Pedagogical references and learning methodologies in forest school initiatives in early childhood education in Spain
Abstract
Several educational initiatives aim to counteract society’s growing disconnection from nature. Among these, the forest school movement has seen some expansion in recent years within early childhood education in Spain. This study analyzes responses to a questionnaire completed by 27 teaching teams involved in such initiatives across Spain, using both non-parametric and qualitative methods. The study explores their motivations for creating these educational projects, the specific pedagogical influences they draw from, the methodologies they use, and how they integrate into the formal education system. The initiatives are very heterogeneous in terms of structure, implementation, and recognized references. However, they share common features, including the emphasis on the natural environment as a learning space, the use of free play as a method for exploration and discovery, the incorporation of natural elements in learning activities, and a strong sense of community and belonging among educators and families involved. Indeed, the main reasons indicated for the creation of these initiatives are the desire of both teaching teams and families to find an alternative to conventional schooling—one that fosters a stronger connection with nature.
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