Forest School is an alternative early childhood education (ECE) approach that aims at taking
the classes outdoors. The aim of this research is to reveal and understand the viewpoints of
parents whose children are enrolled in forest school. The primary research question is “What
are parents’ perceptions of their children’s growth, learning, and development (connection to
nature) in Forest School?” The study was conducted in a forest school in Western Canada.
Qualitative research following case study methodology was used for this research. A total of
five semi-structured interviews were conducted. The interviews were analyzed using thematic
analysis. Findings revealed that parents viewed forest school as a stepping-stone for
kindergarten which strengthened children’s autonomy and made them stewards of nature.
According to parents, forest school supported children in their physical, mental, and emotional
growth. Findings also suggested that parents considered learning in the forest school was
effective and made children confident and independent. Interview data revealed that children
learnt about the Indigenous culture in the forest school. Parents viewed educational philosophy
of forest school as a valuable experience for their children. Thereupon, the researcher suggests
detailed research about forest schools from varied lenses including parents, children, teachers,
and policy makers and varied places across Canada and other countries.
