Introduction

This reflective journal will explore four different pedagogy's and contexts for learning in today's classroom.  They are inspirational to myself and I have found them motivational; enthusing my own learning.

I have discovered that the four topics that I chose: Montessori; Forest Schools; The Foundation Phase and Learning in Another Context are all intertwined with the same theorists, for example, Vygotsky, Piaget, Froebel and pedagogues such as Dewey and Montessori herself.

The holistic approach is visible in all four contexts,  developing the child through experiential learning and metacognition; enjoying the relevant learning in a way that does not feel like learning.

Bruce (2011) states that 'Froebel realised that a child's play is of central importance in developing and learning' and throughout this journal this is recognised.  Play, for all ages, is an integral part of understanding and schema formation in whatever setting the child is learning in.

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(Total word count 2174)

Learning in Another Context

Learning through experience was first developed by John Dewey who believed that cross curricular activities were essential for children to learn from experiences through a theme or project.  According to Pugh and Bergin (2005), with the correct preparation and post reflective summaries, learning in ‘informal environments’ can encourage investigation and schema formation to transfer knowledge from experiential learning into school learning. They also state that a child can ‘imagine new possibilities,’ ‘enrich’ their learning and ‘inspire’ a ‘school prompted interest’ while experiencing a new learning environment.

The National History Museum

Learning outside the classroom within another context is the foundation for all learning (Beard and Wilson, 2006), and for successful achievement the learner must ‘engage with the experience and reflect what happened.’ (pg. 20)

 

Cramp (2008) states that not only children that benefit from the informalities of outdoor or residential settings.  It is explained that children are more likely to act naturally outside the classroom enabling teachers to observe the real child and develop closer relationships that will continue within the formal school environment. 'Outdoor adventure' (p.173) builds risk taking, positive teacher/pupil relationships, behaviour modification, self-esteem, confidence, teamwork, self-knowledge, and encourages 'further learning opportunities.' (p.175)

Trecoed Village

The Government set out to improve learning outside the classroom, setting out a manifesto to emphasise the importance this has on children’s learning. This resulted in the 'Teaching Outside the Classroom Scheme'; a framework for outside learning. According to Welsh Governments guidance to outside learning, ‘Visiting new areas and exploring new environments broadens young people’s horizons.’

• Independence
• Safety
• Team Building
• Peer Rules
• Boundaries
• Spacial Awareness
• Fine and Gross Motor Skills
• Physical Development
• Social Skills: sharing; turn taking; friendships
• Communication Skills
• Risk Taking

'Outdoor settings can challenge, amaze and nurture both teachers and pupils.' (Cramp 2008) with children of all ages benefit from learning outside the classroom, however it is essential that practitioners develop the children’s learning with relevant areas to visit.

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