Introduction

I have decided to reflect my opinions in the form of a blog explaining the foundation phase, montessori's methods, outdoor learning-forest school and learning outside the classroom. I have used a range of different methods to research the information and have used a variety of resources such as the internet, books and journals.

Forest School

Forest schools are often described as a system of learning that allows the environment to do the teaching or a place where the usual class dynamic is altered by the environment. Forest schools are based on a Scandinavian approach to teaching which highlights the importance of children having contact with nature from an early age. As the idea of forest school become more widely known, the idea of learning outside the classroom increased across Britain rapidly.  Schools that participate with forest school send group of pupils to forest school weekly. Forest schools are run by qualified forest school leaders who are supported by teachers and assistants. Teachers are encouraged to train as forest school leaders so that the approach are a wide ranging and can be linked to the national curriculum. These can be things such as collecting twigs, making fires, playing games, etc. By doing all of this the children are using teamwork. These types of activities allow children to use all of their senses. Forest school is direct experimental learning rather than theoretical learning and the children learn by doing for themselves.

Forest school can encourage and inspire individuals of any age through positive outdoor experiences as well as developing their personal, social, health and emotional skills. Forest school is also about participating in engaging and motivation achievable tasks and activities. It also promotes the development of practical skills which leads on to developing fine and gross motor skills. Forest schools also give children the opportunity to undertake practical problem solving opportunities utilising skills taught within the classroom as well as to enrich and further extent the schools cross curricular topic based approach. This way of learning helps to greater independence and confidence and develops pupils awareness of the environment.

Four Key Areas for children of Forest School

Motivation – actual enthusiasm to go to forest school as it’s a fun and interesting place to go.

Behaviour- when working in a team to explore and play the results will reward in good behaviour because of the good social interaction whilst enjoying being out of the classroom

Attendance – If the children enjoy forest school they are more likely to have a better attendance as they have something to look forward to each time they go.

Self esteem- this is raised through achievable kinaesthetic tasks which the children will be able to complete which will then help their self esteem and confidence grow.


Below is a video showing footage shot over a period of 6 months with children the age of 3 and 4 exploring forest school.  

Reference:
http://www.youtube.com/watch?v=VrDkTm8eqAg
http://www.forestschoolsnpt.org.uk/
http://www.forestschoolsnpt.org.uk/about_forest.html
Forest School Evaluation Project: A study in Wales.
Liz O’Brien & Richard Murray, New Economics Foundation, 2003

 

 

 

 

Montessori

Background

Maria Montessori was born in Italy in 1870 and sadly passed away in 1952. Montessori studied Mathematics, Science and then later went on to study medicine in the University of Rome medical school 1892.She was the only child of allessandro and renilde stoppani. Her father was in the military and was a conservative and disliked the idea of Montessori becoming a doctor. She worked for 10 years with women and children before becoming interested in children with mental disabilities in which at the time were not given an education. Montessori believed that this was wrong and that education was more needed than medical treatment so decided that they should be given one.  After deciding this she went back to university this time to study education and anthropology and was then invited to set up a nursery in a housing estate which was newly built in the slum districts of Rome. In this period the compulsory education age begun at 6 years old but it was wanted that children under this age should be looked after whilst their mothers worked. This is then where Montessori set up the first Children’s house in which where the aim was to nurture each child individually so that they reach their potential. Toys were donated to this Children’s House. Montessori believed that favourable environment is essential as well as movement and manipulation. She encouraged the children to keep their classroom in a tidy state in order to give them a sense of responsibility.  The first Montessori school was opened in America after travelling around the world to deliver lectured in 1912. There are now 22,000 schools over the world. 

Montessori organised children's development in three six year periods: birth to six (absorbent mind), siz to twelve (childhood) and twelve and eighteen (adolescene). The Motessori approach is holistic and aims to improve the child as a whole. Montessori believes that a child's early years from birth to six is the stage in which they have the best capacity to take in more and learn. 

Montessori's Key Principles of The Classroom

-       Freedom
-       Vertical Grouping-       Control of error-       Scaffolding-       Observation and assessment-       Work cycle and cycle of activity-       Freedom to make their own options-       Responsible for decisions -       Begins as they arrive-       Never let a child risk failure-       Promoting real discipline in Montessori environments. -       Table/floor making use of space-       Practical, sensory, language and literacy, cultural, creative, and mathematical.

 

A video showing Maria Montessori brief principles opposed to a conventional school.

