This blog is a representation and collection of the reflective
posts which apply to four different contexts for learning in twenty first
century. The interesting and creative posts are directly related to specific
areas such as play and outdoor learning in early year’s education. The next
post looks into the Montessori methods and concepts of education. The fourth post
refers to the University of Third Age. The reflective posts explored in this
blog include valuable and informative research supported by the variety of
academic and credible sources that look into the principles of each context.
Monday, 15 April 2013
Play
Throughout the centuries, the majority of researches and theories
presented the importance of play in a child’s development. It is very ambitious
to find a clear definition of play which would highlight and cover all
significant aspects of it in the learning process. According to Bruce (2004), play is an
umbrella of broad and vital terms in which children learn. The significance of it was initiated and
created by children based on their primarily needs and interests. It is a spontaneous and enjoyable form of
learning.
The educational pioneer, Friedrich
Froebel (1782-1852) in his theory and practice changed and shaped the concept
of play in children’s early years education.
Froebel established that play was a spiritual activity which connects
together all aspects of a child development (Bruce, 2004).
The structure and form of play covers six areas of
learning, such as:
- Personal, social, emotional development
- Communication, language, literacy
- Mathematical development
- Knowledge and understanding of the world
- Physical development
- Creative development
Another theorist Jerome Bruner (1983), stated that play is “preparation for the technical and social life that constitutes human culture”. Bruner believed that play enables children to practice for the next step of development and move from subject or area without the fear of failure (Bruce, 2004).
The next significant theorist of
early childhood education was Jean Piaget. Piaget’s breakthrough was the
concept in which a child learns and thinks. Piaget innovated a theory of stages
for a child’s cognitive development. Additionally, he established three stages
of play – functional, symbolic and games with rules. His theories had a major implication on early
year’s education. For the first time, inspired by Piaget theories, the Plowden
Report in 1967 acknowledged the importance of play in learning process (Tassoni
and Hucker, 2000).
There are many forms and shapes of play
such as: role play, imaginative, socio-dramatic, constructive, fantasy,
free-flow, structured etc. (Wood & Attfield, 2008). All these forms help
children to develop their imagination, problem-solving abilities, creativity,
thinking and understanding skills, decision-making, communication and
observation skills, etc. For young children play is an inseparable part of
their lives which helps to express themselves. Susan Isaac (1929) in her book, The
Nursery Years, explained that play is a learning experience, by hands on
activities and role play children discover and learn about the world they live
in (Tassoni and Hucker, 2000).
Across the world, the educational
provisions identified and implemented that play is the most effective tool of
learning in early year’s curriculum.
Play has lifelong benefits which help in further life and education.
Play is beneficial to help children discover the sense of self, build their
confidence and self-esteem. It offers children the ability to interact with
others, share and work within a group. Through play children can connect with
the world, their environment, peers, parents and family (Wood & Attfield,
2008).
From childhood to adolescence the power
of play occurs in many forms. All over the world play is one of the significant
aspects by which human identity, culture and intelligence begin its
development. It is a necessity and
luxury to teach children through play in order to receive effective results in
learning process. It’s a doorway with never ending resources. To summarize the
significance and benefits of play in child learning process there are two short
videos attached below to give a clear and valuable sense of play.
Reference
Bruce, T. (2004) Developing Learning in Early Childhood.
London: P.C.P
Tassoni, P. and Hucker, K. (2000) Planning Play and the Early Years. Oxford: Heinemann.
Wood, E. & Attfield, J. (2008) Play, Learning and the
early Childhood Curriculum. (2nd ed) London: SAGE.
Outdoor learning
Outdoor
learning offers an opportunity for better results in learning process.
Must
we always teach our children with books?
Let
them look at the mountains and the stars up above.
Let
them look at the beauty of the waters and the trees and flowers on the earth.
They
will then begin to think, and to think is the beginning of a real education.
(David Polis, 2012)
School is a very important structured
setting where children learn, but it’s not only where education takes
place. There are many of different forms and places outside the classroom which
promote and offer education such as playgrounds, local parks, museums, galleries,
zoos, farms, etc.
There has been much research done
to prove and highlight the significant role of outdoor learning in a child’s
learning process. According to
Humberstone and Stan (2011), the outdoor learning promotes and contributes to
pupil’s well being, better learning achievement and overall enjoyment.
One of the most influential
educational pioneers, Friedrich Froebel (1782-1852), had a massive impact on
how outdoor learning is perceived. Froebel is well known for the kindergarten
system. He based his experiment in the garden and viewed it as a community. He
argued that natural environment is a key feature in child’s spiritual
development (Joyce, 2012).
