In this blog, I am going to reflect on what I have read in relation to educational contexts. I have chosen to study the work of Montessori, Forest School, The Importance of Play and Life Long Learning, as these topics interest me the most.
I am particularly fascinated by the work of Maria Montessori, as I feel she has revolutionised the way children learn and how the environment needs to be adapted to fit their needs. Forest Schools are also very interesting, and I wish I could have the chance to go and see this activity take place. Learning in this environment is so beneficial to children, as it is engaging, practical and exciting. Play is a very obvious and important factor to the development of a child's learning, and can be very helpful in many ways. Life Long Learning is something, which in my opinion, is not publicised enough, and definitely should be. It is a rewarding scheme to be part of, and can change individual's lives. I am going to focus on University of The Third Age, as I want to tell my Grandparent about it, and how she can become part of it as I think it will interest her greatly.
I am also going to find some further reading and sources to influence my conclusion on each of contexts I have chosen, such as e books, on-line references and readings.
Lifelong learning is the expanding of knowledge, reinforcing prior skills which are all self motivated. Metacognition (learning about learning) is central to lifelong learning, as the individual discovers learning strategies which work best for themselves. Lifelong learning is particularly relevant to the 21st century as technology is always improving, so certain jobs may need specialised skills to be developed in order to use the new technology. Examples of life long learning is adult education (work or leisure), continuing education (uni, college), learning of knowledge in work (upskilling, reskilling). According to R Tyler, The Telegraph, the Government are persuading people to part-take in lifelong learning, to fill the skills gap which exists today. Organisations and employers need to push lifelong learning, so that individuals can develop the skills they have, and therefore the need for new skills will be narrowed. I agree that people need to move with the times and technology, and if that means retraining to get a better job, then that's what they should do. One example of lifelong learning, is University of the Third Age. The organisation was set up in 1973. It aims to educate the retired community. From watching the video below on the organisations website, http://www.u3a.org.uk/ I was very interested in finding out more information about it. It gave the impression of a welcoming community, all about teaching and helping each other. I am going to recommend it to my Grandparent, as I feel she would benefit from this stimulating environment. It helps keep the elderly active both physically and mentally, and prevents them from being lonely.
Education during later life can offer many benefits for the elderly, such as:
it can help the elderly become more independent and self-reliant, therefore reducing the demand on public resources
can help them to cope with any illness or ailments they may have due to old age
strengthens their contributions to society, therefore making them feel part of the community
makes the elderly more aware, discover hidden talents, make friends, communicate and gain new experiences
(Swindell R, Thompson J, 1995)
In my opinion, U3A is a valuable source of lifelong learning, it provides the elderly an opportunity to prolong their learning, building their confidence and keep an active mind. It also allows individuals to express themselves and give meaning to their lives.
(U3A.org)
However, there may be various barriers to lifelong learning, such as lack of time, especially in working adults. Awareness, not many older people have access to the internet, so may not know about the available activities for them. Also, some maybe put off by the education aspect due to a bad experience in school, or gaining poor qualifications. The disabled may be left out also, due to access or very elderly. Financial issues may also play a part in creating a barrier for some individuals to participate.
Learning through play for children is an essential component for development. Children have an innate ability to discover the world for themselves. It is proven that children learn well when they discover things first hand, using their sensory and motor skills. Play is fun, creative and free. There are no boundaries and no chance of failure. This has such a positive effect on a child's confidence and motivation to learn, as it is self-motivated. Children learn under the following areas:
investigation
movement
schema
repetition
communication
(Ward S, 2013)
Play results in the development of cognitive, physical, social and cultural skills. I think play is a fundamental element of learning and should be nurtured in young children. Vygotsky once said that children with a vivid imagination are actually intellectually ahead of their peers. (Ward S, 2013) I think this is definitely true, my younger brother has a very vibrant imagination, and succeeds at creating stories in English lessons and making up games between his friends. According to Bruce, play is as a "integrating mechanism". It is the most successful way in which children can achieve the learning mechanism. He argued that play co-ordinates learning for children, and brings together a collaboration of learning. Play allows connections to be made, and develop knowledge they already know. Games are also a way of learning through play. They can develop a child's communication, speech, sense of culture and rules. (Bruce T, 1996) Play develops various skills under certain areas of development:
Cognitive: problem solving, assimilate information, logical thinking and communication
Physical: motor skills (gross and fine), coordination, healthy life style, balance, spacial awareness.
