A balancing act: a constructivist perspective of the adult’s role in Forest School in England and Forest Kindergarten in Denmark

References

• Arsel, Z. 2017. “Asking Questions with Reflexive Focus: A Tutorial on Designing and Conducting Interviews.” Journal of Consumer Research 44 (4): 939–948. https://doi.org/10.1093/jcr/ucx096.
   Web of Science ®Google Scholar
• Bassey, M. 1999. Case Study Research in Educational Settings. Buckingham: Open University Press.
   Google Scholar
• Bodrova, E., and D. Leong. 2007. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Upper Saddle River, NJ: Pearson.
   Google Scholar
• Bodrova, E., and D. Leong. 2010. “Curriculum and Play in Early Childhood Development.” In Encyclopedia on Early Childhood Development: Play, edited by P. K. Smith, 1–4. Montreal, QC: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. https://doi.org/10.1191/1478088706qp063oa.
   Google Scholar
• Brinkmann, S., and S. Kvale. 2015. Interviews: Learning the Craft of Qualitative Research Interviewing. London: Sage.
   Google Scholar
• British Educational Research Association. 2018. “Ethical Guidelines for Educational Research BERA.” www.bera.ac.uk.
   Google Scholar
• Brostöm, S. 1998. “Kindergarten in Denmark and the USA.” Scandinavian Journal of Educational Research 42 (2): 109–122. https://doi.org/10.1080/0031383980420201.
   Google Scholar
• Brostrom, S. 2006. “Children’s Perspectives on Their Childhood Experiences.” In Nordic Childhoods and Early Education: Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden, edited by J. Einarsdottir and J. Wagner, 223–256. Greenwich, CT: Information Age.
   Google Scholar
• Carlson, K., and A. Clark. 2022. “Potentialities of Pedagogical Documentation as an Intertwined Research Process with Children and Teachers in Slow Pedagogies.” European Early Childhood Education Research Journal 30 (2): 200–212. https://doi.org/10.1080/1350293X.2022.2046838.
   Web of Science ®Google Scholar
• Clark, A. 2020. “Towards a Listening ECEC System.” In Transforming Early Childhood in England: Towards a Democratic Education, edited by C. Cameron and P. Moss, 134–150. London: UCL Press.
   Google Scholar
• Clark, A., S. McQuail, and P. Moss. 2003. Exploring the Field of Listening to and Consulting with Young Children. Research Report RR445. London: Department of Education and Skills.
   Google Scholar
• Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. London: Routledge.
   Google Scholar
• Daniels, H. 2001. Vygotsky and Pedagogy. London: Routledge.
   Google Scholar
• Davis, B., and S. Waite. 2005. Forest Schools: An Evaluation of the Opportunities and Challenges in Early Years. Plymouth: University of Plymouth.
   Google Scholar
• DCCRI (Danish Code of Conduct for Research Integrity). 2014. Copenhagen: Denmark.
   Google Scholar
• Denscombe, M. 2010. The Good Research Guide. Berkshire: Open University Press.
   Google Scholar
• Dockett, S. 2021. “Ethical Considerations: Play for Fun and Play for Data Collection.” In Research through Play, edited by L. Arnott and K. Wall, 37–52. London: Sage.
   Google Scholar
• Early Years Statutory Framework. 2017. DfE.
   Google Scholar
• Eastwood, G., and H. Mitchell. 2003. An Evaluation of the First Three Years of the Oxfordshire Forest School Project. Oxford: Oxfordshire County Council.
   Google Scholar
• Eaude, P. 2011. Thinking through Pedagogy for Primary and Early Years. London: Sage.
   Google Scholar
• FSA (Forest School Association website). 2022. Accessed May 15, 2022. www.forestschoolassociation.org.
   Google Scholar
• Garrick, R. 2009. Playing Outdoors in the Early Years. London: Continuum.
   Google Scholar
• Gianoitsos, J. 2006. “Locke and Rosseau: Early Childhood Education.” The Pulse 4 (1): 1–23.
   Google Scholar
• Gray, D. 2012. Doing Research in the Real World. London: Sage.
   Google Scholar
• Gulløv, E. 2003. “Creating a Natural Place for Children: An Ethnographic Study of Danish Kindergarten.” In Children’s Places: Cross Cultural Perspectives, edited by K. Fog Olwig and E. Gulløv, 23–38. London: Routledge.
   Google Scholar
• Harris, F. 2017. “The Nature of Learning at Forest School: Practitioners Perspectives.” Education 3-13 45 (2): 272–291. https://doi.org/10.1080/03004279.2015.1078833.
