Combining Montessori schooling & Forest school

Individuality, practicality and independence are three key aspects that should be integrated into a child’s education in order for them to excel and fulfil all development goals. The current early years public education system allows for some children to meet these three aspects. However, they are not all fully integrated or widely accessible to all children within the current system, this meaning that some children lack the chance to be able to express their individuality, be able to work practically and allow themselves to develop independence within their own learning.

Despite the current British education developing students who can function and excel in the wider society is still does not meet the needs of every child across the UK. There are many alternatives education systems that are trying to fill the gap, and meet the needs the public education system cannot provide. Two common and more widely used alternatives are that of Montessori and forest schooling within education.

Montessori Schooling

Montessori’s methods put’s the child at the centre of the learning, this way the practitioner may follow the child’s lead (Isaacs, 2018). Montessori labelled this type of learning as self-construction. (Montessori, 2007a) (Montessori, 2007b) ‘The instructions of a teacher consist merely of a hint, a touch – enough to give a start to the child’ (Montessori 1965:58-59). This way the child can develop their own unique way of seeing the world, allowing them to be free and practically develop their skills.

Montessori’s approach develops individuality and autonomy of the child, as she believed that children are active learners, that need choice and independence. The practitioner only facilitates the child’s learning by ‘preparing an environment favourable to their development’ (Isaacs, 2018) as children are capable of teaching themselves by selecting activities of interest, and investigating them (Isaacs, 2012). “The fundamental principle of…pedagogy must be the freedom of the pupil” (Montessori, 1991). Allowing the child to be free and develop at their own pace, gives them a chance to develop understanding and experience in areas of interest to them. It also opens new ways in which a child may look at an object or the world that a practitioner’s input may not have developed. An environment that that is free and allows the child to express themselves ‘reveals those needs and attitudes which would otherwise remain hidden or repressed in an environment that did not permit them to act spontaneously’ (Montessori, 2007a).

Montessori’s teaching methods mean that as the child develops, they can feel more in power of their own learning experience. ‘The child who benefits from such attitudes grows to be the leader of his/her own learning without the overbearing influence of the teacher’ (Isaacs, 2012). Within the early years the practitioner should have less influence over the child’s learning experience. They will observe and steer the learning to ensure that the child is developing in all areas, yet allow each child’s ‘natural traits’ (Montessori, 2007a) to manifest.

Forest School

Forest School embraces a broad concept: it takes place in school hours, on a regular basis, and it is not only focused on learning about nature but is linked to the national curriculum (O’Brien, 2009). Forest School follows a social constructivist pedagogy, where the learner is far more independent and constructs the learning themselves. The learning focuses far more on ‘learning not performance’ and the tasks that the learners engage in must have ‘implicit worth’ (O’Brien, 2009). Within a Forest School setting a child would get involved in a variety of activities; such as, using tools to create art works, or listening and responding to a range of stories in order to improve their language and communication skills (Davis & Waite, 2005) The outdoor space allows them freedom to choose how they spend their time and new materials that may challenge and improve their learning experience. The Forest School network believe that Forest Schools are an ‘inspirational process that offers children, young people and adults’ regular opportunities to achieve and develop confidence and self- esteem through hands on learning experiences in a woodland environment’ (OBrien & Murrary, 2005) (Forest Education Initiative, 2007). Similar to the Montessori approach, Forest School practitioner’s aim to develop a teacher pupil relationship built on guidance and not instruction, as they view learners as active co-constructors of meaning and knowledge (O’Brien, 2009).

The National Foundation for Educational Research (Dillon, et al., 2005) suggests that learning and playing outdoors can impact on a child; cognitively, interpersonally and behaviourally. Woodlands and greenspaces can benefit a wide range of children including those on the autistic spectrum, those with emotional and behavioural difficulties and with learning problems (Kahn, 1999); (Forestry Commission Scotland, 2005); (O’Brien, 2005) (O’Brien & Murrary, 2006); (Borradaile, 2006). By being outdoors it allows children to experiment and problem solve, this increasing their self-esteem and confidence, improving their social and physical motor skills and encourages development in motivation and concentration (O’Brien, 2009). Research also suggests that if children do not visit woodlands and greenspaces when they are young, they will miss out on the physical and emotional benefits of access to nature when they are adults (Fjørtoft, 2004); (Thompson, et al., 2004).

By children attending forest schools it not only impacts on their own development and experiences, but, those of practitioners, family and friends. As practitioners gain new perspectives and insights on seeing children in a different environment. The effects of forest school have ripple effects as children tell their family and friends about their experiences, enlightening them on its benefits and influence (O’Brien, 2009).

How does this alternative work?

