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It explains what Forest and Nature School is, highlights Aboriginal perspectives, and outlines benefits. The guide describes how children learn through ethos, inquiry-based and emergent experiences, play-based and place-based learning, storytelling, and loose parts. 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Forest and Nature School in Canada 3  \n~~ Preface ~~  \n4 © June 2014. Forest and Nature School in Canada  \nPREFACE BY DAVID SOBEL  \nDavid Sobel is senior faculty in the Education Department at Antioch University New England. He is the author of several books and numerous articles on children and nature for educators and parents.  \nPreface adapted by David Sobel from: “The Best Way to Know a Tree.” Yes! Powerful Ideas, Practical Actions. Spring Issue  \nPreface by David Sobel  \nThe original kindergarten—the children’s garden—conceived by German educator Friedrich Froebel in the 19th century, was a place where children learned through play, often in nature.That idea is fast eroding. Children aren’t playing in the garden anymore; instead they’re filling in bubbles on worksheets.  \nIn the face of this indoor-ification, a cultural and educational movement is emerging—focused on new approaches to nature-based education. This movement offers us a glimpse of what childhood used to be, and still could be—the modern re-creations of the children’s garden: the Forest and Nature School. If we looked to these examples, the stories and perspectives written on these pages, we might be able to rescue childhood.  \nJenny Merrill in the Golden Jubilee edition of The Paradise of Childhood (1916) describes what exemplary curricula were like in early 20th-century kindergartens, including “observation of the sun, the moon, the stars, the sky, the clouds, rain and snow … shadows indoors and out-of-doors …care of living animals,[such as] a kitten …learning names of natural objects.”  \nThe Forest and Nature School programs of today aspire to this same kind of nature immersion. But, in their purest form, they go even further: Some forest kindergartens have the children outside 80 to 90 percent of the time. Many of the more than 700 Waldkindergartens in Germany have no heated indoor facility—just a tool shed or maybe a teepee, outdoor toilet, yurt, or open-sided shelter with a fire pit.  \nIsn’t this what we want for our children? This immersion in the natural world, this feeling-at-oneness, these eyes sparkling with fire. We’re learning that grit and stick-to-it-ive-ness are some of the core character traits that determine success in school and in life. Teachers and parents of children in Forest and Nature School are finding that mastering puddles is just as important as learning letters in preparing children to find their way through the smartboard jungle.  \nAnd so, the pendulum swings towards what we know to be true, that nature has a purpose in learning, development, and in building a sense of place in the world. Forest and Nature School provides an opportunity for this to be embedded into education, in a deep, meaningful and practical way.  \nDavid Sobel  \n© June 2014","cbCairpkZ5js16uD","https://ap.wps.com/l/cbCairpkZ5js16uD","pdf",2175056,64,"English","# Preface by David Sobel\n# Introduction\n# Part 1: What is Forest and Nature School?\n## Definition\n## Aboriginal Perspectives\n## Benefits\n## The Role(s) of the Educator\n## The Role(s) of the Child\n# Part 2: How do Children Learn in Forest and Nature School?\n## The Ethos\n## Learning Approaches\n## Inquiry-Based, Emergent and Experiential Learning\n## Play-Based Learning\n## Place-Based Learning\n## Storytelling\n## Loose Parts\n# Part 3: Practical Considerations: How to start a Forest and Nature School?\n## Supporting and Assessing Risk\n# Part 4: What Resources Are Available?\n## Forest and Nature School-Friendly Organizations\n## Possible Funding Sources\n## References","[{\"question\":\"What is Forest and Nature School, and what does the guide emphasize?\",\"answer\":\"The guide defines Forest and Nature School and frames it as nature immersion for learning and development, emphasizing educator and child roles and grounded, practical outdoor approaches.\"},{\"question\":\"How do children learn in Forest and Nature School according to the guide?\",\"answer\":\"It presents learning approaches such as inquiry-based, emergent and experiential learning, play-based and place-based learning, plus storytelling and activities using loose parts.\"},{\"question\":\"What practical steps and supports are covered for starting a Forest and Nature School?\",\"answer\":\"The guide includes considerations for seeing the forest for the trees, supporting and assessing risk, and planning so outdoor learning can be implemented safely and effectively.\"}]","Forest and Nature School in Canada - A Head, Heart, Hands Approach to Outdoor Learning | PDF",1791008406,99]