When implementing Forest and Nature School Canada programs, we are committed to upholding the principles outlined in the Forest and Nature School Canada: A Head, Heart, Hands Approach to Outdoor Learning document.
Forest and Nature School:
- is a long-term process of frequent and regular sessions in the same natural space (local forests, creeks, meadows, prairie grasses, mountains, shorelines, tundra, natural playgrounds and outdoor classrooms).
- takes place regularly, ideally at least every other week, with the same group of learners, over an extended period of time encompassing the seasons.
- is rooted in building an on-going relationship to place and on principles of place-based or land-based education.
- follows the renewing pedagogical cycles of observation, emergent research and pedagogical documentation.
- has a structure which is based on the observations and collaborative work between learners and practitioners.
- acknowledges that First Nations, Inuit and Metis were learning and living on these lands long before our arrival.
- is rooted in and supports building engaged, healthy, vibrant, and diverse communities.
- aims to promote the holistic development of children and youth.
- views children and youth as competent and capable learners.
- supports children and youth, with supportive and knowledgeable educators, to identify, co-manage and navigate risk.
- requires qualified Forest and Nature School practitioners who are rooted in and committed to FNSC pedagogical theory and practical skills.
- requires that educators play the role of facilitator rather than expert.
- uses loose, natural materials to support open-ended experiences.
- values the process of learning as much as the outcome.
- requires that educators utilize emergent, experiential, inquiry-based, play-based, and place-based learning approaches.
- advocates that programs constantly monitor their ecological impact and work within a sustainable site management plan agreed upon by the forest school practitioner and the learners.
- follows high ratio of practitioner/adults to learners.
- is backed by relevant working documents, which contain all the policies and procedures required for running FNSC and which establish the roles and responsibilities of staff and volunteers.
- encourages practitioners to model the pedagogy, which is promoted during the FNSC program through careful planning, appropriate dialogue and relationship building.
- believes that play and choice are an integral part of the learning process, and play is recognized as vital to learning and development.
- provides a stimulus for all learning styles, preferences and dispositions.