Flourishing in the forest

Le résumé fourni par la source

Autonomy has been identified by self determination theory (SDT) as a basic psychological need that must be supported by the environment in order for humans to flourish. Previous empirical research has suggested that autonomy support is paramount for human well-being in a variety of contexts, including in education and in general emotional and social development in childhood. In the context of nature-based settings, previous research has highlighted the suitability of the forest school as a vehicle to support the autonomy of children. This chapter aims to put forward practical ways in which adults in a variety of outdoor settings, including forest schools and nature nurseries, can support children’s autonomy. Based on the views of practitioners, analysed through the lens of SDT, the chapter explores the relationship between autonomy support and structure, acknowledging some of the challenges within this space. Finally, it puts forward ways in which adults in various settings can shape practice and actively encourage children to take risks and ownership of space and time. The role of the adult as facilitator and curator will be emphasised, and a pedagogy of autonomous learning and exploration will be presented, using examples from current settings in the UK.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.