| Description |
This case study examines the strengths and limitations of a forest preschool in the Pacific Northwest, using the Montessori method as a theoretical framework to understand parent perspectives, children's impressions of their school, and teacher experiences with in a forest classroom. Engagement in the field revealed strengths, as well as limitations of the forest school program. The strengths included the design of the program, support of parents and community, while students were immersed in an authentic natural learning environment. Limitations included teaching around diversity and issues of access. Overall, the forest preschools used a semi-wild public outdoor space to offer an authentic natural learning environment, which provided the young children, their families, and teachers; with meaningful experiences. The recommendation made encourage the school to seek professional development on privilege, power, equity, and diversity. Implications for future research should focus on exceptional children and the impact of outdoor education on their learning and development. |
