Posted at 12.10.2018
The idea behind Forest Colleges is that it is a long-term sustainable method of outdoor play and learning. It's about providing children with alternative development; it looks at all areas in terms of their physical development, intellectual development and cognitive skills, also taking a look at their linguistic and terminology, both verbal and non-verbal. Forest Universities also talks about their emotional, social and religious development.
What's interesting about the culture in a few Scandinavian countries has been in and out-of-doors are a part of how the family and culture works what? Sorry -I don't understand. However in Britain children are getting more and more isolated from the natural world. Forest Schools is very much about providing children the chance to learn in and from aspect.
Forest Classes is also about free play, it's about personal directed learning but it is also about allowing the kids to develop flexibility and choice in order to be in a position to become qualified and effective men and women.
In Every Chid Issues it declares that 'every child should make an equal contribution'. (Ref). The only way that children can do that is if indeed they have sound self-esteem and acoustics emotional well-being and reasonable cultural skills and function in as much communal situations as they choose. Forest Schools is about allowing children given their developmental dependant era the capability to have the ability to achieve public comfort.
Forest Schools can be an inspirational process that allows children to access outdoor space in order to increase and become successful, happy, rounded individuals. There's a misconception that Forest Schools is for Early Years; some of the most successful tasks have been with older young people, parents with mental health problems and children in secondary education. (Ref). The. . ?. . . . . . . . about allowing children and teenagers to grow with a feeling of value of who they are and presenting a positive contribution. It's all about using aspect as the tutor as opposed to being adult lead.
Plan - (see appendix. . . . . . . ), Rationale behind selection of activity and Learning Objective.
This activity was chosen as the reception class were considering the Handa Shock book and concentrating on healthy foods. Your day the activity was carried out a new pupil was present with his mother which added extra pressure for all your professionals. The learning environment offered opportunities for the kids to experience tasting different fruits as the kitchen area was next to the table where the activity was completed. The environment also had a large copy of the story so all the kids could actually see the history (for Communication, Words and Literacy) and experienced all of the elements needed to create the masks (Creative Development).
I thought the topic would provide itself to the next day's subject matter of healthy lunchboxes, that your whole university were focusing on. I thought we would give attention to any existing knowledge the children may have of different fruits and try to extend their knowledge of why fruits are best for us. This leads into Early Learning Goal (. . . ) of '. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . '(QCA, 2000).
My main learning aim, therefore, was to bring in the children to new fruits and preferences, using language and listening to each other to learn what each young one thought, within an accessible and pleasant environment, in order to encourage respect for every other's views and change taking.
The week before undertaking the experience, I prepared the resources needed in school and mentioned the other activities that my fellow practitioners would carry out. This involved printing, trimming and laminating the required pictures and masks. Also finding all the different fruits which were in the storyplot. I was struggling to find one fruits in particular therefore i improvised with a fruits drink that was made from the berry so at least the kids were able to style the favour.
I carried out this activity with a blended ability group of 9 children. I started by asking the kids to wash their hands as these were going to be eating super fruit. When all the kids were back their car seats, I gave all of them a bowl and a glass. I asked the children if they could remember the fruits in the storyplot of "Hands Surprise" which was read earlier. The children appeared to have a good attitude about being able to remember. With a little backup of the reserve I asked the children which was the first super fruit that the monkey needed out of Handa's container. I then slice the banana in parts and gave each young one a bit and asked questions such as 'what does indeed the banana style like?' 'How would it feel?' 'Do you like the banana?' The kids gave largely good descriptions of the fruit and used appropriate vocabulary such as 'creamy', 'slippery' and 'lovely'. I carried out the same regimen of lowering the super fruit into areas and passing a section to each child and asking them to describe what it tasted like and exactly how it sensed and whether they enjoyed it. Along with the Guava berry (which was the fruit I could not purchase) I enlightened the children of the problem and demonstrated them the picture of the berry on the carton of juice. I gave each young one a flavour and asked their point of view, the overall opinion was that the berries tasted 'delightful' but one child said that they 'didn't like it'. The best interesting discussion came while i asked the children what they thought the love fruit would look like inside, one child said that 'it might appear to be an orange', the same child that said the banana was creamy (expansion). Overall the majority of the children enjoyed the fruit tasting apart from one (standard) child who held giving negative reactions to the fruits expressing that he 'doesn't eat berries at home'. I was happy that at least he had tried some.
