In this blog I explore four different educational contexts.
There are many different contexts such as Literacy and the Foundation Phase,
Outdoor Learning, Lifelong Learning, Home Education, Learning Outside the
Classroom, Forest Schools and Play.
I have chosen to focus on Outdoor Learning, Montessori, Play and Home Education.
All contexts play a vital role in 21st century learning for children
and adults.
I look at and reflect on arguments for and against the contexts and how I’ve put them into
practice through my own personal experiences at school, college, university and
placements.
The
first thing that we do as children is play, on our own or with others; we don’t
go a day without participating in some sort of play activity. As children
themselves choose to play they create their own rules and see it as control
over themselves. The Oxford dictionary states that play is ‘engage in activity for enjoyment and recreation rather
than a serious or practical purpose’
From
a young age children explore the environment they are within. Children use
skills they have already acquired to develop their knowledge and understanding
and the main way they do this is through play.
By participating in play, children are exploring different possibilities and beginning
to think for themselves, developing their cognitive processes as well as their
physical capabilities.
Bennett
and Henderson (2013) write that ‘Children learn best when they feel secure and motivated, particularly
when they play’. (p.168)
Young
children learn through repeating actions during play. The more a child does
something the more likely they are to remember. The skills which are learnt
during one activity can then be used during another, meaning their learning
will progress.
As
children grow older they begin to play in different ways, in nursery it may be
playing shops then in secondary school it may be through a science experiment.
Although this isn’t necessarily seen as play, the secondary school children are
still exploring through actions how something works, ‘doing’ what their
learning.
Whilst
children are playing it is important that the adult plays a role, through
asking the child questions. By observing what the child is doing the adult can
then ask the child questions to further extend the child’s knowledge. Vygotsky
(1978) suggests that ‘Children learn best when they are able to use language to
clarify their thoughts’.
From my own personal experience I saw it of high importance that whilst the
children were playing I still engaged them in some learning. Children love to
be asked questions and enjoy playing make believe,and with an adults aid and speech learning is
advancing.
Education in England is compulsory for those aged five to
sixteen, school however is not. Section
seven of the Education Act 1996 states that:
‘The parent of
every child of compulsory school age shall cause him to receive efficient full
time education suitable a) to his age ability and aptitude, and b) any special
educational needs he may have, either by attendance at a school or otherwise.'
(Education Act 1996,
Section 7)
The otherwise is the statement is a referral to Home
Education.
Some parents elect to home educate their
children. It is their sole responsibility to ensure that their children are
getting the correct education. Parents could choose to home educate their
children for a variety of reasons such as poor experience in schools, no
schools nearby or for religious reasons.
From an early age children learn a lot at home before they attend school as
parents play a vital role in the development of children. Some say that all
children could be home educated up until secondary age and would still be on
the same level as if they’d attended school.
Children who are home schooled tend to have a strong bond with their parents. I
do however think that this is because it may be all the child has ever known,
and they may not have had the chance to form bonds with others.
I have personally never experienced home education and have never known someone
whom has. I enjoyed my time at school and saw the social part as an important
factor of my time in education. At school you get the opportunity to meet new
people and learn new things from them, whilst working collaboratively towards
the same goal, to gain qualifications. Whilst being home schooled you don’t have
to learn the national curriculum, something which I think is a vital part of
education. Those who teach children at home don’t have to have any particular
qualifications, something which I think is needed. Some LEA’s work with the
families and pay home visits, some however do not.
However I do understand that home schooling has its benefits. Whilst being home
schooled children can work at their own pace as there tends to be no set time
limit for work to be completed and the child gets a more one on one experience
with the tutor whoever that may be. Learners have different learning styles,
therefore with home education the child’s individual style can be catered for.
Some research has shown that children who are home educated are more self-disciplined
and have a stronger work ethic as they manage their own learning and work load.
Over the last few decades there has been an increasing
awareness of the importance of outdoor play. The government have shown their
interest through documents such as the ‘Learning Outside the Classroom
Manifesto’ (2006) and the ‘Play England’ (2008).
Outdoor learning offers children the feeling of ‘freedom’ and can be different
to the day-to-day goings on in the classroom. From nursery onwards children are
given the chance to develop their knowledge outdoors.
Bilton (2010) states that
‘The outdoor area is a complete learning environment , which caters for
all children's needs- cognitive, linguistic, emotional, social and physical. It
should be available everyday alongside the indoor classroom.’
(p.1)
It is important that the outdoor classroom is seen as equally important as the
indoor one. Children must be able to see both places as an area to learn, not
that one is where the work happens and the other being a place to ‘let off
steam’.
There are many types of outdoor provision. One example is
Primary Playtime, when children go into the playground for a certain period of
time. Children have minimal supervision. It is not seen as a learning
environment, however children use it as a area for social and physical
activity.
Another aspect of outdoor provision is the Outdoor Classroom. The outdoor area
is created as an area in which a whole class/school can use as their own to aid
and develop their learning.
A third aspect is using Outdoor Features. This is where the children go out
into the outdoor learning area and discover, experiment and discuss the
features associated to it. This provision can be both adult and child led.
Outdoor learning can be both physically and mentally
demanding for children. By being more physically active children can become
healthier, and can learn in a content, non-threatening environment through play
and movement. Outdoors children can engage in more energetic play.
