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Practitioner experiences of Forest School

Research findings

© Mel McCree, 2014 for OELRES network

Overview• Research study

• Paradigms & Methodology

• Mapping the journeys

• Eco-social ID & training

• Shared Space encounters

• Connector role

Practitioner experiences of Forest School

Qualitative ethnographic case studies over 2 years.

Questioning how the practitioners experience...

the impact of training?

internal

and external

influences on

role?

and adapt

in response to

experiences?

Case Study

Constant comparative

method

Social interaction

theoryecosystemic perspective

constructivist pedagogy

affective & relational

geographypost structuralist

Paradigms & Methodology

Participants8 practitioners:

• 3 in nurseries (EYPs)

• 2 in primary schools (TA & student vol)

• 1 in env ed centre (ed manager)

• 1 in home ed (parent vol)

• 1 in play work (LA service manager)

FS Principles in brief• long-term process

• natural wooded environment

• relationship with the natural world

• holistic development

• supported risks

• professional practice

• learner-centred & play processes

Mapping the journeysthe challenge of representing the non-representational...

subjective experience

fleeting relational affects

deconstruct to reconstruct

decide to divide & border

new patterns emerge

Ant’s journey

FS training

re-connects outdoors

seeking new experiences

passionindoor childhood tech generation pedagogy

crossroads! choose both

travel

woodwork

hope, surprise, affirmation

dystopic sadness fears wishy

washy theory

odd one out FS

placementideals

compromised, critical questions

integration:

study to

transf

orm

system

retreatsgives up on coursework

included

only male

fear & loss... of time, space,

childhood, opportunity, nature, the future ...

generational change

professional purpose

affective choices to train

personal mission

‘contagious attitude’

Chawla, 2006)early experience

Ongoing lifeline

ESI before training

ESI after training

Shared Spacebetween adults, children and environments

How is the space shared? Who or what has agency?

What is child-centred, nature-centred practice?

original template

Ongoing lifeline

Shared Space lifelines

Moose’s encounter

SS planning modelAn interesting comparison

!

An attempt to change participant agency by changing the structure.

!

Challenges: If not everyone acts equally,

chaos can ensue! ‘reconciling people, places and transport’ (Hamilton-Baillie, 2001)

Connector role

before

after

adult-to-adult

interactionadult taking child to env

‘It’s a constant battle’

‘on the same wavelength’

‘just being still and silent’ ‘let go, let them be’

‘I subvert my status to play’

‘conscious choices’ in dis/connections with mainstream

‘attracted to getting distracted’

impact

impact

‘practical AND affective

skills’

Context outcomes

FS in collaboration• role in connection to others in setting

• shared access to resources and sites

• skill sharing

• contribute to creating best practice

• local economy & local networks of social solidarity

• national collective voice & advocacy

Extremes of collaboration

Stag-headed tree (Rackham, 1990:13)Connector tree (McCree, 2013)

Forest School Light• compromised practice: tokenistic, isolated

• values in conflict - at odds with setting

• reduced length, choice, biodiversity, risk, play

• pragmatic choices: ‘a way in’

• ‘we can’t afford the full version’

• ‘we don’t have enough time’

• ‘we can’t go to the woods’

• ‘we need activities, we can’t just play’

Whole FS• ‘Full fat’ or ‘whole grain’

• supportive conditions

• FS Principles: all elements in place

• values reflected in action

• whole team: connected to setting

• transformative potential

• culture change

Practitioner implications•A wider situated role

•Practitioner support; finding help & allies

•Solo training can contribute to isolation in team

•Critical reflection, to explore self and nurture resilience

•Whole team approach: shared space, shared agency

•Whole FS or FS Light? Destructive potential of tokenism.

Overview• Research study

• Paradigms & Methodology

• Mapping the journeys

• Eco-social ID & training

• Shared Space encounters

• Connector role

• Implications

Suggestions?

Challenges?

Questions?

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www.melmccree.me

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References

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• Hamilton-Baillie (2001) Home Zones: Reconciling People, Places and Transport. Published by Harvard University, Graduate School of Design. Loeb Fellowship.

• Rackham, O (1990) (2nd edn) Trees and Woodlands in the British Landscape. London: Butler and Tanner.