'Sara Knight's book is useful for educators, researchers, and those with interest in establishing a forest kindergarten. The book is focused primarily on forest schools in the U.K., giving a historical overview of their migration to the country, their current structure in U.K. settings, and the research claims for this approach in improving physical and emotional well-being, addressing childhood obesity, and cultivating positive social behaviors. Knight gives context to these schools in the broader educational philosophies of Pestalozzi, Froebel and Steiner, as well as Montessori, Reggio Emilia, Outdoor Adventure Education, and Te Whariki...While such research is valuable, the attempts made by Knight and her predecessors to combine qualitative and quantitative methods will deepen our understanding of forest kindergartens, especially if they are replicated in other similar settings' - Children, Youth and Environments Journal
'This book provides a valuable resource for anyone wanting to set up a Forest School or gain a deeper understanding on the practise it entails' - Katherine Milchem, Forest School Co-ordinator in South West London, Chair of the FEI London South West Cluster Group
'This is essential reading for students and practitioners in Early Childhood....If you want to know how to incorporate good practice into all of your outdoor play activities, the clear guidance in this book will not only help you in this but will provide you with an inspirational read' - Early Years Educator
'This book is highly recommended. Anyone intrigued by the idea of forest schools, or currently working in this way and interested in finding out more about what colleagues in other parts of the country are doing, will find this book invaluable' - Early Years Update
'This book is a very welcome addition to literature on outdoor learning in the early years. Sara Knight captures the essence and ethos of Forest School through a detailed consideration of case studies and research projects, and gives a succinct overview of the theoretical underpinnings and history of the movement in the UK. The book also provides useful practical guidance on participating in Forest School, and will be an inspiration to all those concerned with giving young children the opportunity to engage in natural outdoor spaces on a regular basis. Essential reading for both students and practitioners in early childhood!' - Tim Waller, Reader in Early Years Education, University of Wolverhampton