Combining forest school and Montessori teaching methods in this alternative will ensure that the children become more independent, practical and show their individuality through their learning. In this alternative, the children will attend a Montessori Nursery, that follows Montessori teaching methods rather than the national EYFS statutory framework. The nursery and its practitioners will be the core part of the teaching and learning. This will be the place where parents can go to ask for support, and help with caring for their child. The practitioners will also track the progress of the students both in the nursery and in the forest school to ensure that the children are reaching their full potential through the learning provided. By ensuring that the nursery is a supportive and helpful environment for both parent and child it allows it to be effective in delivering a strong basis for a child to learn and develop, as the child will feel safe and at ease if they are supported.

Two days out of the week the children will attend forest school, led by practitioners experienced in forestry teaching methods. By attending, the children will gain valuable knowledge and practical skills that give them new insights and ways of looking at nature as a chance to learn and play. Within this age group, attending a forest school will be beneficial to their cognitive learning and physical mobility. It gives each child a chance to be the leader in their own play and ensures that they are physically progressing through movement. Between the ages of nought to five, play based learning is the most valuable experience a child has to promote individuality and independence in their learning. It gives practitioners a chance ‘to teach without teaching’ (McArdle & McWillaim, 2005, p. 330). Play based learning aligns with Montessori and Forest School teaching methods as the child is the one to lead the play and therefore is at the centre of their own learning experience.

This alternative education will help each child improve understanding in not only certain subjects, such as maths and English. It will also improve the child’s understanding of social skills, like teamwork and listening to one another. As through practical play the children will learn communication that is effective and ensures that everyone around them understands their own process of doing things. By the child leading the learning they will gain self-esteem and confidence in their own abilities to lead a task. At the same time this will also improve their independence as they will feel that they can do more things alone after leading their own play.

Although the alternative allows the child to lead the play, skills such as maths and English can still be developed through Montessori and forest school teaching methods. As children can use the environment of nature to understand shapes and the volume of objects whilst still developing their understanding of how the tree the works. Even though the practitioner does not always lead the play they can work alongside or help to steer a child in gaining understanding in different subject matters. Therefore, a child should not be inhibited by attending this alternative education.

References

Borradaile, L., 2006. Forest School Scotland: An evaluation, s.l.: Forestry Commission Scotland and the Forest Education Initiative.

Davis, B. & Waite, S., 2005. Forest Schools: An evaluation of the opportunites and challenges in Early Years, s.l.: University of Plymouth Report.

Dillon, J. et al., 2005. Engaging and learning with the outdoors- the final report of the outdoor classroom in a rural context action research project, Berkshire: National Foundation for Educational Research.

Fjørtoft, I., 2004. Landscape as Playscape: the Effects of Natural Environments on Childrn’s Play and Motor Development. Children, Youth and Environments, 14(2), pp. 21-44.

Forest Education Initiative, 2007. What is a Forest Education Initiative Forest School?. [Online]
Available at: http:// www.foresteducation.org/forest_schools.php?page¼1.
[Accessed May 2020].

Forestry Commission Scotland, 2005. Woods for learning: Education strategy, Edinburgh: Forestry Commission.

Isaacs, B., 2012. Learning and teaching in Montessori nurseries. In: Understanding the Montessori Approach. s.l.:Routledge.

Isaacs, B., 2018. Understanding the Montessori Approach. 2nd ed. New York: Routledge.

Kahn, P., 1999. The human relationship with nature: Development and Culture. Cambridge: MA: MIT Press.

McArdle, F. & McWillaim, E., 2005. From balance to blasphemy: shifting metaphors for researching early childhood education. International Journal of Qualitative Studies in Education, 18(3), pp. 323-336.

Montessori, M., 1991. The Advanced Montessori Method – Volume 1. Oxford: ABC- Clio Ltd.

Montessori, M., 2007a. The Absorbent Mind. Volume 1 ed. Amsterdam: Montessori-Pierson Publishing Company.

Montessori, M., 2007b. The Discovery of the Child. Volume 2 ed. Amsterdam: Montessori-Pierson Publishing Company.

O’Brien, E., 2005. Tackling youth disaffection through woodland vocational training. Quartley Journal of Forestry , Volume 99, pp. 125-30.

OBrien, E. & Murrary, R., 2005. Such enthusiasm- a joy to see: An evaluation of Forest School in England, s.l.: New Economics Foundation and Forestry Research.

O’Brien, E. & Murrary, R., 2006. A marvellous opportunity for children to learn: A participatory evaluation of Forest School in England and Wales, Farnham: Forest Research.

O’Brien, L., 2009. Learninig Outdoors the Forest School approach. Education 3-13, 37(1), pp. 45-60.

Thompson, W. et al., 2004. Open space and inclusion: Local woodland used in Scotland, Edinburgh: Report to the Forestry Commission.