While the berry was being consumed I transferred around picture cards of the super fruit and asked each young one subsequently to pronounce the name of the fruit after me, most children had no problems with the pronunciations but one child battled with 'avocado'.
I encouraged each child to truly have a little taste of every fruit and if they didn't enjoy it then they didn't have to consume it and 'well done for trying' was always prompted. The extension child advised that 'attempting different fruits was best for us', 'as berries was best for us'. Which in turn led a child that was refusing to get one of these certain fruit to check it out. At one point the dismissive child asked if we were done and may he go and play.
Once all the kids had tried out all the super fruit and we had discussed them and I asked the final question "which was everyone's favourite and their least favourite", the entire end result being orange best, avocado most detrimental. I then told the children that they could go put their bowls in the sinks and wash their hands and go and play.
I imagine this activity resulted in all the children achieving the primary learning objective of introducing the kids to new fruits and preferences, using terms and listening to each other to find out what each young one thought and also to encourage respect for each and every other's views and change taking. The theory that the children's peer could influence the decision of another child. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
An effective learning environment will not leave children entirely to their own devices, but develops on what they can already do and troubles these to try new things. The role of the practitioner is essential in this process and rests within the interpersonal constructivist approach to learning. This theory was popularised by Vygotsky (1978, in Smith, 1999), who determined the 'zone of proximal development', (ZPD) to be a reason children's learning can be helped by others. Smith (1999) discussed:
'The ZPD is the distance between the child's developmental level and his / her potential level of development under the advice of adults or more capable peers' (Smith, 1999: 429).
As this was a 'hands on' activity, the children were taking a dynamic part in their own learning improvement. It was Piaget (1966, in Smith, 1999) who first postulated that the child is a 'lone scientist', producing information and constructing meaning through encounters with the world. Most of the children centered their attention on the fruits they liked using positive terms and participating in using words to describe what something tasted like or experienced. One child tried to extend the activity to see what the super fruit sounded like when bounced on the table saying ' the orange sounded just like a ball', this then inspired the children to continue testing the tones of super fruit by knocking on them. The (extension) child asked 'if there was nothing in the fruits would it sound the same'?
The relative success of this activity outlined that children of this time learn best through concrete encounters. When working with children of the age group it is preferable to adopt teaching strategies which allow for plenty of practical activities and exploration.
The fact that one child lost curiosity about the activity, means that I might need to build up this activity in some way to keep carefully the attention of the less able or enthusiastic children. This was particularly recognizable when requesting some children to utilize descriptive words to describe the fruit, as some children just repeated the word that their peer before them used. The words of one child was not as developed as the other children in the group, which excluded them from full participation.
On reflection, a new teaching strategy might have been employed to entail them more totally into the activity. It could be that they were more of a kinaesthetic do you really know what this means?learner than others, as he retained looking at the kids participating in, so maybe using an activity that involved movement may have maintained his attention.
Also the activity was extended longer than anticipated as I had to lower each individual berries into sections. If this activity was done again in the foreseeable future maybe cutting the super fruit into segments prior to the activity occurred would be a more successful methodology.
As due to this evaluation, I would have changed my plan to include more opportunities for the children to be involved in the activity in a more physical way, perhaps by using security acceptable knives the children may help me slice the fruit. This may help a few of the children with the fine motor skills as well. Also other ways of participating less able children might include asking them to take part in the prep of the resources by asking these to bring their favorite fruit from the story in so they feel they have a far more 'personal' involvement. Finally, the thing I would change would be to ask the kids to put on aprons, as it acquired very messy, including me, as I too got very untidy.
In conclusion, lately there has begun to be a realization in the UK that play is important. There's been a surge of initiatives funded by federal, such as Arts Council projects on creative imagination in colleges and areas. The publication of Brilliance and Satisfaction by the National Key Strategy (DfES, 2003) sets a major emphasis on the value of embedding the Foundation Stage and the Beginning to Three Things Framework in the work of local regulators across the kept, voluntary and private sectors.
Increasingly, research results indicate the value of the first many years of education. Children's potential to make use of spoken and written dialect fluently and confidently and for a range of purposes enables them to gain access to young what education provides. The adults working in early year's settings and classrooms have both the ability and responsibility to have an impact on the near future learning of their pupils in a significant and powerful way.
Play is, it appears, about the world and everything. It often must function in a hostile environment, however when it is encouraged, supported and expanded, it makes a major contribution to, and advanced effect on the development of people and humanity all together.