Forest schools in Turkey in times of COVID-19

Abstract

This study explores the significance of forest schools in the context of the COVID-19 pandemic, specifically their effects on children’s developmental areas. This study was conducted with nine preschool teachers and 134 children attending a public forest school in southern Turkey in 2021. A combination of observation protocols, anecdotal records, and in-depth interviews, applied as part of a phenomenological approach, were the preferred data collection tools. The results showed that forest schools can tolerate learning losses and offer vital support for children’s psycho-social, motor skills, and cognitive development, while simultaneously promoting environmental sustainability values and behaviors.

Keywords:

• COVID-19 pandemic
• early childhood education
• forest school pedagogy
• outdoor schooling

Acknowledgements

We thank Elif Çatal for assistance with planning and organizing data collecting process.