At Forest School, play isn’t just a break from learning, it is learning. Rooted in decades of research and practice, our play-based approach nurtures the whole child, supporting social, physical, intellectual, creative, and emotional (SPICE) development. But this doesn’t only happen during Forest School sessions, it continues at home, too.
So why do we place such a strong emphasis on play? Let’s take a look at some of the key researchers who have shaped our understanding of its incredible power:
Bob Hughes: Understanding Play Types
Bob Hughes identified over sixteen distinct types of play, from exploratory and dramatic play to deep and rough-and-tumble play. Each type serves a different developmental purpose, helping children process emotions, solve problems, test boundaries, and understand the world. At Forest School, we offer the space and freedom for all these types of play to emerge naturally.
Pyle and Daniels: Play and Cognitive Development
In their research, Pyle and Daniels found that play supports critical areas of cognitive development, including problem-solving, language, memory, and flexible thinking. When children engage in play, particularly in natural, unstructured environments, they build the executive function skills they need for lifelong learning.
Simon Nicholson: The Theory of Loose Parts
Simon Nicholson’s “Loose Parts Theory” suggests that the more open-ended materials a child has access to, the more creative and inventive their play becomes. That’s why you’ll find sticks, stones, ropes, mud kitchens, and more in our sessions, these materials inspire imagination, collaboration, and deep engagement.
Fraser Brown: The Therapeutic Value of Play
Fraser Brown’s work emphasises that play is not only developmental, it’s healing. Through play, children can work through emotions, manage stress, and build resilience. In a world that often rushes children toward outcomes, play provides the breathing space they need to simply be.