According to Margaret McMillan
(1860-1911), children learn more from natural environment. She emphasized the
importance of children’s physical, language and emotional development
contributes to receive effective learning outcomes. She opened the first open-air
nursery school in 1911 (Tassoni, 2000).
The next important educationalist who
highlighted the value of outdoor learning was Susan Isaac (1885-1948). Susan Isaac promoted the outdoor environment
mostly for children aged 2 and 8 years. She stated that learning outdoor is
rich in resourced and areas that stimulated and promoted different ways of
child’s intellectual and emotional development (Humberstone and Stan, 2011) .
The outdoor learning contributed to nurturing
children’s spiritual awareness, physical health, emotional well-being and
intellectual life. Across many different forms and activities children can gain knowledge and understanding of the
world. It highlights the importance in a child’s physical, emotional and social
development through outdoor activities (Garrick, 2009).
In twenty first century, the fears of
crime, abduction and any other forms of accidents decreased children’s
opportunities for outdoor learning.
However, it is important to help children identify and learn about risk
and fun. Joyce (2012) stated that by helping children to identified risk and
safety of outdoor learning, children develop their understanding,
responsibilities and independent skills.
In conclusion, there are many valuable
features about outdoor learning. Throughout the years learning outside the
classroom was, still and will be promoted and encouraged in the education
system. There is no end of places where
children can learn and develop their skills. For children, the outdoor
environment and its realistic concept of the topic may be easier to understand
and learn. Children are more engaged and motivated in learning process which
converts learning into interesting, exploring, discovering and exciting adventure.
Outside learning, for its form, may improve children’s attendance and reduce
child’s behavioural problem. Additionally, it is an amazing opportunity to teach
children about the environment, local area and the world they live in. It is
principal opportunity to develop children’s responsibility as citizens. The mind map presented below will bring up all significant aspects of a child's outdoor learning.
Reference
Garrick, R. (2009) Playing Outdoors in the Early Years. (2nd
ed) London: Continuum
Humberston, B. & Stan, I. (2011) Outdoor learning: primary pupils’ experiences and teachers’
interaction in outdoor learning.
Education 3-13: International Journal of Primary, Elementary and Early
Years Education. 39:5, 529-540. Routledge
Joyce, R. (2012) Outdoor Learning: Past and Present.
Maidenhead: Open University Press
Polis, D. (2012) quotes taken from http://fpdcc.com/conservation/ [accessed on April 5th 2013]
Maria Montessori
Dr. Maria Montessori pioneered a new concept of learning system in a child’s
early year’s education. Maria Montessori
was born in Italy in 1870 and died in 1952. She started her first classroom called
Children’s House in 1907. In 2007 it was the 1000th anniversary of
her methods and techniques which changed the education concept. Her
methods are widely used in education and there is around 22,000 schools which
implements Montessori’s principles. Montessori began her educational experiences
by working with special needs children. She strongly believed that those
children could learn how to become members of society by use of special
teaching techniques and materials that utilize sensory education and hands-on
experience. Maria Montessori emphasized that prepared educational environment
is a key success in a child’s learning process. She believed that children
should be taught naturally and spontaneously. In her methods, she stressed on
the development of a child as a whole person, not only concentrate on the academic
side (Gutek,2004).
Maria Montessori was a
pioneer of a new educational concept. She believed that children should be
respected in education and learn for themselves. She promoted a child as an
independent and active learner. Montessori’s ambition was to teach children
through practical life experiences and theme based learning. This holistic
approach aimed to develop a child’s language, literacy skills, physical
education, practical life skills, arithmetic, self-discipline and manipulation
of environment (Isaacs, 2012).
Maria Montessori believed that recent
education system was based around a teacher-centered approach rather than a
child-centered approach. In Montessori’s educational principles, teachers play
different roles than in a traditional school. Teachers are renamed as
‘directress’ who direct and guide children through they own learning. Teachers
are trained on specific Montessori methods (Gutek, 2004).
Montessori’s educational
vision was based on the practical life skills. Children need to develop those
skills first to be successful in further learning. The activities include
personal cleanliness, hygiene and home duties such as hands and face wash,
dressing, cleaning, gardening, zipping, tying, lacing, buttoning etc. All
materials for those activities are accessible to children in height, so
children can reach them and return them to their location. Children are able to
use specific materials designed by Montessori and only available in her school.
