe-restaurant on our premises.

For further information >>

Horticultural Therapy at Ramat Hanadiv

Many studies have demonstrated the link between a green environment, nature or flowering gardens and feelings of calmness and serenity, enjoyment and vitality. Lovers of gardening attest to the advantages of gardening and the benefits they derive from it, as an activity that is calming and enjoyable, arouses the senses, works the muscles and allows artistic expression that bears fruit, literally and figuratively. Gardening is universal: it crosses borders, cultures and sectors.
At Ramat Hanadiv Gardens, which are designed for the enjoyment of the entire population, a horticultural therapy program has been working since 2000 to expose people with special needs to gardening, and no less importantly – connect them with the community. The underlying principle of this program follows the approach that attaches great importance to integrating people with special needs, such as intellectual and developmental disabilities or mental health issues, and at-risk youth, who are generally ostracized from society, in a normative setting that enables contact with the garden’s employees and exposure to visitors and tourists.

A number of programs are run at Ramat Hanadiv within the framework of horticultural therapy:

1. Circle of growth

This is a group that meets regularly throughout the year. The group, comprising adults with intellectual and developmental disabilities, meets up weekly for three hours of horticultural therapy. The activity takes place in the memorial gardens and the therapeutic garden – an enabling garden, located in a designated site within the operations area of Ramat Hanadiv. In the enabling garden the group has its own garden, and each participant has their own gardening bed. This garden combines materials from the rich natural environment of Ramat Hanadiv with original ideas to create a charming corner that is pleasant to visit. The members of the group work, according to their abilities, in a range of gardening jobs: weeding, raking leaves, pruning, turning the soil, transferring seedlings to pots, sowing, planting, preparing cuttings, transferring seedlings, watering and so on

In the enabling garden the participants experience first-hand the process of growing a plant, from the sowing stage to the withering stage, and the change of seasons. They learn to look after the plants and enjoy their fruits. At the end of the day, a wrap-up discussion is held, in which each participant is given the opportunity to share their experiences. From time to time, to break the routine, the group has an activity outside of the garden: a walking tour in Ramat Hanadiv’s nature park, or a picnic in nature and preparation of herbal tea at the nearby spring.

In these activities, the group is joined by volunteers and interns, some of them horticultural therapy students, and others with an affinity for gardening who are interested in becoming familiar with this field and experiencing it personally.

2. Giving to the Garden
The project, “Giving to the Garden” provides an opportunity for diverse sectors of the population with special needs to give and to benefit, via gardening and an interpersonal interaction with other volunteers and the horticultural gardening staff. The program operates on a fixed day of the week. Its main aim is working in the garden in a supportive environment, and it is suitable for a wide range of ages. The work conditions are adapted to a range of needs: raised garden beds that enable working in comfort without bending over, working next to a table, and more.

3. One-off group visitsWith a view to offering more people direct, active, healing and nurturing contact with the garden and with the natural and human environment, different groups are hosted in the therapeutic garden from time to time for practical workshops, during which the visitors are exposed to the therapeutic, enabling, accepting and rewarding aspects of gardening. Similarly, professional study tours, workshops and training courses take place in partnership with different organizations, for horticultural therapists and professionals.

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Any question? We will be glad to help

Send e-mail

04-6298111