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

The study investigates how the educator’s role manifests in a ‘Forest School’ in England and a ‘Forest Kindergarten’ in Denmark through a constructivist perspective. The study aims to understand how adults either guide children’s learning or co-construct learning experiences together with the children in these forest-based learning environments. By highlighting differences and similarities in the role of adults, research seeks to show how different educational practices affect children’s learning experiences

The study shows that the educators in Denmark have a more free approach, where they allow the children’s own initiatives to direct the play, while the English educators structure the activities to a greater extent. The results suggest that the Danes emphasise co-construction, where the children’s choices and initiatives are play a key role, while the English educators have a more adult-led role with an emphasis on learning objectives. The differences between English and Danish practice may be related to different views on children’s competence and the learning process, influenced by national curricula and objectives. The study concludes that both guidance and co-construction can be effective approaches depending on the context and purpose.

The data collection consists of observations and semi-structured interviews with four kindergarten employees, two from ‘Forest School’ in England and two from ‘Forest Kindergarten’ in Denmark. The observations provide insight into how the adults interact with the children, while the interviews deepen the understanding of the educators’ perspectives on the role of adults in forest pedagogy.

Mackinder, M. (2023). A balancing act: a constructivist perspective of the adult’s role in Forest School in England and Forest Kindergarten in Denmark. Education 3(13), 1–14.