Tag: child development

Forest School is a model of early childhood education that seeks to connect children with nature, promoting learning and development through outdoor activities.

Originating in Denmark in the 1950s, the basic principles of Forest School include: connection with nature, learning through experience, developing autonomy, and focusing on creativity and imagination. Some of the activities include: exploring nature, with walks, observing plants and animals, crafts with natural materials such as wood and stone, team games, pretend play, and learning practical skills such as making a fire.

In the interview below, the italian Stefania Masala talks a little more about the concept of Forest School and explains how she decided to create her own Forest School in Malta.

1- Where did the idea of ​​starting a Forest School project come from?

Ever since I became pregnant, I have been deeply interested in the world of childhood, learning about child development, psychology, cognitive growth, nutrition, and healthy eating. As a self-taught learner, I read several books and independently explored various aspects of parenting, gradually adopting a respectful approach and gentle parenting. Two years ago, when my son was about three years old, I decided to formalize my knowledge by enrolling in the Living Podiatry Academy, where I studied further topics such as child psychology, neuroscience, outdoor education, parenting and emotional education. And not feeling satisfied with the traditional educational system, I decided to create my own school in the forest. Together with my colleague Kira Sullivan, I combined my knowledge to develop an educational experience that prioritizes respect for children, connection with nature and a learning process rooted in freedom and hands-on experiences. Today, this project is a reality that we do with passion.

2- What is the main purpose of Forest School?

The purpose of Forest School is to offer an alternative educational approach to the traditional system, allowing children to connect with nature on a daily basis and explore their intrinsic needs. Nature provides all the stimuli necessary for a child’s healthy development. Furthermore, the educational approach used at Forest School is child-centered and non-judgmental, honoring each child’s individuality. This creates a supportive environment where children feel free to be themselves, fostering self-confidence and a strong sense of security.

3- What is a typical routine like at a Forest School?

There is no set routine at all Forest Schools, each one has its own. Many start and end with circle time, but we found that despite offering it several times, the children were not interested. Instead, we chose to focus on something they really enjoy. While it is true that routines provide a sense of security by creating predictability, we see that children move around the space confidently and naturally develop their own routines. For us, a key moment in the routine is snack time, when many children choose to sit and eat together. Much of the time is dedicated to free play, where children are free to explore, invent and create. They engage in construction, imaginative play and role-play, developing their creativity and problem-solving skills. Occasionally, we offer guided activities, but participation is entirely up to the child. A defining feature of Forest School is that most activities are child-initiated and child-led. Some are child-initiated but adult-led, while a few are adult-initiated and child-led. Very few activities are adult-initiated and child-led, ensuring that children remain at the centre of their own learning experiences.

4- What are the benefits of Forest School for children?

Personally, I have witnessed incredible progress in the children. The most significant changes are in their self-confidence and security. These young individuals are given the space and time to develop a wide range of skills, guided by caring educators who lead them on a self-directed learning journey with a non-judgmental approach. This helps the child feel competent and when a child feels this way, it naturally fosters a strong sense of self-esteem and confidence. Another crucial aspect is emotional education. We focus a lot on emotions, frequently asking children how they feel. This gives them the opportunity and time to explore their emotions through direct experience, which is a key factor in enabling real learning and fostering intrinsic motivation. An additional important element is that the learning journey is self-guided. We try to intervene as little as possible, allowing the child to stay connected to themselves, listen to their own needs and navigate their personal learning path through direct experience.

5- How do you deal with safety and risk issues in a Forest School?

An important aspect is the concept of risk. We encourage activities such as climbing trees, lighting fires, using real gardening and carpentry tools and more. These activities help develop skills such as self-esteem and confidence, as children are given the space and opportunity to explore their abilities and feel competent. We maintain a child-to-teacher ratio to ensure effective supervision, allowing teachers to guide children through risky situations with an informed and supportive approach and language. Instead of saying “Be careful!”, we ask: “Do you feel safe? Check your balance. Look at your feet.” This encourages the child to stay connected to themselves, explore their limits and develop the skills needed to deal with risks safely.

6- What is the future of Forest School?

I have great hope for the future of Forest School, believing that it is the only way for a child to develop healthily. Many countries are opening Forest Schools to restore the natural space for children to grow, which is gradually being lost. However, at the same time, I am concerned that in some countries there is little awareness about this. For example, in Malta, we are the only true Forest School that follows its principles. It is very challenging to reach families who are aware and willing to embrace an educational path that is different from the traditional one, and to question what society has offered until now.

7- How does Forest School differ from other educational approaches?

