Introduction

Introduction

In this blog I will talk about four areas of education which I am interested in: The Foundation Phase, Outdoor learning, The Montessori Method and Te Whariki. I chose these areas as they each have a common theme in that they strongly believe in child centred education.

Foundation Phase

Foundation phase

Background
In this blog post I will explore the exclusive concept of the Foundation Phase in Wales, the theories and researchers that have influenced its development and aspects relating to the organisation, management and assessment of the Foundation Phase.

What is the Foundation Phase?

The Foundation Phase curriculum (WAG 2008a) has been created following in depth research into the ways in which our European partners organise their curriculum. As a result, the curriculum in Wales is shaped under areas of learning rather than under subjects. These areas underpin all future learning by supporting, fostering, promoting and developing the following:

Personal and social development, Well-Being and Cultural Diversity

Language, Literacy and Communication Skills

Mathematical Development

Bilingualism (Key WAG Aim in learning)

Knowledge and understanding of the World

Physical Development

Creative Development

The key aim of the Foundation Phase is to raise standards of achievement, enhance pupil’s attitudes to learning and to address their developing needs, in order that they become active citizens within their communities. The emphasis is placed on helping children learn how to learn and become independent learners. Planning for all aspects of education in the Foundation Phase is informed by a skills framework which includes thinking skills, communication skills, ICT and numeracy. (WAG, 2008b)

The following video shows the Foundation Phase in practice:

Theorists

Vygotsky suggested that a teacher is needed as scaffolding for the child’s learning; this allows the child to achieve whatever they want or to solve a problem. Without the scaffolding the child will be unable to learn. Scaffolding can slowly be withdrawn as the child progresses (Brain, 2000, p.93). Bruner (1983) believed that the best way to assist a child in learning is to observe the success of the child and leave it to continue only intervening when things go wrong (Brain, 2000, p.95). The Foundation Phase setting allows both Vygotsky and Bruner’s thoughts to develop. Learning and thinking is helped by ‘sustained shared thinking’, and discussion with the child about their interest and asking open ended questions which the teacher can extend and support a child’s thinking.

Organisation, management and Assessment

Fundamental to the new curriculum is the construction of an atmosphere where risk taking and making mistakes are encouraged. Learning opportunities are expected to encourage children to engage in a wide range of social interaction with their peers and adults alike. There should be greater use of the outdoor world for solving real life problems and an emphasis on experiential learning. Assessment of children is based on close observation for which separate guidance has been produced for teachers.

Pedagogy

The key pedagogic emphasis is that children learn through pleasurable play and active involvement with a balance between child-initiated and adult led activities (WAG, 2008c). The provision of active, engaging multi-sensory experiences both indoor and out door are key and vital to learning.

Analysis

Although there are early indications of positive outcomes for children’s learning where the Phase is fully understood and well implemented benefits are generally ‘more evident in children’s well-being rather than standards’. Estyn discovered that the Foundation Phase has made a positive impact on children’s learning, however the Welsh Government has said that Estyn’s findings on ‘reading’ and ‘writing’ in schools were ‘clearly not acceptable’. Estyn reported that children’s motivation and attitude towards learning, with boys, in particular, beneficial. However, it adds ‘in a significant minority of schools children are not learning enough’. The range and quality of children’s work is often limited and writing tasks formulaic, repetitive and unchallenging.

References

www.bbc.co.uk/news/uk-wales-politics-14898083

Palaiologou,L (2010), The Early Years Foundation Stage: Theory and Practice. London:SAGE. Pages 29-31

http://wales.gov.uk/topics/educationandskills/earlyyearshome/foundation_phase/parentscarers/childlearn/sevenareas/?lang=en 

Outdoor Learning

Outdoor Learning

Background

Outdoor learning in the UK can be described as experiential learning in the outdoors. Borrowed largely from Scandinavia, the idea is to free children to learn not by rote, but through play. It allows them to use their initiative and relies for its success on a ratio of one adult to everyone children. In 2011 schools inspectorate Estyn said children under 5 learn better and develop quicker with outdoor lessons, and generally preserver with tasks for longer in this setting. It was reported that outdoor experiences generally improved children’s well being, behaviour, physical development, knowledge and understanding of the world.

Why it is important?

Both indoor and outdoor learning is important. However, sometimes the outdoor environment can be more effective and a stimulating place to learn compared too indoors. Frequent outdoor learning encourages children to engage with their natural and built heritage and brings many benefits in terms of health and well being. As well, the outdoors provides excellent opportunities to use and develop a wide range of skills and abilities not always relevant in the classroom.

The benefits of outdoor learning

The benefits of a well designed, stimulating, dynamic outdoor area provides irresistible learning opportunities for children and extends and supports indoor learning. Changes in the seasons and weather develop children holistically and encourage specific areas of learning, in particular knowledge and understanding of the world. Quiet children often ‘find their voice’ outdoors and use language differently. It is a fabulous place to share stories, sing songs, action rhymes and develop role play. Feelings and emotions can be explored in relaxing, quiet places; alternatively excited and creative feelings can be explored in places to be loud. Numeracy and problem solving can be supported with hands on practical experiences where children can work on a bigger scale that may not be possible indoors.

Managing risk and meeting new challenges

Outdoor learning encourages children to manage physical risk and to have a go and test their own boundaries without the fear of failure.

Developing skills for life 

Engaging in outdoor learning experiences helps children to develop life skills such as confidence, decision making, leadership other benefits include understanding and respecting the environment and the interdependence of humans, plants and animals as well as ecological systems. They can enjoy working with others to imagine, design and build their own hiding places and dens using a range of natural resources to hand creating their own special place.

Above is a lengthy video clip on how the local forest school helps in supporting children when learning outdoors.

Impact of learning outside the classroom

A key report by OFSTED published in 2008 evaluated the impact of learning outside the classroom in 27 schools and colleges. The key points from the evaluation were that ‘when planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development’. The report also highlighted that ‘learning outside the classroom was most successful was an integral element of long term curriculum planning and closely linked to classroom activities’.

References

www.englishoutdoorcouncil.org

www.scotland.gov.uk

www,outdoor-learning.org/default.aspx?tabid=213

www.bbc.co.uk/news/uk-wales-politics-14793794

Callaway, G (2005). The Early Years Curriculum: A View from Outdoors: David Fulton Publishes

Bishop, J and Curtis, M (2001). Play Today in the Primary School Playground. Open University Press: Buckingham

Montessori Method

Montessori Method

Background

Maria Montessori was born in Italy in 1870 and died in Holland in 1952. A true pioneer, Dr Montessori was the first woman in Italy to qualify as a doctor of medicine in Italy. She became increasingly interested in the needs of children and in the early 1900’s developed an innovative teaching methodology for children that left an incredible mark on education curricula throughout the world.

Method of Education

The Montessori Education system is an innovative, child centred approach to education, based on two imperative developmental needs of children. First the need for freedom within boundaries, secondly a thoughtfully, inviting prepared environment which guarantees exposure to materials and experiences. The method of education is designed to take full advantage of the children’s desire to learn and their unique ability to develop their own capabilities. Montessori teachers guide rather than instruct, linking each student with activities that meet their interests, needs and developmental level. The classroom is designed to encourage investigative play, movement and collaboration, whilst also promotes concentration and a sense of order.

Montessori teachers

Montessori teachers are trained facilitators in the classroom, always ready to support and direct. Their purpose is to stimulate the child’s enthusiasm for learning, and guide without intruding into the child’s natural desire to teach them and become independent. Each child works through their individual cycle of activities and learns to truly understand according to their own unique needs and capabilities.

The Montessori Classroom

The Montessori classroom has a specific purpose and there is nothing that the child cannot see or touch. All furniture and equipment is scaled down to the child’s size and is easy to access. There is an enriched, harmonious, productive atmosphere where joy and respect abound. Freedom, responsibility and social and intellectual development flourishes spontaneously.

Learning materials

A characteristic of Montessori education is its hands on approach to learning, children learn with beautifully designed and crafted materials, manipulating and investigating until they master the lesson inside. The materials are displayed on easily accessible open shelves and arranged in order of their sequence in the curriculum from the simplest to the most complex. Each material teaches a single skill or concept of time.

Caring Community

There are no raised voices, rude or hurtful behaviour in the class, only a busy hive of activity with a respect for silence. Children show courtesy, grace and an interest in the welfare of others by working together; taking turns to care for the classroom pets, plants and materials. They also help to maintain outdoor spaces by keeping them fresh and litter free.

