idea was created in Denmark and shortly there after in Sweden. In Denmark it became an embedded part of the curriculum for pre-school children (under seven years) stemming from their småbørnspædagogik, or 'Early childhood education'. Children attending Forest kindergartens were in most cases arriving at school with strong social skills, the ability to work in groups effectively, high self-esteem, and confidence in their own capabilities. In 1957, a Swedish man, Goesta Frohm, created the "Skogsmulle" concept to promote learning about nature, water, mountains and pollution. With an increasing focus on measurable outcomes, forest schools have gained acceptance as an educational method in their own right. In Denmark, nature schools as well as forest kindergartens are popular with both school teachers and children. The biophilia hypothesis argues that a love of nature is instinctive. The term nature deficit disorder, coined by Richard Louv in his 2005 book Last Child in the Woods, recognises the erosion of this by the urbanisation of human society. Attention restoration theory and related psychological work has proven health benefits in reduced stress, improved concentration and improved medical outcomes from surgery. Scandinavian countries, rich in woodland, have maintained the human link more closely. Forest schools practice is based on up-to date pedagogy and andragogy. United Kingdom This ethos was introduced to the UK during the 1990s from Denmark. The growth of forest school has been unprecedented throughout the UK developing into a separate and distinct model called the UK Model. Bridgwater College in Somerset was the pioneer of the forest school concept in the UK in 1994 after a group of nursery nurses travelled to Denmark to observe the Danish/Nordic Model of Forest Kindergartens for a few days. Various government and NGO agencies propose the use of woodland as part of the school educational curriculum; for example the Forest Education Initiative and the Forestry Commission. By 2006, there were approximately 140 forest schools in Britain. The governmental agencies have in some cases been set targets for the use of their resources for education or health benefits, or are focused on the educational outcomes and see forestry as a step towards them. Many businesses and non-profit organizations facilitate forest school long term programmes. In Wales, training and strategic oversight is provided by Forest Schools Wales and government agencies such as the Forestry Commission who have supported research and the development of practical experience for forest school practitioners. In