Practitioners should leave Forest Schools training feeling inspired and well versed in the basic theory and simple practical woodland skills that support this unique approach to early learning. However, some may feel unsure about what long-term goals to set for their individual programme and, consequently, how sessions can then be constructed in a way that will achieve the outcomes identified for each child.
The overarching aims of a programme will be determined, in part, by the age of the children and the amount of time children spend in their wood (see also Forest Schools, Part 1, 24 November 2010). Denmark, Germany, Sweden and Norway have various models, including:
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