RESULTADOS ACADÉMICOS DE LA INMERSIÓN LINGÜÍSTICA

Data base

Author Summary Peer

review G oogl e S chol ar Murray (2003)

A participatory evaluation was conducted in Wales with Forest School leaders using focus groups and structured observation charts of children in their settings. Six key outcomes for children were presented alongside ten factors which were deemed necessary for a successful Forest School. This research resulted in a self-appraisal for Forest School leaders to use as part of their practice and also to assess the degree to which the outcomes from this project in Wales applied to other settings in England (O’Brien and Murray, 2005; 2006; 2007).

No

Massey (2004)

A participatory case study over 1 academic year of 8 children aged 3- 4 years. Used structured observations, video recording and

interviews. Highlighted key themes suggesting Forest School supports personal and social development, language, learning, appropriate risk taking and transferable skills. No control group used and anecdotal in nature.

No

Davis and Waite (2005)

Reported findings of seven participant-researcher undergraduates in three Devon settings with Reception and Year 1 children. Relied on observation, interviews and questionnaire data to focus on social skills, play, language and cognitive development. Variations in programme delivery and effects were noted and positive outcomes were illustrated with quotes and observational data.

No

Borradaile (2006)

Scottish research to understand more about whether the results of Murray (2003) and O’Brien and Murray (2005;2006;2007) apply to Scottish settings and how Forest School supports Scotland’s priorities for educational development. Findings suggest Forest School does support the Scottish agenda and Borradaile (2006) supports access for all children to the programme, although child views were not sought.

No

Maynard (2007a)

Semi-structured interviews with 3 Forest School practitioners were conducted to find out their view of the aims of Forest School for children aged 3-5 years old. Findings suggest practitioners may over estimate impact on self-esteem and under-estimate capacity for environmental education.

Yes

Maynard (2007b)

Discourse analysis was used to explore the discourses of two Forest School Leaders and two Teachers running a Forest School with n=16 Reception aged children and n=9 5-7 year olds with additional needs. Pre, post and follow up interviews illuminated the ‘battle’ between discourse of different professionals regarding the extent to which child should be allowed to take risks in the natural environment.

Yes Lovell (2009a;b) a= PhD thesis b= Forestry Comm. Report

This study recorded the physical activity of n=26 children aged 9-11 at Forest School and in comparison to a typical school day. Children were significantly more active at Forest School in comparison to a normal school day, even when they had active lessons including Physical Education. However the measuring devices (accelerometers) sometimes failed and only one school context was investigated.

Knight (2011b)

First part of a thematic review of the contributions to her edited book (Knight, 2011a) where practitioners wrote about how Forest School has been adapted. An overlapping conceptual framework evolved.

Yes

Ridgers, Knowles and Sayers (2012)

Focus group interviews with n=17 children aged 6-7 before and after a Forest School programme were conducted to examine children’s perceptions of natural play. Forest School extended children’s thinking of what natural play was and their knowledge of the natural world. The child’s voice was given priority in this study but other stakeholder views were not sought.

Yes P syc h Inf o Swarbrick, Eastwood and Tutton (2004)

The link between Forest School, self-esteem and learning was explored by administering questionnaires to 100 Forest School practitioners in Oxfordshire. The 29 respondents gave qualitative information about their view of the programme effects, including cases where extraordinary outcomes had occurred such as a child with speech problems speaking more clearly and confidently despite little improvement with intensive speech therapy. Although highly anecdotal, it provides information from those who are in a position to know about the effects and highlighted some challenges which need to be overcome when running a Forest School.

Yes

Waters and Begley (2007)

The risk taking behaviours of two 4-year-old children in the same nursery were observed using a narrative observation technique on the playground and at Forest School. More positive and appropriate risk taking behaviour was observed at Forest School where the children were not reprimanded and rules were more consistent than on the playground. However, the small sample and selection based on pre- determined risk taking characteristics meant that generalisation is difficult.

Yes

O’Brien (2009)

O’Brien (2009) used the data gathered in O’Brien and Murray (2005; 2006; 2007) to unpick in more depth how the environment and features of the programme influenced changes for the children involved. Out of the 8 themes identified in O’Brien and Murray (2005; 2006; 2007) O’Brien (2009) looked in detail at three of them: motivation and concentration, social skills and new perspectives. This detail has helped form CMO configurations but only for the three themes explored, with no justification for why these were selected out of the eight. Yes W eb of K now le dge Roe and Aspinall (2011b)

The emotional responses of n=8 boys aged 10-12 with ‘extreme behaviour problems’ were observed over 6 months at Forest School. Results suggest that, over time, more positive affective responses were observed and there was also increased trust, social cohesion and explorative activity. Yes S ci enc e D ir ec t Roe and Aspinall (2011a)

The restorative outcomes for n=18 11-year-old pupil were measured when at Forest School compared to indoors at school. Mood and ability to reflect on goals were examined and significant effects were seen in these areas, indicating a positive effect of Forest School. Pupils with initial ratings of ‘poor behaviour’ benefitted the most.

Yes

O’Brien and Murray (2005; 2006; 2007)

This study was designed to understand the extent to which the findings of Murray (2003) applied to children in England.

Participatory action research and appreciative inquiry of 24 children ages 3-9 over 8 months used observational data and interviews which

N.B Medline and EmBase revealed no relevant research. All articles are full text; abstract only texts were not required.

led to 8 key outcome themes (an extension of the 6 themes from Murray, 2003). This offers rich qualitative data but failed to seek the child’s view. G oogl e Vande- walle (2010)

Vandewalle (2010) offers a descriptive account of how Forest School is used in a primary school in Hertfordshire. All children (nursery to Year 6) access Forest School and the programme was evaluated through parental questionnaires and child interviews. Findings suggested children enjoyed and focused on the activities on offer and parents noted child enthusiasm about the programme. Vandewalle (a teacher in the school) noted ease of making curriculum links but key information including sample size and method of analysis was not reported.

No

Ritchie (2010)

Ritchie (2010) reports on a London secondary school using Forest School as an alternative programme for pupils with SEN at risk of exclusion. Although highly anecdotal, Forest School staff felt it was good value for money due to yielding positive results and being relatively cheap to run once practitioners are trained. It was suggested that the programme reduced rates of exclusion and improved

attendance.

No

Action for Children (2010)

This is a case study account of a Forest School programme for young people involved with the Youth Offending Service and a Substance Misuse Service. Through discussions with the adults running the programme, it was suggested that the programme enhanced confidence and improved well-being. Incidents of behavioural aggression were reduced, although this relied on anecdotal information from staff.

No

Archi- medes Training (2011a)

The impact of Forest School was explored qualitatively for a small group (n=9) of pupils from a Pupil Referral Unit (PRU). Anecdotal evidence suggests that the programme had a positive effect on social development and behaviour and also fulfilled curriculum

requirements. Five out of the six pupils wants to continue with Forest School after the year-long programme had finished.

No

Archi- medes Training (2011b)

A case study is provided of a short (14-week) Forest School programme for pupils from a special school. The information provided is extremely brief but Forest School leaders noted more positive social interactions within a three stage behavioural pattern; initially an acclimatisation phase followed by boundary testing and then more appropriate behaviour.