Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten
In this journal article, Coe employs qualitative research using the experiences of four Canadian children as representative samples. The main subject of this research presents a specific focus on the nature of experiences of children with regard to risk-taking as well as risky play. This research uses qualitative analysis in the attempt to validate the existing evidence on nature-based learning in the early levels of child development and the evidence surrounding their experiences with risk. The research findings can be regarded as being qualitative in nature as they present a perspective of this phenomenon that is specific to the Canadian setting of childhood development. The qualitative approach is suited for this research because it would be impossible to conduct a quantitative one for an experiment of this nature.
Forest Schools in Great Britain: An initial exploration
This journal article presents the findings of the research conducted by Trisha Maynard which uses a quantitative method of data collection. The findings of the research are derived from interviews conducted on Forest School workers and an analysis of data collected from Bridgewater College Forest School. The research focuses on the statistics, which is the most suitable approach for this kind of research, to validate the hypothesis questioning the relevance of the Forest School approach to learning in children between the ages of 3 and 5. However, the research includes a qualitative approach to complement the analysis of the aspects of the study such as the roles of learning styles, environmental conditions and self-esteem.
Does engagement in Forest School influence perceptions of risk, held by children, their parents and their school staff
This journal article presents the findings of the research conducted in a rural English county on children between the ages of 3 and 7. The research uses a combination of quantitative and qualitative approaches to establish its findings. The qualitative aspects of the research can be identified in the observation and data collection from the large number of children, their parents and the practitioners within the county. The qualitative aspects include the collection of comparative data from children, practitioners and parents who do not engage in the Forest School system. Clearly, the mixed method used here is the most suited as the different elements of the research suit qualitative and quantitative research differently.
References
Alice Savery, T. C. (2016). Does engagement in Forest School influence perceptions of risk, held by children, their parents and their school staff? International Journal of Primary, Elementary and Early Years Education, 1-13.
Coe, H. A. (2016). Embracing risk in the Canadian woodlands: Four children's risky play and risk-taking experiences in a Canadian Forest Kindergarten. Journal of Early Childhood Research, 1-15.
Maynard, T. (2007). Forest Schools in Great Britain: an initial exploration. Contemporary Issues In Early Childhood, 8 (4), 320-331.