   Web of Science ®Google Scholar
• Jensen, J. 2011. “Understanding of Danish Pedagogical Practice.” In Social Pedagogy and Working with Children and Young People. Where Care and Education Meet, edited by C. Cameron and P. Moss, 141–159. London: Jessica Kingsley Pub.
   Google Scholar
• Jensen, A. S., S. Broström, and O. H. Hansen. 2010. “Critical Perspectives on Danish Early Childhood Education and Care: Between the Technical and the Political.” Early years (London, England) 30 (3): 243–254.
   Google Scholar
• Jordan, B. 2009. “Scaffolding Learning and Co-Constructing Understandings.” In Early Childhood Education: Society and Culture, edited by A. Anning, J. Cullen, and M. Fleer. 2nd ed, 39–52. London: Sage.
   Google Scholar
• Kemp, N. 2020. “Views from the Staffroom: Forest School in English Primary Schools.” Journal of Adventure Education and Outdoor Learning 20 (4): 369–380. https://doi.org/10.1080/14729679.2019.1697712.
   Web of Science ®Google Scholar
• Knight, S. 2009. Forest School and Outdoor Learning in the Early Years. London: Sage.
   Google Scholar
• Knight, S. 2013. Forest School for All. London: Sage.
   Google Scholar
• Kristjansson, B. 2006. “The Making of Nordic Childhoods.” In Nordic Childhoods and Early Education: Philosophy, Research Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden, edited by J. Einarsdottir and J. Wagner, 13–42. Greenwich, CT: Information Age.
   Google Scholar
• Kumar, R. 2014. Researching Methodology: A Step by Step Guide for Beginners. London: Sage.
   Google Scholar
• Laevers, F. 2000. “Forward to Basics! Deep-Level-Learning and the Experiential Approach.” Early Years 20 (2): 20–29. https://doi.org/10.1080/0957514000200203.
   Google Scholar
• Leather, M. 2013. “‘It’s Good for Their Self-esteem’: The Substance Beneath the Label.” Journal of Adventure Education and Outdoor Learning 13 (2): 158–179. https://doi.org/10.1080/14729679.2012.737701.
   Google Scholar
• Leather, M. 2018. “A Critique of “Forest School” or Something Lost in Translation.” Journal of Outdoor and Environmental Education 21 (1): 5–18. https://doi.org/10.1007/s42322-017-0006-1.
   Google Scholar
• Leggett, N., and L. Newman. 2017. “Play: Challenging Educators’ Beliefs about Play in the Indoor and Outdoor Environment.” Australasian Journal of Early Childhood 42 (1): 24–32. https://doi.org/10.23965/AJEC.42.1.03.
   Web of Science ®Google Scholar
• Mackinder, M. 2017. “Footprints in the Woods: ‘Tracking’ a Nursery Child through a Forest School Session.” Education 3-13 45 (2): 176–190. https://doi.org/10.1080/03004279.2015.1069368.
   Web of Science ®Google Scholar
• Mackinder, M. 2023. Constructing Forest Learning: A Pedagogy for Practice. Bingley: Emerald.
   Google Scholar
• Massey, S. 2002. The Benefits of a Forest School Experience for Children in the Early Years. Unpublished report for Worcestershire LEA.
   Google Scholar
• Maynard, T. 2007a. “Encounters with Forest School and Foucault: A Risky Business?” Education 3-13 35 (4): 379–391. https://doi.org/10.1080/03004270701602640.
   Google Scholar
• Maynard, T. 2007b. “Outdoor Play and Learning.” Education 3-13 35 (4): 305–317. https://doi.org/10.1080/03004270701602400.
   Google Scholar
• McCree, M. 2013. “Values, Co-Operation and Competition.” Paper presented at Forest School Association National Conference, Derwent Hill Outdoor Education Centre, Keswick, October 2013.
   Google Scholar
• Merriam, S. B. 1988. Case Study Research in Education: a Qualitative Approach. San Francisco: Jossey-Bass.
   Google Scholar
• Merriam, S. B., J. Johnson-Bailey, L. Ming-Yeh, Y. Kee, G. Ntseane, and M. Muhamad. 2001. “Power and Positionality: Negotiating Insider/Outsider Status within and across Cultures.” International Journal of Lifelong Education 20 (5): 405–416. https://doi.org/10.1080/02601370120490.
   Google Scholar
• MSA (Ministry of Social Affairs). 2020. The Strengthened Pedagogical Curriculum. Copenhagen: Ministry for Social Affairs.
