In her research on Forest school, Coe, (2016) embraces the qualitative approach to establish the risk taking experiences of the children in the study. The used method which included carrying out observations, taking photographs, conducting semi-structured interviews and drawing photos of the students was an effectual method for this study. The study at Forest school being a novel study (first of its kind) at a natural school setup, having alternative methods of qualitative data collection was effectual in getting insights of the study’s objective which were to learn more about the risk taking experiences of the students at Forest school. Even though the methodology used is appropriate, embracing the use of other qualitative approaches may have contributed to achieving the study’s objectives. This includes the use of interviews with the students to establish risk taking experiences among the students.
The research by Coe (2016) uses suitable conventional qualitative data analysis techniques which include thematic analysis of data via coding and identifying categories. This method is ideal for the conducted qualitative study and yields appropriate data. However, since interviews were also conducted, content analysis should also have been used since it helps in categorizing verbal and behavioral data as Miles et al, (2013) documents, for the sake of tabulation, summation and classification.
Maynard, (2007) presents her study on Forest schools in Great Britain by conducting interviews with Forest school workers and analyzing data from the Bride water College Forest School web. However, the appropriateness of the conducted interviews which are aimed at gaining insight into the main objective, approach and philosophy of forest school and its relevance on children is questionable. A more appropriate research method may have involved a review of literature on forest schools and other similar nature-based schools alongside the conduction of a quantitative study. By conducting semi-structured interviews, the research is open to research bias since the teachers of forest school may offer skewed opinions on its objectives. Conducting an independent review may offer valid inferences.
The conducted data analysis procedure was however highly effectual and relevant to the conducted study. The data analysis involved the use of codes which aided in structuring, interaction and the connection of concepts. With such an analysis, capturing essential segments of data was possible from both streams of analysis- the interviews and data from websites.
In their study, Savery et al., (2016) analyze Forest schools and the resultant perceptions of risk held by parents and children alike, together with their school staff. The study also sought to establish whether accessing forest school held any sway on these perceptions. To accomplish this goal, a mixed method methodology was used in the research. Using the mixed method approach allowed the combination of both quantitative and qualitative methods. This approach made the study highly effectual in meeting the set objectives and was the most appropriate method. The study could however be enriched by supplementing the qualitative aspect by incorporating focus group discussions alongside the conducted interviews.
Data analysis was conducted thematically and involved coding of data in themes which was then categorized. The themes were then analyzed using quantitative methods by establishing the number of occurrences of the themes. In as much as this approach was effectual in establishing perception of risk, introducing more quantitative approaches of analysis would have come in handy. This is because the used 5 point Linkert Scale was too advanced for the children and parents alike in generating responses.
Bibliography
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, p.1476718X15614042.
Maynard, T., 2007. Forest Schools in Great Britain: an initial exploration. Contemporary issues in early childhood, 8(4), pp.320-331.
Miles, M.B., Huberman, A.M. and Saldana, J., 2013. Qualitative data analysis: A methods sourcebook. SAGE Publications, Incorporated.
Savery, A., Cain, T., Garner, J., Jones, T., Kynaston, E., Mould, K., Nicholson, L., Proctor, S., Pugh, R., Rickard, E. and Wilson, D., 2016. Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff?. Education 3- 13, pp.1-13.
