Forest School continues to grow and develop, both in the UK and internationally. Literature and research in the field tend to document this growth, while this book takes a novel approach to the Forest school conversation, taking a critical look at the various tensions and difficulties that surround Forest School practice. The editors, together with chapter authors drawn from the fields of academia and practice, form an experienced voice, encouraging the reader to reflect upon, question and explore complex areas of Forest School practice.

A Voice in the Forest

A Voice in the Forest
Helen Davenport

Chapter Aims

In this chapter I aim to:

  • Explore the potential for Forest School spaces to motivate children to talk
  • Unpack how classroom spaces position children and their use of voice
  • Consider the features of woodland spaces that seem to particularly enchant and stimulate children and how language/matter/child might interact
  • Reflect on how practitioners can tune in more closely to child-initiated talk and fully utilise the potential of Forest School as a space to listen


voice, child-initiated talk, literacies, listening


This chapter seeks to consider the elements of forest spaces that entwine with children’s desire and confidence to speak, notably when they might not readily do so in the classroom. It explores why classrooms might inherently ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles