Burrows, K. (2011) Art and nature as relational aspects of forest schools. In S. Knight (ed.) Forest Schools for All. London: SAGE.

An interesting view of how the forest school setting can also be useful for the use of storytelling and other creative approaches in the development of children.

Chalmers, D. (2013) Drama Activities for the Early Years – Promoting Learning across the Foundation Stage Curriculum (Foundation Blocks Series). Dunstable: Brilliant Publications.

Chalmers suggests a broad range of carefully curated drama activities, many of which have natural themes built into them. They are arranged in an accessible and teacher-friendly format and again lend themselves well to learning experiences in settings away from the classroom.

Cutting, R. and Kelly, O. (2015) Creative Teaching in Primary Science. London: SAGE.

Chapter 9 of this book explores how to use drama and storytelling to promote science with primary-aged children, and Chapter 11 looks at how the outdoors can be used in relation to such creative pedagogic approaches to enhance science teaching.

Knight, S. (2013a) Forest School and Outdoor Learning in the Early Years (2nd edn). London: SAGE.

For those wishing to attempt to carry some critical analysis on their work, potentially to demonstrate to the school or to parents the outcomes of creative outdoor approaches (or even to contribute to the research literature), Chapter 9 provides not only some really intriguing findings but also details of some creative methodologies used to evaluate programmes.

Needlands, J., Prendiville, F. and Toye, N. (2000) Drama and Traditional Story Telling for the Early Years. London: Routledge.

This volume provides a wealth of reflections on the role of drama when teaching with story. Of particular interest is the section on the ‘Mantle of the Expert’ approach where many suggested activities naturally lend themselves to learning in outdoor settings.