Basics
Learning in the Forest — how it helps children thrive
At the Forchheim Waldstrolchen, children spend their preschool day outdoors. They explore the forest near Serlbach, as well as meadows and fields, in all kinds of weather. A heated cabin and a room in Forchheim provide shelter when the weather becomes too dangerous. The group consists of up to 25 children between the ages of two and three-quarters and six, who are supervised daily by three to four educators.
The educational goals are the same as those of a regular kindergarten, but the approach is different: the forest and nature itself serve as the learning materials. All the senses are engaged as the children smell the earth and herbs, feel rough bark and wet moss, or listen to the rustling of the trees and the silence. Such experiences leave a lasting impression and promote brain development.
Free play is important. There are hardly any ready-made toys. A stick becomes a tool, a branch a boat, a pinecone a key. For this, the children need imagination—and language. After all, they have to explain what their piece of wood is supposed to be. In this way, they learn to express themselves well along the way.
Physical activity plays a central role. The path leads uphill and downhill, over roots and stones. The children climb, jump, balance, and run. This strengthens their muscles and improves their dexterity. Experts say that children who are physically active learn to speak, think, and do math more easily.
They also practice getting along: The older children help the younger ones, and everyone learns how to argue and make up again. During morning circle time, every child gets a chance to share their thoughts and vote on where to go on their daily walk. This way, the children experience having a say and learn to cope with defeat. Collecting and sorting rocks introduces early math concepts, while observing the same trees helps them develop a sense of the seasons.
The educators see themselves as guides. They watch first and then step in only when help is truly needed. When climbing, for example, they don’t lift a child up. Instead, they ask, “Do you dare to go further?” This way, every child learns to assess their own abilities. And they feel proud when they’ve accomplished something on their own.
Respect and appreciation for nature are part of this: bird nests are observed only from a distance, young plants are left undisturbed, and trash is taken home. The children experience the forest as something precious. And what you love, you’ll protect later on.
The goal is simple: children should be allowed to be children—and in doing so, grow up to be self-confident, healthy, and able to function in a community.
