Forest School and its effect on the community: A brief review

Authors

  • Ziad Dabaja Univ Paris Est Creteil, IMAGER, Creteil, France.
  • Simge Yılmaz Uysal Elementary and Early Childhood Education Department, Mersin University, Mersin, Turkey

DOI:

https://doi.org/10.24377/prism.article642

Keywords:

Forest School, Outdoor Education, Impact, Educators, Community

Abstract

Forest School and similar outdoor nature-based education programmes have been spreading across different parts of the world. In this short manuscript, we draw on the literature to shed light on the demarcating characteristics of this distinctive form of outdoor education. Furthermore, we expand on the work by Dabaja (2022a; 2022b) to briefly introduce not only the impact of this educational concept on the involved children, but also the way it affects the educators and their pedagogies as well as the dynamics among the children’s family members and their connection to the outdoors. We then conclude by proposing a set of research-related recommendations to explore the full potentiality of the Forest School concept. 

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Author Biographies

Ziad Dabaja, Univ Paris Est Creteil, IMAGER, Creteil, France.

Dr. Ziad F. Dabaja is a postdoc at the University of Paris Est Creteil, IMAGER, Creteil, France and a certified member of the Ontario College of Teachers. He can be reached at dabajaziad@gmail.com

Simge Yılmaz Uysal, Elementary and Early Childhood Education Department, Mersin University, Mersin, Turkey

Assoc. Prof. Dr. Simge YILMAZ UYSAL is a researcher and instructor at the Elementary and Early Childhood Education Department, Mersin University, Mersin, Turkey

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Published

2022-10-06

Issue

Vol. 5 No. 1 (2023): General Issue

Section

General Think Pieces

License

Copyright (c) 2022 Ziad Dabaja, Simge Yılmaz Uysal

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