Forest Schools in the Netherlands

​Forest Schools in The Netherlands
I was able to see 3 different elementary schools in the Netherlands during my four days here.  They were all located in the Haag.  I can say they were not really forest schools per say.  I don’t think they would consider themselves forest schools, but they would consider themselves a  Forest Program.  The children rotate to the forest program as a special class.  They  also incorporate it in at least one major lesson during the school year, and teachers who are value the program bring nature into more and more of their daily lessons.  I was able to see three schools in three different stages of development for their forest program.  This is very helpful to me because I want to start some sort of forest program in the US incorporating the arts.  I know, that I cannot just go from the regular schools and give 5 year olds a knife and tell them to “free-range” their way to an education.  Baby steps, I know, I know, baby steps… and these schools helped bridge that massive gap.

Stage One
The school that I visited was clearly in the intercity.  They had relatively zero space to dedicate to a forest program.  It was explained to me that 18 months ago the playground area was almost completely concrete.  There were some trees around the edges of a triangular shaped play space, but  they children were not allowed to mess with the trees and had a  “no stick” policy.  After some people were trained, they replaced a majority of the concrete for grass and green space.  The children now have a pile of sticks to PLAY with and build structures.  They create obstacle courses using branches and blocks.  A massive tree had fallen  the forest-trained teachers argued to leave the tree as a play structure and trim the branches.  The administration initially questioned the idea but conceded. It is now a favorite play structure of the children.  The recess staff state that the attitude has changed during recess.  They feel they no longer are policing the children during recess, they keep occupied on their own.  They are very busy and the adults do not have to intervene with what/how they are playing.  Again, just like the 100% forest schools, children who are given the autonomy to explore and play are happy and in turn the adults are happy sustaining a less stressful experience for all.

This is one of the most important things for forest schools. It is a fire circle for meetings and fire safety.

This is a bug home. It is mad of natural items that attract bugs, then the children can see them in action and observe.

​Stage Two
This school has adopted the forest school  program for about three years.  They have designed a massive space dedicated to a fire circle, fruit barring trees, raised gardens and a willow arched walk. There is an afterschool program where children can walk to a nearby park (in the Haag, there are parks everywhere). They tie the forest space into lessons wherever they can. In one grade level they focus on a “World in Crisis” and discuss issues in the world, sustainability and how they can do their part to make the world a better place.  They learn how to create a fire, and make soup from things found on their campus. Please view this video of the children from this school I visited.

​Stage Three
Oddly enough, the school that had the least amount of trees and least amount of space had the oldest, most integrated program.  The school was in a newly developed part of the city.  It was very industrial and literally had an offramp to a freeway next to it.  There were trees but with trunks only about three diameters at the most, because they were only planted 5 years ago.  However, in the small space they created a pond, an archeological dig, an area for building forts and structures, a raised garden space and an area where they were weaving a willow branch fence.  It was small, but they really planned on how they would use the space.  Near the pond they put a platform where children can peer over the edge, watch fish or water bugs, sketch the waterlilies or sail paper boats.  When I observed there was a group of 10 children which was part of their rotation of activities.  They could help build the fence, or just explore.  Immediately the children paired off and started to build structures.  Today no one wanted to work on the fence.  I was told that yesterday nearly all the children wanted to build the fence.  The teachers said it changes. 

The Wee Little Ones
In all these schools there is a special space for the youngest children to play outside on a regular basis.  Not structured play, but a choice.  Some children stay in the shelter, some put on their “Wellies” and go into the sand area, or the tunnels.  It looks as though toys are just left here from the day before, but it was explained to me that the teachers leave different things for the children to play with and discover each day.

Photo Credit: https://www.redtedart.com/kids-crafts-fairy-house-or-woodland-elves-house/

Fairy Real Estate
Creating Fair homes is huge.  The children love doing it. One of the things that the teachers have done is ask the children to partner up and design a fairy home and then put it on the market.  Yes, advertise to sell it.  What does it feature?  Why is this fairy house special? What sort of fairy would you be marketing to for the house?

Structures in the Park
This particular school was in walking distance to the local park.  In this park there is an area that they have large branches in piles.  Anyone can take them an make a structure.  When we were there, a structure was standing.  My guide told me, tomorrow, this structure would be taken down and moved to another area, built by other children.  No one gets mad, it is all part of how it works. 

​Mushrooms Everywhere
Also on the ground mushrooms were beginning to sprout up everywhere.  They were the coolest things.  They are inedible but not deadly, in case you were wondering.

Forest School Certification
Who knew there was such a thing.  But apparently in the UK there is a place in which you can become anywhere from level 1- level 4 certified in forest schools.  This schools includes standardized way of teaching about a fire circle, and fire safety.  They also teach children how to use tools like saws and loppers.  My guide through these schools was level 3 certified and a wealth of knowledge.  The plan of the program is to have specific guild lines of how to use tools, then with the foundational knowledge, they are given more and more free time to build and explore.  The idea is to give the children proper knowledge then the autonomy, then step back and watch what happens.  

---

photo credit: https://kimballartcenter.org/classes/nature-art-kids/

How are the Arts Involved in Forest Schools?
This is why I ventured out.  This is the question I wanted to discover.  Yes, The arts are clearly a solid part of the forest school program on all levels from the 5 hours in the outdoors to the programs that bring in nature once a week.  Sometimes  I found the arts are directed by a particular project that the teachers have created for the children.  However, most of the time, the arts are part of how the children explore.  This can be because, given the chance, children want to create, and make and construct.  This involves creativity, and a lot of the time creativity means, drawing, painting, dancing, singing or acting something out.  I cannot quite put my finger on it yet, but the autonomy has something to do with it.  When given the freedom to do anything, the children I saw were interested in “making” and “playing” and to the non-education person, this seems like a waste of time… but it is not!  The children are able to figure things out an problem solve and think critically on THEIR OWN TERMS.  There is no right or wrong answer, just and extension of what they started.  How is this different than “grown up” life?  It’s not.
 
I am still trying to wrap my brain around this… 

---

Check Out These Teacher Lounges
So, to all my teacher friends out there, I wanted to share with you the teachers' lounges I found in the Netherlands.  Great spaces, outdoor areas, comfy chairs, and a kick-butt coffee machine.  It is clear, just by the appearance of the teachers' space that they are appreciated and valued.