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.

431 Words

The Foundation Phase

 

In 2000, the Welsh Government produced the document, ‘The Learning Country.’ setting out a new curriculum structure for Wales with its main aim to put the learner first and give everyone a 'Flying Start.'

 

In 2010 replacing KS1, The Foundation Phase; a framework for the education of children aged from 3 to 7 in Wales was implemented.  Its main principle; learning through play and exploration within safe and stimulating indoor and outdoor environments, promoting well-being and social development (Maynard and Waters 2007). Through play, children learn to experiment and take risks, enabling them to make decisions and solve problems; learning through discovery and exploration to enhance the child’s understanding of the world. It aids self-awareness, self-esteem and self-worth. 

The Foundation Phase abide by the UNCRC's seven core aims and also acknowledge the UNCRC’s regulation that all children have a right to be educated which is stated within 'Rights to Action' .

 

 

Underpinning the Foundation Phase is The Skills Framework 3-19years providing guidance on Areas of Learning within The Foundation Phase-

·         Personal and Social Development, Well-Being and Cultural Diversity.

·         Language, Literacy and Communication Skills.

·         Mathematical Development.

·         Welsh Language Development.

·         Knowledge and Understanding of the World.

·         Physical Development.

·         Creative Development.
 

 

Throughout the Foundation Phase, The Skills Framework sets out a developmental model. Children work towards outcomes embedded within the document and through observation and careful planning the children will develop their thinking, communication, ICT, numbers and the Welsh culture through curriculum Cymreig.

Children learning through the Foundation Phase will learn holistically, and move on with their learning when they are ready. Different learning speeds and abilities are recognised and children learn at their own unique pace. As a child centred programme the balance between teacher intervention and the child’s learning is important, as is the adaptability of the curriculum and planning. The children learn through discovery and exploration, making their learning meaningful. Play enables children to take control of their own learning. It encourages imagination and creativity along with social and peer rules and respectful relationships.  As Levin (2000) states, play is a ‘powerful’ learning process, where children use their own knowledge to understand the world.  Through play children develop literacy and numeracy skills alongside communication, spacial awareness, and gross and fine motor skills. With today’s children not experiencing as much play as in previous years, schools can now promote a learning with the child not seeing it as school as they engross themselves in a chosen activity.

 
408 words