Introduction

 

 

 

In our module 21st Century Learning we have been learning about different contexts of learning. For our assignment we had to create a blog. In this blog we had to choose 4 contexts to evaluate.

 

The four contexts I chose were:

- Play

-Montessori

-Forest School

-Foundation Phase

 

In each blog I have explained a bit about each and expressed my views on the contexts. I have labelled each one clearly as 'Sian' 'Context' 'assignment' and '21st Century Learning'.

Foundation Phase

 

 

'The foundation phase is a vital part of the journey which is based on learning through play, active involvement, practical activities and enhances creativity, knowledge, skills and understanding'(Harnett,P. 2008).

From my previous post you can see how important play is for a child and the foundation phase focuses on learning through play. The foundation phase covers children between the ages of 3-7 years old. Jean Piaget's views support those of the foundation phase as he believed 'children actively construct their own knowledge' and explore the world to make meaning for themselves.

 

The children learn through areas of learning rather than subjects for example, the area of learning could be 'the seaside' and then the children would carry out tasks relating to the seaside but involve maths, geography and many other subjects all at once. The children will learn more this way as they will be more interested and they will not know they are learning maths they may just think they are counting crabs.

  The seven areas of learning are:

-Personal and social development and well being

-Language, Literacy and communication skills

-Mathematical development

-Bilingualism and multi-cultural understanding

-Knowledge and understanding of the world

-Physical development

-Creative development

(Tassoni, P. 2007)

 

 

 



 



Children learn best through hands on experiences and the foundation phase offers this to the children. Bilingualism is one of the areas of learning and this gives an equal opportunity for all children and gives other children a chance to learn other languages. All children learn in different ways and as there is a variety of tasks to choose from they can be independent and make their own decisions on how they want to learn. By giving the children the freedom to choose how they learn it will give them benefits in the future as they are able to make decisions for themselves. Although the children have freedom there is a 'balance of child-directed and adult-directed activity'(Palaiologou, I. 2010).

 

  The children are assessed through observation and I feel this is a good thing as the observer can assess the child without them knowing and without them feeling under pressure. The observer can witness how each child directs their own learning through the use of play and hands on activities.

 

'Children plan and review their own work in order to develop positive attitudes towards learning'(Harnett, P. 2008).

 

I feel that the children learn more if they plan and review their own work compared to if the teacher does as they can work out themselves what they have done wrong and what they need to do in order to fix that problem. They can plan their own tasks in the way they think they will learn best. It is a good start in preparing them for the future and for being independent individuals. Learning is supported indoors and outdoors and so all children are given the chance to experiment in all areas. I like the foundation phase because children are learning new skills as well as having fun.

 

References:

 

Harnett, P. (2008). Understanding primary education developing professional attributes, knowledge and skills. London, Routledge.

Palaiologou, I. (2010). The early years foundation stage: theory and practice. Los Angeles, Sage.

Tassoni, P. (2007). Child care and education: cache level 2. Oxford, Heinemann.

Video- www.youtube.com
Images- www.google.co.uk/images 
 

Forest School

‘inspirational process that offers children, young people and adults regular opportunities to achieve and develop confidence and self esteem through hands on learning experiences in a woodland environment’(Murray and O’Brien 2005; Forest Education Initiative 2007).

A Forest school is when children are given the chance to experience outdoor learning in a woodland environment. It gives them a chance to explore the natural environment around them and gain as an individual and improve their skills.

'A key issue is that children are not able to access the outdoor environment as freely as previous generations' (Ward Thompson, Aspinall, and Montarzino 2008).

Children today do not spend as much time outdoors as they used to. This is due to the development of new technology and computer games and due to parents being scared. The Forest school gets children out of the classroom and up on their feet being active learners through hands on experience. The children are still learning what they should but in an alternative environment to what they are used to. When the children are in the woodland they experience many tasks which many children would not usually experience.

They light fires, cook and build dens. They also experience all types of weather as they go to the Forest School in all conditions. The tasks the children carry out within the environment are suited to children older but by letting the children experience these tasks then they are learning about safety, how to use tools and how to solve problems. Although the teacher helps the children when it comes to lighting a fire or carving wood they are still given freedom to do these things and experience risks for themselves. The teacher is also seen as a guide as they do not direct the children in what they are doing they simply observe and help them decide what it is they want to do but boundaries are set out which all the children are aware of.

The Forest schools are very safe as the adults go to the site before the children and check everything is safe and they keep the tools maintained. The children wear the appropriate clothing to keep them safe in this environment.

In my own opinion, I think that every school should incorporate a Forest school into their teaching. Not only does it let the children experience learning in a new environment but it teaches them many skills, some including: social, emotional, physical, co-operation skills. The Forest School may encourage children to go to school as many do not like sitting at desks they prefer to be outdoors. I also feel that children have freedom to experience danger and safety for themselves but are aware of boundaries and stick to these rules. Overall I feel Forest school benefits children and offers them a chance to experience a range of skills.

'Forest School can contribute to young people’s health by providing an important space were children can be active on a regular basis' (Bingley and Milligan 2004; Fjørtoft 2004).

References:

Bingley, A., and C. Milligan. 2004. Climbing trees and building dens: Mental health and wellbeing in young adults and the long term effects of childhood play experience. Report to the Forestry Commission.

