Description

Forest School is a popular approach to young children playing and learning outside, which has become particularly important in the current climate of the Covid-19 pandemic, growing childhood obesity, and concerns over mental well-being. Constructing Forest Learning explores the origins of Forest School in Denmark and compares the two different approaches taken in Denmark and England. The result is an up-to-date analysis of the current situation combined with a contemporary context and cutting-edge approach.

Mackinder sets out a ‘model’ pedagogy for practice from a theoretical perspective using a constructivist lens. By comparing the two different approaches and looking specifically at children’s experiences in Forest School and practitioners’ and pedagogues’ practice side by side, it draws out the key elements that constitute Forest School pedagogy.

The unique approach and findings in Constructing Forest Learning appeal to a range of audiences, from students and academics to practitioners and educators.

Constructing Forest Learning: A Pedagogy for Practice

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£53.06

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Hardback by Melanie Mackinder

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Forest School is a popular approach to young children playing and learning outside, which has become particularly important in the... Read more

    Publisher: Emerald Publishing Limited
    Publication Date: 02/06/2023
    ISBN13: 9781802624588, 978-1802624588
    ISBN10: 1802624589

    Number of Pages: 160

    Non Fiction , Politics, Philosophy & Society

    Description

    Forest School is a popular approach to young children playing and learning outside, which has become particularly important in the current climate of the Covid-19 pandemic, growing childhood obesity, and concerns over mental well-being. Constructing Forest Learning explores the origins of Forest School in Denmark and compares the two different approaches taken in Denmark and England. The result is an up-to-date analysis of the current situation combined with a contemporary context and cutting-edge approach.

    Mackinder sets out a ‘model’ pedagogy for practice from a theoretical perspective using a constructivist lens. By comparing the two different approaches and looking specifically at children’s experiences in Forest School and practitioners’ and pedagogues’ practice side by side, it draws out the key elements that constitute Forest School pedagogy.

    The unique approach and findings in Constructing Forest Learning appeal to a range of audiences, from students and academics to practitioners and educators.

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