Forest School differs from the traditional educational system because it focuses on the individual needs of each child. Each child is unique, with their own personal needs that must be met, and with a higher child-to-teacher ratio, we have the opportunity to meet the needs of each child individually. This is why the child-to-teacher ratio is much higher than in traditional schools. Furthermore, each child follows a self-directed learning path, which is often absent in traditional education, where one method is applied to each child.
Another very important aspect is that we do not use rewards or punishments. Instead, we focus on promoting intrinsic motivation, supported by positive language, without offering external rewards or consequences. Rewards and punishments, in fact, prevent the child from developing true intrinsic motivation, instead, they promote external motivation based on pleasing others or relying on external judgment. I believe that the need for external approval is a deeply troubling aspect of today’s society.

8- What are the most common challenges that children face in a Forest School?

One of the biggest challenges for children is learning to manage conflict. Initially, they are not used to the Forest School approach, where educators intervene only in cases of danger and act as mediators, asking questions to facilitate communication rather than providing solutions. This approach helps children develop conflict resolution skills and independence to deal with disagreements and, consequently, develop confidence and security. Managing conflict can also be a challenge for educators, as each child and situation is different. There are no fixed rules, only a guiding approach in which the educator must recognize when conflicts trigger their own emotional responses and maintain neutrality without labeling the child as a victim or aggressor. By experiencing conflict, children have the opportunity to fully engage with their emotions, develop self-awareness, build empathy for others and learn to navigate difficult social situations. However, many children are not used to this because in traditional families and educational systems, conflicts are often silenced. Adults, influenced by generational patterns, tend to suppress conflict and the emotions that accompany it, feeling uncomfortable and inadequate. As a result, children are often not allowed to discuss or express disagreement. However, conflict is a natural and healthy part of human relationships. A conscientious educator guides children through disagreements, asking questions and helping them express their feelings, facilitating resolution without unnecessary intervention, unless there is a safety concern.

9- How does Forest School help children develop social and emotional skills?

At Forest School, children experience emotions and learn to manage conflicts firsthand, with minimal intervention from educators, unless there is a safety concern or they have difficulty reaching an agreement or communicating effectively. Through relationships, conflict, free play and role-play, children naturally develop social and emotional skills. By acting out different situations, children process emotions and gain a deeper understanding of themselves and others. During free play and conflict, children also develop empathy, a quality reinforced by educators who validate each emotion while setting clear limits if behavior is considered unsafe. The educator’s role is to ask guiding questions that facilitate the development of social and emotional skills, such as:

• How do you feel?
• How do you think he/she feels?
• How would you feel if he/she did to you what you just did to him/her?
• I see that you are struggling to find a solution. What do you suggest?

By repeatedly engaging in this type of dialogue, children internalize a system of communication that they gradually begin to use independently. However, this process takes time, which is why Forest School programs are often designed as long-term projects. Furthermore, while educators introduce activities focused on emotional education, direct experience is the key to real learning. This is why free play has so much space, it allows children to naturally encounter and navigate emotions, relationships and conflicts in a meaningful way.

10- What is the role of teachers and monitors in a Forest School?

The role of an educator should be that of a guide and mediator. Intervention, both in play and in conflicts, should be kept to a minimum, allowing children to develop their full potential without external influence. An educator’s approach should be non-judgmental, meaning that they should never judge children or situations. Each child is accepted as they are, with their emotions always validated and gentle guidance provided when they face challenges. In conflicts, there are no aggressors or victims. An educator should go beyond their personal sense of fairness, which is shaped by their own life experiences. Their perspective should never influence their relationship with the child or how conflicts are handled, as each child is a unique individual with their own personal story. Ultimately, the role of the educator is to support and guide each child to become the best version of themselves.

11- How can parents and caregivers be involved in their children’s education in a Forest School?

All parents or caregivers must be actively involved in a child’s education. Initially, we allowed parents to participate in the project alongside their children. However, over time, we introduced a transition period and eventually decided that parents would not be present during the project time. There are several reasons for this decision. First, we observed that the dynamics between children change significantly when a parent is present. The child tends to center his or her attention on the parent, often creating disruptions in the space. In contrast, when the parents are not present, children naturally turn to the educators, fostering a stronger sense of group cohesion and harmony. Furthermore, we noticed that many parents do not apply the Forest School approach described in the previous points. This can interfere with the educational transformation that we aim to provide. Educators go through significant personal work to confront their own stories and adopt a non-judgmental, guiding and mediating approach with minimal intervention. Parents are not required to go through this process, although it is strongly encouraged for those seeking a different approach to parenting and education. To support this, we offer parent workshops every 6–8 weeks, where we share insights into child development and the benefits of our educational approach. Open communication between educators and parents is also essential, ensuring a shared understanding of each child’s educational journey. The principles applied at Forest School should ideally extend into the home environment to provide children with a consistent and coherent educational experience. Maintaining continuity between school and home is crucial to a child’s development.