Liz O'Brien (2009): Learning outdoors: the Forest School approach, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 37:1, 45-60

Murray, R., and E. O’Brien. 2005. Such enthusiasm – a joy to see: An evaluation of Forest School in England. Report to the Forestry Commission by the New Economics Foundation and Forest Research.

Ward Thompson, C., P. Aspinall, and A. Montarzino. 2008. The childhood factor: Adults visits to green places and the significance of childhood experience. Environment and Behaviour 40: 111–43.

Video- www.youtube.com
Image-www.google.co.uk/images 
 

Montessori method

 

'Observation of children revealed their natural tendencies. They liked to choose what to do, repeat the experience and then put the experience back on the shelf'(O'Donnell, 2013).

Curtis, A. & O'Hagan, M.(2003) told us that, Maria Montessori was an Italian Doctor who worked with children with mental disabilities in Rome in the early 20^th Century. From observing these children she decided that these children needed suitable education. For her, the purpose of education was to aid young children through their fullest potential through their own efforts. The young child learns through observation, movement and exploration and therefore must not be educated in the same way as the older child.

Montessori believed that the guide is there to prepare and observe. The guide prepares the resources for the children and creates a 'stimulating and challenging environment' and to observe how the child works. I think by doing this it gives the guide an opportunity to observe each child individually and see how they work with different materials/resources. From this observation the guide can then offer the child other resources which they may be interested in. The child still has the choice of what to do but the guide simply is providing them with the tools they need.



'important aspect of Montessori classes is an attitude of cooperation rather than competition'(Chattin- McNichols ,J, 1992).

Some children often find it hard to ask a teacher for help. In a Montessori environment children seek help from other students when they are stuck and this is when the quote is true as it is not who finishes a task first, it's about everyone finishing a task. The role of the teacher is seen as a guide not a director and so if the children do need the teacher's help then the teacher will help guide them in the correct way rather than telling them the answer. This still gives the child freedom as they are still working out problems by themselves.

In my own opinion, I feel that the 'teacher being seen as a guide not a director' is a very positive thing for the children as they are given the freedom to develop the skills they need themselves without the teacher controlling every thing that they do also the children learn self discipline as the teacher does not shout at them or stop them experimenting. Although the children can discipline themselves the guide sets out boundaries in which the children have to keep to. If they get stuck then the teacher is there to guide them towards the correct answer but often they seek the help from fellow pupils. I feel it is important for children to learn but I think learning should be fun and controlled by the child. From my previous post about 'Importance of Play' I stated that children learn best through play and if a child is not stuck sat at a desk all day long and is moving about from activity to activity then they may learn quicker.

References:

Chattin-Mcnichols, J. (1992). The Montessori controversy. Albany, N.Y., Delmar.

Curtis, A., & O'Hagan, M. (2003). Care and education in early childhood a student's guide to theory and practice. London, Routledge Falmer.

O'Donnell, M. (2013). Maria Montessori: a critical introduction to key themes and debates.

Video- www.youtube.com
Image-www.google.co.uk/images

Importance of Play

 

'You can discover more about a person in an hour of play than in a year of conversation.' (Plato)

This quote proves how much is learnt through play and how important it is as this is when children learn best. Children learn most during the first few years of their lives. By giving them the freedom to play and to experience the environment this is where their knowledge can build.

'Play is what children and young people do when they follow their own ideas and interests in their own way for their own reasons.'(Getting serious about play-DCMS, 2004) Children play to develop their own skills, to develop their own imagination and to increase their own vocabulary. By doing all of this the child is becoming more independent and without them knowing are being prepared for the future. Jerome Bruner says that play is a way of doing something for example, during play a child may fill containers with water because they want to not because they have been told to. Children use their imagination during play and this gives them a chance to be creative as they often pretend that an object is something else or an inanimate object is alive. Children often base their play on real life situations, for example, playing house. By playing these kinds of games a child is understanding the world around them and what goes on within it.

Miller, L et al (2005), described to us four different types of play and the skills developed:

       Physical- fun, free and flowing and usually involves equipment e.g climbing frame, ball.

                                                        Skills-fine and gross motor skills and motor control.

          Constructive- exploratory play with different materials.

                                                        Skills-problem solving and spatial awareness.

              Symbolic-this is when objects are used to represent people or things.

                                                        Skills-language skills and ability to manipulate materials.

                  Small World- using figures to build an imaginary world.

                                                        Skills-communication and knowledge of roles.

 

These are just several of the many skills children learn during play. If you sat a child in a classroom and told them that today they were going to learn about a specific skill they would not be interested but through the use of play they are experiencing these skills for themselves and improving their own skills without them knowing.

I personally feel that play is very important as children can have hands on experience and also if a child is shy in the classroom it gives them a chance to 'pretend' to be somebody else and gain confidence during play and they may also communicate with other children during this time. From my own personal experience I have witnessed this. A young boy has sat quietly in a classroom and not engaged himself much with what is going on but when he is out in the playground he is fully engaged with the other pupils and doesn't stop smiling.

I feel that play not only helps a child improve skills but helps them make friends and enjoy learning!

 



References:

 

Great Britain. (2004). Getting serious about play: a review of children's play. London, Dept. for Culture Media & Sport.

Miller, L., Cable, C., & Devereux, J. (2005). Developing early years practice. London, David Fulton.

 Smidt, S. (2011). Playing to learn the role of play in the early years. London, Routledge.

Video - www.youtube.com
Image - www.google.co.uk/images