They are able to play with those tools freely to gain the knowledge from them.
The variety of activities support children’s self-reliance, self-confidence and
become more independent. It also promotes developing muscular, motor and
coordination skills (Isaacs, 2012).
Furthermore, Montessori
stressed the importance of sensory education activities. From birth to the age
of six, children are sensorial explorers. They learn and discover everything by
environment, language and culture. The first six years of life are most
significant because a children’s subconscious learning is gradually brought to
the conscious level.
The next valuable key
feature of Montessori’s methods is that children make choices and take the
responsibilities for their actions. In a well prepared and organized setting,
children from young ages learn and take part in responsibilities, rules,
routines and any other duties (Gutek, 2004). This helps them to become better citizens and
deal with further problems in their life.
Montessori, in her methods,
promoted mixed age group learning. This method differs from the traditional
setting. It allows children to interact, discuss, take turns, observe,
communicate, work and learn with others. It builds their confidence,
independence, patience and tolerance (Isaacs, 2012).
The significance of
Montessori’s beliefs and principles changed education. She opened the human
mind to a vision that childhood education is a master route to help develop
better and stronger human beings. She emphasized the value of a child in a learning
and discovering environment. The video attached below in interesting form
highlight the principles of Montessori education.
Reference
Gutek, G.L. (2004) The Montessori Method: The Origins of an Educational Innovation. Oxford: Rowman
& Littlefield Publishers, Inc.
University of Third Age
“It is never too late to learn”
(2006)
(2006)
The
University of Third Age and lifelong learning is the continued educational
experience in adulthood. It is never ending process which starts from birth,
through childhood, at school, home and in workplace. The learning of third age takes many different
forms, ways or routes. The variety of courses and groups are available in
Colleges, Universities, Local Community Centres or even online programmes (Barlett,
2003).
There are
many of concepts and theories about lifelong education. The official idea of lifelong learning was adopted
by UNESCO in the 1970s (Crowther & Sutherland, 2006). The concept of learning for older citizens
spread around the world with big potential and inspirations. In the United
Kingdom, the first University for older citizens was initiated in 1982, supported
by the independent and national organisation, the Third Age Trust
(Boulton-Lewis & Tam, 2012). At present, there is about 886 U3A in the UK with
298407 members.
Adult learning
is known as andragogy. It represents theories and concepts of education for
adults. Lifelong learning is virtually
universal and distinctive. It is for a society who wants to learn and develop
their skills. Some member’s joined the U3A because they never had chances to
get back to education at a younger age or learn about things that fascinate
them. The subjects covered are a variety of themes, from arts, chess, knitting,
photography to zoology. It is learning for life (Boulton-Lewis & Tam, 2012).
The concept of
learning in the twenty first century has changed. With rapidly developing
technology and economy most of society is under educated or unskilled. This is
the most significant reason why individuals want to return to education. The
wide range of courses helps the older generation to keep up to date with the
modern world, up skill their knowledge and follow the trends. Also, growing poverty and unemployment has pushed
individuals to return to education (Barlett,2003).
The interest and
demand for training courses for adults in the twenty first century has increased.
It becomes more popular and acceptable to get back to education at any age. Learning in third age, has helped individuals to fulfill personal live, engage in
society, develop professional skills and build up the knowledge. It is very
beneficial and enjoyable to all. It helps to adapt to changes, keeps them involved
in an active contribution to society and improve physical health. Additionally,
it benefits in self-fulfilment, strengthens self-esteem and confidence.
On the other
hand, there are many personal and institutional barriers which hold adults from
participation in education. The most
common barrier is lack of time and financial difficulties. As wells as lack of
confidence and low self-esteem could stop individuals from returning to
education.
This topic is
very fascinating and inspirational for others to take initiative of their life.
There is a lot more interesting information about U3A on their national website
www.u3a.org.uk. The education is a golden
key to open any door and it is never too late to make the dream came true.
Reference
Barlett, S. and Burton, D. (2003) Education Studies. Essential Issues. London: SAGE.
Boulton-Lewis, G.M. and Tam, M. (2012) Active Ageing, Active Learning: Issues and Challenges. London:
Springer.
Commission of the European Communities (2006) "It is never too late to learn" quote taken from
[accessed on April 4th 2013]
[accessed on April 4th 2013]
Crowther, J. And Sutherland, P. (2006) Lifelong learning: concepts and contexts. Abingdon: Routledge.
www.u3a.org.uk [accessed on April 4th 2013]
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