In general, all children feel a sense of
freedom outside, and some change their personalities once their outside.
Children become more vocal and keen to play with others once their outside, and
they tend to take risks with their learning.
Movement outdoors is central to children’s cognitive development. For example,
many key mathematical and scientific concepts, such as height, distance, speed
and gravity can only really be understood and practised outdoors.
The success of outdoor play rests with the adult. If
teachers show outdoor play as an unimportant activity which may not always be
provided then outdoor play will have a peripheral result on children’s
learning. The needs of the child need to be central and reflection on both the
child and adults half is vital.
On the whole, outdoor play is highly valuable for young
children’s lives and learning. Outdoor play offers children exclusive
opportunities which aren’t available indoors. ‘In particular it offers-
-Space and freedom to try things out;
-An environment which can be acted on, changed and transformed;
-Whole body, multi-sensory experience;
-Opportunity to make connections with their learning;
-A rich context for curiosity, wonder and mystery;
-Opportunities for learning all areas of the curriculum;
-A wide range of movement opportunities which are central to learning;
-Experience of the natural world and understanding of their own place within
it.’
(Tovey.H
2007, p.37-38)
From experience working at a school I noticed how there was an increased amount of time spent outdoors. Lessons such as maths and science were taught outdoors with more physical activities going on than there would have been in the classroom. I felt I saw a new side to some of the children once they were outdoors as they display their actions for clearly and feel 'freer'. I believe outdoor learning is key in day-to-day teaching as I think that it provides a platform for children to develop not only their learning but also their imagination and creativity.
The
Montessori Approach was introduced by Maria Montessori and is practised in
thousands of schools worldwide. Montessori was a key pioneer of early childhood
education and has given us a greater understanding of children.
Montessori’s theory is that children are active learners, who need choice and independence
whilst being guided by a teacher whom facilitates their learning. It was
Montessori’s ideal that these children then grow into secure adults who are
keen to continue in their learning and life.
Isaacs (2012) says how
‘Montessori’s approach has been considered
scientific because she used her medical, anthropological and pedagogical
knowledge to assess children’s development and learning.’
(P.13)
In her early life Montessori was a physician, and following her studies at a
Psychiatric Clinic she developed the opinion that individuals needed a more
suitable education rather than medical treatment. Montessori looked at human
development, and then created an educational approach based on that model. Montessori
drew up a list of human tendencies, things in which she saw as an ingredient
into every stage of development.
Montessori’s education method introduced a ‘prepared environment’. This environment
is tailored to children’s individual educational needs and characteristics. The
environment gives children the independence to develop in different areas, and
offers the chance to use materials to facilitate learning.
Montessori observed three development stages in Human Development.
The first is aimed at children from birth to six years. During this period it
is observed that children change both physically and mentally. Children in the
first place are seen as concrete explorers who are engaged in their learning
and forming independence. Montessori introduced several concepts to the first
plane, Absorbent mind, Sensitive Periods and Normalisation.
The second, childhood, is for children aged between 6 and 12 years. She
observed the changes in the children and developed a classroom, lessons and
materials to respond to these developments. It was established that in the
second plane meant the configuration of intellectual independence and social
movements.
The third is adolescence for children
aged 12 to 18. Montessori looked at the physiological changes that occur whilst
going through adolescence as well as the difficulty older children tend to have
in concentrating. Montessori sees this as the building of the adult self.
Montessori links the development of the child with the learning environment.
Pre-school children are put into two groups of birth-three and three-six. Older
children are again divided into two classes, one for children aged six-nine and
the other for children aged nine-twelve. As the children become teenagers they
are encouraged to take ‘individual paths of study’ which include both academic and
practical work.
Montessori calls the teacher a ‘director’ and herself said
‘the teacher teaches little and observes much. It’s her function to
direct the phsic activity of the children and their physiological development.
For this I have changed the name into that of directress’
(Montessori,
1965)
The Montessori approach sees the child as the centre of the learning process.
The teachers are there to guide the learning process, and provide children with
the learning environment and its resources. As the learning is organised to accommodate
children’s personal requirements, it allows children to control their own
learning and take responsibility for their actions.
The work of Montessori gains a mixed opinion. Some think Montessori’s work is good it focuses on children as an individual, and
allows the child to direct their own learning at their own pace. However others see the approach as too relaxed and lacking any structure, some children can
deal with structure others cannot.. Montessori’s approach can be seen to be ‘killing’
children’s creativity and imagination as children who attend Montessori schools
tend not to use role play, instead using real-life experiences and objects. I believe the Montessori Approach has its good and its bad points, as it does depend
on the needs of the child. I think it's good how children use materials to learn, which specialise in the subject. Children are free to explore with their learning and are given that responsibility to develop their learning, with the 'director' their as a facilitator.
Gravells, A. and Simpson,S. (2012), Planning and Enabling Learning in the Lifelong Learning Sector. London: Learning Matters.
Huddleston, P. and Unwin, L. (2000), Teaching and Learning in Further Education. London: Routledge
Isaacs, B. (2012), Understanding
the Montessori Approach. Oxon: Routledge.
Lyte, S. and Thomas-Williams, J. (2010) Early Years in Wales. In Palaiologou.I (2010) The Early Years Foundation Phase (P.26-32). London: Sage
Publications.
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