Through my role of developing Teaching and Learning in school I have explored a lot of cooperative learning, particularly that of Spencer Kagan. This has its roots in Lev Vygotsky's Zone of Proximal Development (ZPD).
The key aspects of the theory are based around knowing what the child knows, or can do, which is then used to provide guidance and encouragement from a knowledgable person, to help and boost them with the next small step in their learning, and then eventaully be able to do this step unaided.
It focuses on the need for social interactions to increase thought process and interpret learning. This social interaction of giving the appropriate support at the right moments can really boost learning.
This is perhaps in contrast to the Piaget theory of discovery learning, but there is a time and place for giving these boosts to move children through the ZPD. Within a Forest School setting there will be plenty of opportunities for children to explore and learn through discovery, although there will also be times where a little social interaction from a more knowlegable other. For example, when tying knots or using using a tool - here it would be appropriate to add a little boost so they can then carry on unaided.
It's all about observing and judging a situation. In the role of teacher or practitioner you have to think on your feet and treat each child as an individual and adapt your role accordingly.
