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Holistic education approach
Holistic education approach
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A holistic approaches to teaching and learning children should pay attention to children’s physical, personal, social, emotional and spiritual wellbeing as practitioners should also focus on the child’s cognitive development.
While practitioners may plan learning they also see children’s learning as integrated where they see how children can be involved with all aspects of learning and discovery and interconnected which is how children interact with each other and practitioners.
An integrated holistic approach to teaching and learning should allow children to make connections to the natural world. Practitioners should adapt to children’s ability of learning and their understanding of the natural environment and the connections they have between
I believe that geography is a significant subject in the primary national curriculum because it supports children to develop an understanding of the places in the world and the diverse range of people who live in it. For me, this is an important aspect to learning because it enables children to be globally aware. According to the DFES (Great Britain. Department for Education and Skills, 2005a) education plays a vital role in helping children to recognise their contribution and responsibilities as citizens of the global community and equips them with skills to make informed decisions and take responsible actions. In a recent geography seminar, I collaboratively planned a lesson for KS2, involving children taking a visit to Seaton, a local beach in Cornwall to compare and contrast the area through photographs after recent storm damage. The Royal Geographical Society (2014) suggests through the use of enquiry-based fieldwork, children can gain first hand experiences of physical processes. Having planned this activity I now realise that the use of first hand experiences will support children to develop attitudes and opinions. This is important because in my future geography teaching I can challenge children by using t...
One of the children (George) created a map, that did not look like a physical representation of the children outdoor area, when his partner asked what he was drawing he explained he was using his imagination. The ‘water represents the big children’s playground, our area is the island, the dotted line is where we have to find the word treasure, that’s hidden under the X!’ George’s partner Pedro looked puzzled and asked me why he was doing it wrong. I explained that George was not doing it wrong, it is his interpretation of his outdoor area, and this is how he imagines it. This allowed me to be reflexive and flexible as a researcher, and to ensure at all times the child’s voice was being heard, and that I was not shaping the research to the outcome I wanted. I also thought this was a lovely example of children’s imagination. The child’s outdoor area can represent a number of things to them as expressed through George map. As adults we will never think how children do, or how we once did (Christensen, 2004). Child lead learning and child participation is increasingly being valued, as reflected in the literature. The map-making activity was a superb way to extend the pupils critical thinking, contributing to their communication and language development. Examples from my observation reflect the impact the
"A focus on the child as a whole person, and support for the child’s overall development;
If children make early connections with natural processes, they will have a greater understanding on the importance of other organisms throughout their life. According to the Children and Nature movement, “the human child in nature may well be the most important indicator species of future sustainability” (Louv). Kids are extremely open to environmental concepts and so the way that these concepts are presented have a grave impact on the types of environmental worldview that these kids will eventually form. For example at the Harlem Children’s Zone and Promise Academy Charter School they have introduced a rooftop garden project in which the students can learn to grow their own food (DeNisco). This project has helped educate students on nutrition, science and even storytelling.
It extends the idea of child development and highlights the importance of relationships, the environment and society’s expectations. The model has had a significant impact on practice today; it has seen the development of frameworks (the BEM) and initiatives (The FAST programme), bought new ecological factors to light and has motivated schools to succeed. However, as discussed it also has its limitations. It can only be used if the practitioner understands the model and applies it appropriately to their practice with children and young
Educators should provide a progressive assortment of outdoor learning experiences to ensure that children are learning new things as they get older and advance in their developmental stage. Outdoor learning can be adapted to suit all ages and stages of development. Educators should assess to ensure all children and young people are able to participate in outdoor learning experiences and find ways to solve any obstacles in their way. Planning must be done as early as possible to ensure that no individual is prevented from taking part. The Scottish Government have a strong belief that outdoor learning benefits children’s holistic development.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
This essay will analyse the impact of participation in the Forest Schools programme on a child's information processing, conceptual resources, perpetual skill, language learning and other vital aspects of their formative brain development (number one reference). As well as exploring these crucial factors of a child's cognitive development in relation to forest schools and the outdoor classroom, it will examine various historical perspectives and learning theories that have helped to influence practitioners in schools today to identify the importance of allowing children between the ages of nought to seven to engage in outdoor learning. The final part of the essay will review an argument based on whether children benefit from actively being taught in outdoor classrooms on a regular basis or whether traditional school classrooms based inside are more suitable for children in the United Kingdom, due to the intense focus placed on the Early Years Foundation Stage and the National Curriculum in schools by the current Conservative Government. The Forest School Programme has occupied the imagination of many early years professionals and is defined by the Forest School Initiative (add In year), as: ‘An inspirational process that offers children regular
Education (2008) agreed that collaboration and argumentation will help children in building their knowledge as they reformulate the ideas based on their intuition. Wellman (1990) as cited in Edition (2003) mention that “Children begin in the preschool years to develop sophisticated understandings (whether accurate or not) of the phenomena around them”. This understanding is one of the foundations that realize, children are able to integrate new concepts and information then construct new knowledge.
