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Change in the education system
Change in the education system
Why is the physical environment of a classroom important
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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
…show more content…
The structure is based primarily based on current observations and collaborative work between the children and the practitioners leading the session, and should consistently display a progress in their child’s all round development (forest schools association). Forest schools also allow teachers to gradually become accustom to individual children and their preferred learning characteristics, due to the small groups that the children work in whilst participating in the programme. This is exceptionally important
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Whalley, M.E., and Allen, S. (2011). Leading Practice in Early Years Settings (2nd ed). Exeter: Learning Matters.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Behaviour is a socio cultural construct. An individual’s behaviour and their level of acceptance of certain behaviours will vary based on their reality, which is shaped through their societal constructs, environments and rules (Morrow, 2011). The care and guidance an adult provides a child directly impact the child’s behavioural development (Porter, 2008). An adult’s beliefs and perceptions about children’s behaviour relate directly to the quality of care that is delivered to children (Porter, 2008). The argument of this essay is that children’s behaviour is impacted by the care, guidance and influences from their ecological systems. This essay will discuss different behaviours identified by children in learning environments and formulate
The initiation of this education system for young children took place in (2010-2011) follow with a new parameter curricular, based on the evidence that shows the importance in children’s social and emotional development. This program focused on the incorporation and collaboration of group educators of early childhood and kindergarten. This last two educators worked together in the classroom to facilitate and provide the adequate atmosphere and proficient learning for young children. This collaboration and integration between educators requires a professional experience to optimize an effective early childhood development. After the system was implemented, the College of Early Childhood (ECE) released it of standards and regulation, which are based through the model of Ontario College of
Educators need to understand the importance of fundamental concepts like permanence of objects. Educators are therefore able to respond by planning activities that are suitable for each child going through each developmental stage. Knowing what experiences are best for each developmental stage will help children get the best out of life. Educators need to provide not just one but a whole range experiences if they want to build a secure foundation for future learning. By giving children fun, hands on experiences they learn and practise new skills that they can they develop and become more complex over time. An example of this is by giving a young child building blocks, not only will he be having fun while creating his own structures but he will also learn problem solving skills, increase his imagination, measuring skills, developing solutions and reasoning skills, balance and spatial body awareness just to name a few.
High Scope promotes the developmental domains in their Key Developmental Indicators (KDIs). KDIs break down the developmental domains, and it talks about how they can be incorporated in the curriculum. Cognitive development is promoted through their children exploring objects through their five senses, exploring similarities and different in on things in the environment, one to one correspondence, numbers, Seeing things form different perspectives, time intervals, and cause and effect. High Scope also promotes Cognitive development through their large and small group times. Social and emotional developments are promoted through teacher- child interactions, child- child interactions through play, group participation, children forming attachments to primary care teacher, and children distinguishing themselves from other. The KDIs helps as a tool for teachers to help promote positive and strong relationships with adults and children. KDIs also help promote physical development through movement abilities, fitness, and healthy behavior in the classroom. High Scope helps to...
My topic links to the curriculum for Excellence as it emphasises that children learn through active play such as spontaneous play, planned, purposeful play along with investigating and exploring. (Scottish Executive Education Department,
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
It is important for children to be able to develops the necessary skills to make sense of data, memorising information is no longer the most key skill for children to possess (Inquiry-based learning, n.d.). Inquiry-based learning is defined by Lutheran Education Queensland (n.d.) as seeking for truth, information or knowledge and understanding and is used in all aspects and stages of life. Inquiry based learning assists children with learning by developing critical and creative thinking skills. The twenty-first century requires “young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully” (ACARA, 2016b). According to Touhill (2012a) Inquiry-based learning is supported when educators are co-learners with children as they develop, supporting and extending on a child’s own attempts at understanding. This knowledge can be broadened by ensuring that children have the time, space and resources to become deeply involved in their investigations and there are opportunities for reflections during and after activities (Touhill, 2012a). Furthermore, it is imperative that the physical environment contains spaces as well as materials that encourage a child’s curiosity and investigation (Touhill, 2012a). By providing interesting and engaging materials educators are able to provide stimulus for children’s investigation and
For my inclusive activity, I have decided to help out with the elderly at my mother's work, The Waterford on the date of: Tuesday, June 7th, 2016. For the activity, I will be helping in “Windsong.” Windsong is a relaxed, home-like unit with women dealing with Alzheimer's. I will be helping them get done anything they need done and partake in activities that they enjoy.
In my opinion the outdoor area in any setting is often the childrens’ favourite place to be, as all the natural features engage children’s senses and provide opportunities for hands on learning. By letting children play with sticks, climb trees and roll around on the ground children develop physically and mentally. This is an area where there is often greater freedom and scope to investigate their surroundings and whilst there is exploration there is also very good opportunity to develop gross motor skills through physical activity. Such activities also spark their imaginations (Cooper, a
I acknowledge that children develop at their own pace; therefore, I will provide each pupil with the correct level of learning materials and make adjustments to fit individual exclusive needs. Since students have individual learning needs, as...
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