Exploring interactions in settings affiliated with Forest School: two cases

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dc.contributor.authorMart, Mehmet
dc.contributor.authorWaite, Sue
dc.date.accessioned2024-02-23T14:00:13Z
dc.date.available2024-02-23T14:00:13Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractThe so-called Forest School (FS) approach is increasingly common globally, but different practices occur under this title. While FS has been claimed to fulfil the needs of children holistically, practices differ in terms of interpretation of FS in the UK context, so it is likely that opportunities for children vary, yet often both FS practice and outcomes are discussed only in general terms. This research aimed to focus on the analysis of practice in two cases from one common perspective, 'interaction'. Focusing on interactions in different FS helps us to examine more closely pedagogical aspects of this educational phenomenon. With case study methods, we investigated two schools' practices through interviews, observations and document analysis. The collected data was analysed thematically, and 11 emergent codes were synthesised into themes related to 'interaction'. Using a theoretical framework of six forms of children's interaction (with adults, peers, environment, affordances, self and time), we explored the two English cases and made comparisons in terms of similarities and differences. The participating schools differed in the nature and prevalence of identified interactions because of their physical locations, cultural stances and notably, their pedagogical focus. We conclude that it is important to consider schools' focus in the forest rather than simply accepting nominal affiliation to FS.en_US
dc.description.sponsorshipThe research was initiated by the first author. The second author was invited to contribute after data collection and most of the analysis was done. Both authors worked on theoretical positioning and structuring to finalise the manuscript.en_US
dc.description.sponsorshipThe research was initiated by the first author. The second author was invited to contribute after data collection and most of the analysis was done. Both authors worked on theoretical positioning and structuring to finalise the manuscript.en_US
dc.identifier.doi10.1007/s42322-023-00134-4
dc.identifier.issn2206-3110
dc.identifier.issn2522-879X
dc.identifier.scopus2-s2.0-85172702127en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1007/s42322-023-00134-4
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11512
dc.identifier.wosWOS:001070259400001en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringernatureen_US
dc.relation.ispartofJournal Of Outdoor And Environmental Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectForest Schoolen_US
dc.subjectEarly Yearsen_US
dc.subjectComparisonen_US
dc.subjectInteractionen_US
dc.subjectCase Studyen_US
dc.titleExploring interactions in settings affiliated with Forest School: two casesen_US
dc.typeArticleen_US

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