Reference;

http://www.youtube.com/watch?v=GcgN0lEh5IA&feature=player_embedded#!
http://www.montessori.org.uk/
http://www.montessori.org.uk/what_is_montessori
http://www.absorbentminds.co.uk/acatalog/What_is_Montessori_.html

Learning outside the Classroom

 

Learning outside the classroom can be a good thing for children as it can help to apply their own knowledge across a range of activities. By learning outside the classroom it can help build bridges for children between theory and reality. Rather than sitting in a classroom and listening about it, by taking them out of the classroom they can experience it for themselves what it is like which will then interest them and will result in further knowledge. Children learn more by doing things and enjoying it rather than listening about something and having no interest.
By experiencing ‘real’ situations, the level of achievement will rise throughout the subjects and therefore will allow children to develop and better their personal and social skills. Learning outside the classroom can take place in a variety of places such as museums, art galleries, beaches, parks. When planned, experiences like these can meet the needs of children very well by a number of ways. They improve academic achievement and allow the children to develop skills and independence in different environments. Learning is more engaged and more relevant and enjoyable. A child’s creativity can also be nurtured and behavioural problems will reduce as the children are probably more likely to learn and listen in an environment that interests them.

 

To experience what learning outside the classroom would be like for children, I took a visit to Swansea Waterfront Museum to see what it was like.

When going there i discovered that the national waterfront museum tells the story of industrialisation and innovation of Wales over the past 300 years.

Its a good place to visit as its good for welsh children to learn about how this country become what it is today. It would help them develop much more in the knowledge and understanding of the world and their own cultural diversity.
Throughout the museum there are quiz machines which are multiple choices which allow the children’s knowledge to grow through the idea of trial and error. There were also a lot of interactional exhibitions which provides the child to learn hands on. This is good for kinaesthetic learners where the writing part explaining what to do and what happens is good for the visual/reading learners.  I come across clay in which i made a Claymation.  I believed that this was good creative hands on development where children can learn for themselves in an enjoyable way.

Foundation Phase

The Foundation Phase is an approach to learning which is for children between the ages of 3 and 7 in Wales. It is the compulsory curriculum in Wales for all children between the ages of 3 and 7 in both maintained and non maintained provisions that are funded for education by the Local Education Authority. The foundation phase places a great importance on children learning by doing rather than sitting in a classroom. The foundation phase also gives young children the opportunity to gain first hand experiences through play and active involvement rather than sitting in a classroom completing exercises in books and learning off the board. By learning through hands on experiences this gives the children time to develop their listening and speaking skills which will enable them to become more confident when they are writing and reading. This is to develop the children’s knowledge, skills and understanding through play, practical learning, and by solving real life problems in both the indoor and outdoor environments through these areas of learning. 

Within the foundation phase there is framework which sets out the curriculum under the seven areas of learning.  These seven areas are Personal and Social Wellbeing, And Cultural Diversity, Physical Development, Creative Development, Language, Literacy and Communication Skills, Welsh Language Development, Mathematical Development, Knowledge and Understanding the world.

1)Personal and Social Wellbeing and Cultural Diversity explores experimental learning in which activities take place inside and outside of the classroom aiming to find the advantages of this. This also helps children to understand other peers’ cultures and builds confidence and which also builds on their self esteem. Whilst doing this it builds relationships with other individuals who allow them to explore and understand other people’s feelings.

2)Language, Literacy and Communication Skills discusses how children in Wales live in a bilingual society and explores the difficulties that come along with this. Also In this element of the foundation phase communication is the key when children are encouraged to talk about their emotions in order to sort out any problems that they may be having. Children here are encouraged to listen and answer to others and make choices through a variety of different Medias.

3)Mathematical Development is helping children develop their skills by oral and practical and play activities. This is by using a more formal method as the development increases.

4)Welsh Language Development is where the children are more and more exposed to the welsh language. It ensures that welsh language carries on to the next age groups to come. This can help to encourage feelings of belonging and a sense or heritage. It can also help to support an understanding of the welsh culture.  
 

5)Knowledge and Understanding of the World is where the child should experience the world by learning for themselves by investigating indoor and outdoor environments. All children have curiosity about the world that we live in so this area of learning helps children explore using their imagination and through play. The children will be given experiences that increase their curiosity in which they then begin to understand the world we live in which enables them to demonstrate care, responsibility, concern and respect.
 

6)Physical Development is where the children will exercise their fine gross motor skills. This explains to the children the importance of keeping fit and eating healthily. This is also part of the national curriculum.

7)Creative Development is where the children will practise and explore the designing area of education which includes the subjects arts and dance.

Reference;
http://wales.gov.uk/topics/educationandskills/earlyyearshome/foundation_phase/?lang=en
http://wales.gov.uk/topics/educationandskills/earlyyearshome/foundation_phase/eval/;jsessionid=E83A09DF35FD4C9C0228C93ED131BC51?lang=en
http://wales.gov.uk/topics/educationandskills/earlyyearshome/foundation_phase/foundationphasepractitioners/frameworkchildlearning/?lang=en