Conclusion

The advantage of the Montessori system of education is that children learn at their own pace following their own individual interests. They teach themselves using specifically prepared materials and develop an understanding which comes through their own experiences and ability to find things out for themselves. Learning is based on the fact that physical investigation and cognition are linked. Teachers work in collaboration with children in multi-aged classrooms where working and learning is matched to the social development of the child. Conversely the mainstream system of education is based on the transfer of a set national curriculum according to a time frame that is the same for everyone. Children are taught in single graded classrooms and led by the teacher. Learning is based on subjects and is limited to what is delivered whilst children sit at desks and learn from whiteboards and worksheets in blocks of time. Motivation is achieved by a system of sanctions and rewards and work and learning is not matched to the social development of the child.


References

www.mariamontessorischools.co.uk

www.williamsburgmontessori.org

www.absorbentminds.co.uk/acatalog/What_Is_Montessori_.html

www.montessoriconnections.com

Whitescarver,K and Cossentino,J (2008). Montessori and the Mainstream: A Century of Reform on the Margins. Teachers College Record, Vol.110 No.12

Thayer-Bacon and Barbera.J (2012). Maria Montessori, John Dewey and William H.Kilpatrick. Education and Culture, Vol.28 Issue.1 Article 3

Lopata,C, Nancy V.Wallace and Kristin.V Finn (2005) Journal of Research in Childhood Education, Vol.20, No.1

Te Whariki

Te Whariki

Background

Te Whariki is New Zealand’s first National Curriculum policy statement which was released in 1996. It emphasises the learning partnership between teachers, parents and families. “Kaiko/teachers weave a holistic curriculum in response to tamariki/children’s learning and development in the early childhood setting and the wider context of the child’s world” (MinEdu)

Principles

There are four principles that provide the criteria against which all teaching and assessment practises are evaluated.

Empowerment – Early childhood teachers see children as capable, competent learners. The curriculum builds on children’s own experiences, knowledge, skills, attitudes and personal interests; this empowers them to make their own choices and to take responsibility for their own learning.

Holistic development – This principle recognises that cognitive, social, cultural, physical, and emotional and the spiritual aspects of child’s development are interwoven. Teachers value and foster the unique and diverse learning pathways of each individual child. They seek to provide an environment in which children have the opportunity to use all their senses and to engage in activities and experiences. These experiences encourage the development of the knowledge, skills and attitudes children require in order attempt new challenges.

Family and community – Teachers appreciate the wealth of information and understanding of their children that parents and extended family bring to the centre environment. They are welcomed and encouraged to participate and contribute to the curriculum as much as they are able.

Relationships – Children learn through responsive and reciprocal relationships with people, places and things. They are encouraged to work cooperatively with other children and adults to discover a wide range of resources and equipment.

Strands

Each strand within the framework has several goals.

Strand 1: Well being – Children’s health, emotional well being and safety are protected and nurtured.

Strand 2: Belonging – Children and their families feel a sense of belonging through their experience of an environment where they feel comfortable with routines, customs and regular events. They are aware that they have a place and know the limits and boundaries of acceptable behaviour. Connecting links with the family and wider world are affirmed and extended.

Strand 3: Contribution – Children’s experience and environment where their individuality is affirmed and their contribution is valued and there are fair opportunities for learning, irrespective of gender, ability, age, ethnicity or background. Children are encouraged to learn with and around others.

Strand 4: Communication – Children develop non verbal and verbal communication skills for a range of purposes. They experience the stories and symbols of their own and other cultures, discovering and developing different ways to be creative and expressive.

Strand 5: Exploration – Children learn through active exploration of their environment where their spontaneous play is valued as meaningful learning, they gain confidence in and control of their bodies: and learn strategies for active investigation, thinking and reasoning. Children develop working theories for making sense of the natural, social and physical world in which they live.

Effectiveness

Te Whariki has received much praise since its introduction in 1996. There is however little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. The holistic and integrated nature of the curriculum means that subject content, for example, art, music, science, literacy can be overlooked. In general the Te Whariki programme allows for flexibility but may result in children being provided with an inadequate range of learning experiences.


References

www.thearchitectureofearlychildhood.com

www.educate.ece.govt.nz

www.cmka.org.nz

www.tandfonline.com