Social: confidence, building relationships, creating boundaries, empathy and trust
Cultural: acceptance of others, cultural norms, cultural tools
I found on the TED website, an interesting talk by Stuart Brown. He talks about how there is a deeper meaning to play, it's not just all fun and games, it is deeply involved with human intelligence. He states there are various types of play: social, rough and tumble, exploration, spectator, imaginative/solo and storytelling. Play does a lot for the brain, Brown argues that play is detrimental for our survival. Play is not just in our childhood, it exists throughout our whole life. I think Brown spoke a lot of sense, and looked at play in a very serious way in relation to learning, but also the effect it has on later life. http://www.ted.com/talks/stuart_brown_says_play_is_more_than_fun_it_s_vital.html
In conclusion, I think the importance of play is vital in creating a learning environment which children can absorb themselves within. If I was a teacher, my main focus would be to make learning fun and exciting, and I would do this using objects which they like, and are relevant to themselves. I would always encourage an imaginative approach, and make the children feel relaxed in a play orientated, learning environment.
Forest schools were inspired from the Swedish concept, in
the 1950’s. They incorporate the curriculum in an outdoor, stimulating and first-hand
environment. Forest school allows nature to become the teacher, providing a
sensory outdoor setting for children to learn within. Skills developed at
forest school include making fires, whittling, team-building, language skills
(specialised language is developed in relation to the environment, lexis of
nature). Health and safety is paramount in forest school, so the area where
children are within is sectioned off, sites are checked and equipment is
tested. Forest schools are known to promote benefits in children’s learning,
motivation, behaviour, attendance and self-esteem.
A case
study I have read is about a primary school in Suffolk, where the reception
class take part in a forest school programme in their local environment. The head
teacher of the school noted many benefits forest school had for the pupils. For
example, it helped to develop children’s “practical skills, developing fine and
gross motor skills”. The head teacher also discovered children’s confidence had
boosted, and there was an opportunity for all learning styles to be developed. Forest
schools tend to work well because of an ethos which is understood by everyone
involved in the programme. Also, risk assessments were carried out by teachers,
which children also had an input in. I feel this is very important, as the
children can understand right and wrong, and what is dangerous when in the
forest school environment, making them feel part of the process. In the case
study, children were able to build dens, search for mini-beasts and look for
animal trails. Activities such as these, help children make sense of their
environment, first hand. It develops their curiosity and imagination,
stimulating their thoughts and creating new experiences. ( Lamb C, 2011)
I think forest school provides children
the chance to see things for themselves and do activities they could never do in a
classroom. Also, it offers a safe environment for children to do more dangerous
activities such as light fires, but because they are in this monitored environment
it is possible. Risks are taken to learn about nature. Not only does it
stimulate learning, it helps children understand the importance of looking after
our environment and animals.
A clip I found on YouTube demonstrating some of the activities which are developed at forest schools, such as building a fire, making a band using objects they find. The forest school leader also talks through the health and safety aspect, and how children understand the risks. https://www.youtube.com/watch?v=FHQKX3gl6bU
Overall, I think Forest School has great benefits for children. Many parents have concerns over how much fresh air their children are getting, and how their childhood varies greatly to their children's. Learning outdoors has so many benefits for children, it may even be beneficial to life-long learning, health and well-being. (O'Brien L, 2009)
My primary school had a conservation area, where we used to go to look at tadpoles, kittiwakes and plants. I remember it was a treat to be allowed in this area, and everyone used to look forward to going. I think we should have gone there at least once a week, as it was very enjoyable and taught us about the nature which was in this area of the school.