When the majority of the students live outside the city limits, they have a tendency to be more nurtured and immersed into nature. In addition, our school had its own school forests which also helped connect students with nature. However, when I worked in a small city, Fergus Falls, I taught some students who did not have much connection with the natural world. There were plenty of natural things around, yet students were unaware of their own surroundings. On a field trip to Maple Wood State Forest, I was surprised that some students were hesitant to walk trails for it was the first time some students had been in the woods.
A lot of children are suffering from something called “nature-deficit disorder”, meaning they simply do not get enough time to be outdoors and explore the miracles of nature. In our society, there is a significant lack of outdoor activities and exploration by young children. Nature provides children with countless meaningful experiences that help them to establish ideas and inquiries regarding the world around them. Additionally, being outside gives young children a chance to develop their gross motor skills, along with different parts of their bodies that would otherwise be left stagnant. Providing children with time to play outside takes away the stressors of the classroom. There is less stress because there is less pressure to know and learn
It discusses how children are born with that needs to connect with individuals around them. Teachers and providers create positive relationship with children from birth through the early years. The foundation for that healthy social and emotional development because it affects her children see the world, express themselves, manages their emotions, in establishing a positive relationship with others. There were several areas of development that included social interactions that focus on the relationship that we share and include relationship with adults and peers. Emotional awareness recognized and understands your feelings and actions of other people, and self-regulation where you have that ability to express your thoughts, feelings, and behavior in a socially appropriate way. There were many tips that were listed when working with infants from talking and reading, having that warm, responsive, and consistent care, maintaining predictable routines, and getting to know each child while following their lead. The importance of supporting children and developing social skills is critical for learning, happiness, and long-term. This development begins during infancy and can be supported through simple social games, emotional role model, and imitating an infant's facial expression and sounds. The importance of social-emotional development and toddlers makes an impact in a child life when these skills are developed starting in infancy. Encouraging positive behaviors and using positive discipline practices that helped to develop the ability to make good choices as well as recognizing the confidence that is built when these behaviors are repeated. This is a process for young children to learn these behaviors always remembering that a patient response will help especially when the behaviors are
At last it must not be forgotten that real education should be given in the lap of nature. Why not have them connect to nature, develop an appreciation for the environment, and learn at the same time? Person must be familiarized of the challenges created on nature by his actions and must be made aware about his abilities to overcome them.
Holistic development of young children is the key determination and through play they are able to survive and become physically healthy, able to learn, and emotionally secure and into where they progress into responsible and productive adults with positive reinforcements in the future. When there are societal issues that are barriers such as “technology, childhood obesity, culture, etc.” (Gaston, A, Module 1, Unit 1, 2016), children are then unable to revel in freedom of movement in where play is adventurous and brings out positive behavior. “Play supports the holistic development through the development of intellectual, emotions, socially, physical, creative and spiritual” (Gaston, A, Module 1, Unit 2, 2016), signifying that holistic development is an important factor to be aware of as the child grows. An example would be when in Workshop 1 of Social and Cognitive Styles of Play, we had to play in the given activity for the time being and observe our members and distinguish what kind of cognitive play it was. And one of the assigned question to
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and