Essay On Forest Schools

International International Forest Schools have active frameworks that help identify the quality of Forest Schools and their contribution to the child(ren) and families. Murray (2004) identifies a Forest School as an inclusive area of practice that includes numerous individuals. The evaluation considered leaders, educators, teachers, and parents. Murray (2004) provides an opportunity for regular and critical observations to display how all participants involved have an impact on the Forest School and the children around them. From the evidence, one consistent theme that was present in the evaluation was educators desire for mainstreaming Forest Schools. Murray (2004) found that educators are wanting to become more actively involved in case studies as they identified the need for mainstreaming so environmental education is “not considered as something separate from what goes on in the classroom but is an integrated part of the learning

75). In addition, the parents and educators agree the involvement of all parties creates a quality approach to the environment. Murray (2004) explains five outcomes identified in Every Child Matters (similar to ELECT) a learning outcome document used in England: “be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being” (2005, pp. 75). Concluding the research findings, Murray (2004) specifies that the five quality outcomes were all met through this specific evaluation in England. This measurement tool involved following a framework for curriculum. The United Kingdom has a framework for environmental education and can be evaluated through the identified policies and practices of Forest Schools. It can be concluded from international research that frameworks, curriculum plans, and policies are an important aspect when measuring and evaluating