I have chosen to write about Montessori Schools, as I find Maria Montessori's life and work very interesting. She has had such an impact on the way children learn and develop. I feel she was working beyond her years, and has influenced schools all over the world. Maria Montessori, 1807-1952, was the first person to emphasise
the importance of a child’s first six years of life. She had a very different
approach to a child’s development and the way they learn. She once said "I studied my children and they taught me how to teach them". (T Seldin, 2010)
The schools which she set up are very
distinguishable to others which exist. There are now 22,000 Montessori
nurseries in 100 countries in the world, proving just how influential her
approach was, and still is. She stressed the importance of three, six year
periods which a child goes through. The key principles which are evident in Montessori schools are:
freedom, the cycle of work and the cycle of activity, vertical grouping, control
of error, scaffolding, observation and assessment and promoting self-discipline. The main features of a Montessori classroom are: mixed
age groups working together, a wide range of choice available to students,
blocks of working time, teachers act as constructivists, the environment is
shaped around the child, for example, child sized tables and chairs.(Isaac B, 2012)
A deeper insight
In 1901, Montessori was selected as director of a school in Rome, for children with special needs. She recognised the pupil’s
needs for “stimulation, purposeful activity and self-esteem”. She insisted that staff at the school would
speak to the children with the highest respect. Montessori devised a program which
taught the children how to care for themselves and their environment.
In 1907 she was given the chance to open a nursery for
children from working class backgrounds, who were too young to go to school
yet. The school was called “Casa Dei Bambini”- Children’s House. Montessori analysed
the children, and took note of the changes they went through. At the beginning, pupils joined the
nursery uninterested, but as time went on, they started to settle down and engage in constructive
activities. Older children were encouraged to take care of the school and help the
teacher in preparing meals and the environment. (Seldin T, 2010)
The
three key stages:
Absorbent
mind- birth to six years
· Begins in the womb, unconscious memory- mneme
· Absorb information effortlessly from the
environment due to the inner drive- horme
· Key sensitive periods: sensitivity to order,
movement, small detail and language, refinement of the senses, sensitivity to
social aspects.
· These stages can be nurtured
· If opportunities are not provided to support
these periods, the child may find it more difficult for development in the
future
· Spiritual embryonic stage- first 3 years
· Experiences during this time are most important
· Montessori referred to it as “unconscious
absorbent mind”
· Key features are need for independence,
unfolding personality, human potential
· Period of sensitivity to order, movement, small
objects, language, refinement of senses and social aspects of life
Childhood- six to twelve years
· Most productive and calm
· Ready for new experiences and education
· Culture and morality
Adolescence- twelve to eighteen
· Volatile nature
· Adult needs to provide more support
(Isaac B, 2012) Differences between Montessori and Foundation Phase:
Some of the biggest differences between the two schools are the freedom of choice children are given in the Montessori schools, the vertical grouping, informal learning, play centred, children are more responsible for their actions, three-hour work periods,life skills developed (cleaning, tidying up) and lack of routine. However, there are some similarities in both methods, such as story time on the carpet, outdoor learning spaces, child sized furniture, classroom is vibrant, work is displayed, various different play stations. Summary Montessori's
ideas have undoubtedly had a profound effect on the education
systems in the world. Montessori has created a solid foundation for
educators to build upon. Her ideas of schooling are refreshing and innovative.
However, some have criticized Montessori’s ideas on
education for being “too structured and academically demanding of young
children”. The only problems children may encounter in a Montessori school, could be that there are not many children of the same age as them in their class, vertical grouping. Also, the class keeps the same teacher for a number of years, there is no change or variation in the teaching. Also, children may find it quite hard to transition to a mainstream school after being in a Montessori one, as the two systems are quite different. (Seldin T, 2010)
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