| Annotation |
Teachers, psychologists, ecologists (experts, teachers, and parents) worry about an increasing alienation of children from the natural habitat in recent years. We can say that so-called “deficit of nature syndrome” appears. In relation to this, summarizing and generalizing of experience of so-called “forestry education”, which emerged in Scandinavia in the mid-twentieth century and widespread by now, is of a great interest. This article presents results of the comparative pedagogical research of the history of the formation and of the prospects of development of the “forest schools” and “forest kindergartens” in Sweden, Denmark, United Kingdom and Germany. The basic characteristics of such institutions that combine general educational training, walking and playing outdoors, as well as study of the role of forests in nature and in the people’s lives, are revealed in our research. We have drown parallels with the institutions of the educational system of the Russian Federation, such as sanatorium-forest school, a country school of family education, forestry institutions, forestry school, summer environmental camps, private training sessions, programs and projects, including sustainable development, etc. The authors have proposed suggestions about applications and activate usage of the presented approach to improve an efficiency of environmental education and education for sustainable development in our country, almost half of which territory is covered by the forests.
|
| References |
1. Vulfson, B. L. Comparative pedagogy: actual problems of theory and methodology. Domestic and foreign pedagogy, no. 1, pp. 117–131, 2011. (In Rus.)
2. Evdokimov, I. V., Nevolin, N. N. On the history of lower forest schools in Russia. Science – for agro-
industrial complex. Biological science. Vologda: VGMHA, 2009. V. 3: 78–81 (In Rus.)
3. Emelyanova, I. E., Emelyanova, L. A. Spiritual and creative self-realization of children in innovative educational conditions (“forest school”). Bulletin of Chelyabinsk state pedagogical university, no. 10, pp. 42–46, 2015. (In Rus.)
4. Mayzel, I. E. Forest and outdoor schools. M.: Zhizn i znanie, 1924. (In Rus.)
5. Background to Forest School. Web. 11.06.2019. https://www.owlscotland.org/local-options/forest- schools/background-to-forest-school-in-europe (In Engl.)
6. Bentsen, P., Jensen, F. S. The nature of udeskole: outdoor learning theory and practice in Danish schools. Journal of adventure education & outdoor learning, no. 3, pp. 199–219, 2012. (In Engl.)
7. Blackwell, S. Impacts of long term Forest School programmes on children’s resilience, confidence and wellbeing. Web. 14.07.2019. https://www.getchildrenoutdoors.files.wordpress.com/2015/06/impacts-of-long-term-forest-schools-programmes (In Engl.)
8. Borradaile, L. Forest School Scotland: an evaluation. Web. 15.06.2019. http://www.circleoflifetraining.com/wordpress/wp-content/uploads/2018/01/Forest-School (In Engl.)
9. Knight, S. Forest schools in practice for all ages. London: Sage, 2016. (In Engl.)
10. LBV-Kindergarten. Web. 12.06.2019. https://www.kindergarten.lbv.de (In Engl.)
11. Leather, M. A critique of “Forest School” or something lost in translation. Journal of outdoor and environmental education, no. 1, pp. 5–18, 2018. (In Engl.)
12. Louv, R. Last child in the woods. London: Atlantic Books, 2005. (In Engl.)
13. Maynard, T. Forest Schools in Great Britain: an initial exploration. Contemporary issues in early childhood, pp. 320–331, vol. 8, 2007. (In Engl.)
14. Sharma-Brymer, V., Brymer, E., Gray T., Davids, K. Affordances guiding Forest School practice: the application of the ecological dynamics approach. Journal of outdoor and environmental education, pp. 103–115, no. 1, 2018. (In Engl.)
15. Turtle, C., Convery, I., Convery, K. Forest Schools and environmental attitudes: a case study of children aged 8–11 years. Cogent education. 2015. V. 2. Web. 11.05.2019. https://www.tandfonline.com/doi/full/10.1080/2331186X.2015.1100103. (In Engl.)
16. Was ist Waldpädagogik? Web. 12.07.2019. https://www.hausdeswaldes.forstbw.de/waldpaedagogik/waldpaedagogik-und-bne. (In Engl.)
17. Williams-Siegfredsen J. Understanding the Danish Forest School approach: early years education in practice. London: Routledge, 2017. (In Engl.) |