   Google Scholar
• Murray, R., and L. O’Brien. 2005. Such Enthusiasm: A Joy to See. An Evaluation of Forest School in England. Farnham Surrey: NEF Forest Research.
   Google Scholar
• O’Brien, L., and R. Murray. 2006. A Marvellous Opportunity to Learn. A Participatory Evaluation of Forest School in England and Wales. Nottingham: Forestry Commission.
   Google Scholar
• Olusoga, Y. 2014. “We Don’t Play Like That Here; Social, Cultural and Gender Perspectives on Play.” In Perspectives on Play. Learning for Life, edited by A. Brock, P. Jarvis, and Y. Olusoga, 39–68. Oxon: Routledge.
   Google Scholar
• O’Reilly, X. 2012. Ethnographic Methods. Oxon: Routledge.
   Google Scholar
• Pramling Samuelson, I., and M. Asplund Carlsson. 2008. “The Playing Learning Child: Towards a Pedagogy of Early Childhood.” Scandinavian Journal of Educational Research 52 (6): 623–641. https://doi.org/10.1080/00313830802497265.
   Web of Science ®Google Scholar
• Pyle, A., and E. Danniels. 2017. “A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play.” Early Education and Development 28 (3): 274–289. https://doi.org/10.1080/10409289.2016.1220771.
   Web of Science ®Google Scholar
• Sandseter, E. B. H. 2014. “Early Years Outdoor Play in Scandinavia.” In Exploring Outdoor Plat in the Early Years, edited by T. Maynard and J. Waters, 114–126. Berks: Mc Graw Hill.
   Google Scholar
• Stone, J. E. 2012. “A Vygotskian Commentary on the Reggio Emilia Approach.” Contemporary Issues in Early Childhood 13 (4): 276–289. https://doi.org/10.2304/ciec.2012.13.4.276.
   Google Scholar
• Swarbrick, N., G. Eastwood, and K. Tutton. 2004. “Self-esteem and Successful Interaction as Part of the Forest School Project.” Support for Learning 19 (3): 142–146. https://doi.org/10.1111/j.0268-2141.2004.00337.x.
   Google Scholar
• Vygotsky, L. 1978. Mind and Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wagner, J. T. 2003. “Introduction: International Perspectives and Nordic Contributions.” In Early Childhood Education in Five Nordic Countries. vol. 22, no. 6, pp. 868-892., edited by S. Brostrom and J. T. Wagner. Arhus: Systime Academic.
   Google Scholar
• Wagner, J. T., and J. Einarsdottir. 2006. “Nordic Ideals as Reflected in Nordic Childhoods and Early Education in Nordic Childhoods and Early Education.” In Philosophy, Research Policy and Practice in Denmark, Finland, Norway and Sweden, edited by J. Einarsdottir and J. T. Wagner, 1–14. Greenwich, CT: Information Age Publishing.
   Google Scholar
• Waite, S., M. Bolling, and P. Bentsen. 2015. “Comparing Apples and Pears? A Conceptual Framework for Understanding Forms of Outdoor Education Learning through Comparison of English Forest School and Danish Udeskole.” Environmental Education Research 22 (6): 868–892.
   Web of Science ®Google Scholar
• Waite, S., and B. Davis. 2007. “The Contribution of Free Play and Structured Activities in Forest School to Learning Beyond Cognition: An English Case.” In Learning Beyond Cognition, edited by B. Ravn and N. Kryger, 257–274. Copenhagen: The Danish University of Education.
   Google Scholar
• Waite, S., B. Davis, and K. Brown. 2006. Forest School Principles: Why We Do What We Do. Final Report University of Plymouth Devon. EYDCP.
   Google Scholar
• Wall, S., I. Litjens, and M. Taguma. 2015. “Early Childhood Education and Care Pedagogy Review DfE OECD.” www.oecd.org/edu/earlychildhood.
   Google Scholar
• Wellings, E. 2012. “Forest School National Governing Body Business Plan 2012’ Carlisle.” Institute for Outdoor Learning. Accessed April 20, 2018. www.outdoor-learning.org.
   Google Scholar
• Williams-Siegfredson, J. 2012. Understanding the Danish Forest School Approach. Early Year’s Education in Practice. Oxon: Routledge.
   Google Scholar
• Wood, E. 2013. Play, Learning and the Early Childhood Curriculum. London: Sage.
   Google Scholar
• Wood, E., and J. Attfield. 2005. Play, Learning and the Early Childhood Curriculum. London: Paul Chapman.
   Google Scholar
• Yin, R. 2009. Case Study Research. Design and Methods. London: Sage.
   Google Scholar