Pedagogy
Forest School Philippines does not stick to just one developmental theory.
We believe a child’s basic needs has to be met first before he can take in any lessons. He has to come to school well-fed and not hungry and thirsty. He has to have proper clothing so he doesn’t feel wet and cold during the rainy season; or too hot during the dry season. [Maslow’s Hierarchy of Needs]
We recognize that students have various interests and learning styles, so we can plan effective lessons [Multiple Intelligence]
We recognize that each child has differences in acquiring information; thus, it enables us to be more accepting or tolerant of a learner. [Schema]
We do not interrupt a child when he is absorbed in what he’s doing, for it is in this state of concentration that he challenges himself and realizes his capabilities. [Csikszentmihalyi’s Flow State]
We allow a child to engage in activities that interests him because the best way for him to remember concepts is when he discovers it on his own [Bruner’s Discovery Learning]
We believe that a child’s work is play. A lot of life skills are learned through play–problem solving, advocating for themselves, decision-making skills, working in groups, taking turns, sharing, resolving conflicts, cooperating, compromising, and language development. [Mildred Parten and Bob Hughes on Play]
We believe in exposing your child to risks, so that they will discover their inner capabilities, much more than they generally realize [Mortlock’s Level of Risk]
We create an environment where your child feels comfortable to approach us to have an honest conversation. [Scott Peck’s True Community]
We bridge the gap between a learner’s current development to his potential through minimal adult guidance or the help of more capable peers [Vygotsky’s Zone of Proximal Development]
We conduct the school in a forest because as human beings, we are innately drawn to nature. This inclination is vital to your child’s wellbeing [Kellert’s Nature Engagement]