Slowing Down, Caring Deeply, Trusting Children: An Ethnographic Study of Forest School Practice
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| Title: | Slowing Down, Caring Deeply, Trusting Children: An Ethnographic Study of Forest School Practice |
|---|---|
| Language: | English |
| Authors: | Steph N. Dean, Amanda Gladys, Julianne A. Werner |
| Source: | International Journal of Early Childhood Environmental Education. 2026 13(1):39-57. |
| Availability: | North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Forestry, Outdoor Education, Early Childhood Education, Place Based Education, Experiential Learning, Ethnography, Learning Processes, Personal Autonomy, Child Development, Holistic Approach, Transformative Learning, Caring |
| ISSN: | 2331-0464 |
| Abstract: | Forest School is an experiential, nature-based educational approach that often evolves as it takes root in new cultural and ecological settings. This ethnographic study explores how one Forest School in the Southeast United States interprets and enacts the Forest School model within its local context. Drawing on participant observations, interviews, field notes, and photography, we examine the lived experiences of the Forest School community to understand how cultural practices shape daily life at the school. Three central themes emerged: (1) slowing down to deepen learning and connections, (2) supporting the whole child through individualized care, and (3) trusting students with independence and responsibility. These findings reflect a nuanced and place-responsive interpretation of Forest School, foregrounding practices such as slow learning and authentic care that are often implicit but underexplored in the literature. This study contributes to the global conversation on Forest School by highlighting the importance of contextually grounded adaptations and offering insights for educators and policymakers seeking to preserve its transformative potential. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506135 |
| Database: | ERIC |
| Abstract: | Forest School is an experiential, nature-based educational approach that often evolves as it takes root in new cultural and ecological settings. This ethnographic study explores how one Forest School in the Southeast United States interprets and enacts the Forest School model within its local context. Drawing on participant observations, interviews, field notes, and photography, we examine the lived experiences of the Forest School community to understand how cultural practices shape daily life at the school. Three central themes emerged: (1) slowing down to deepen learning and connections, (2) supporting the whole child through individualized care, and (3) trusting students with independence and responsibility. These findings reflect a nuanced and place-responsive interpretation of Forest School, foregrounding practices such as slow learning and authentic care that are often implicit but underexplored in the literature. This study contributes to the global conversation on Forest School by highlighting the importance of contextually grounded adaptations and offering insights for educators and policymakers seeking to preserve its transformative potential. |
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| ISSN: | 2331-0464 |
