Hearing Children’s Voices in the Forest

Joanna Hume*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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Abstract

This chapter explores the notion that paying regular, systematic attention to children’s voices in unstructured, open-ended contexts, such as that offered by forest school, may support genuine child centred practice. It suggests ways in which such practices may be developed even within structured institutional contexts, such as mainstream school. It notes the tendency of the outcome focused dominant model of education to silence children’s voices and explores alternative child-centred approaches to education (such as Reggio Emilia), drawing upon the author’s experiences both as a teacher and facilitator of a child-led forest school programme. It explores both forest school research and pedagogical practice that amplifies children’s voices. Ultimately, it suggests that the practical application of forest school approaches could spread respectful listening practices beyond education and into other childhood disciplines.
Original languageEnglish
Title of host publicationEstablishing Child Centred Practice in a Changing World
Subtitle of host publicationPart B
EditorsSam Frankel
Place of PublicationBingley
PublisherEmerald Publishing
Chapter6
Pages73-90
Number of pages13
Edition1st
ISBN (Electronic)9781804559406, 9781804559420
ISBN (Print)9781804559413
DOIs
Publication statusPublished - 9 Jun 2023

Publication series

NameEmerald Studies in Child Centred Practice
PublisherEmerald Publishing

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