Strategies Currently Used in the Outdoor Learning Environment - Essay Example

Outdoor Learning Environment By + Sample 10 interviewees were considered in this study. 5 of them are parents of children who attend the center for various activities including outdoor play every Monday morning. The other 5 are practitioners all with a degree in early childhood studies and one has a specific role as an outdoor co-coordinator. All five practitioners work full time and take part in various activities within the setting. The setting is in a small town with surrounding villages ascribed to vibrant country life. Data Collection Tape Recorder Transcribed data Themes Generated Adults Role Home-School Partnership Curriculum Conclusion and analysis Various questions were asked to the respondents and the responses were tabulated in the form of a report that clearly indicated all the strategies of outdoor learning environment. Introduction The outdoor learning environment is very dynamic, rich and provides a natural setting for learning by young children. It can play a critical role in the development of these children because it provides a different perspective to the learning process. This is more so if the children are in the early years, what is commonly referred to as the Early Years Foundation Stage (Perry 2001). Research has shown that the act of being indoors has a positive impact on the child’s sense of well-being while also contributing to the various aspects of the child’s development. Being outdoors gives the young children an opportunity to make full use of their senses, to explore their surrounding and an opportunity to be physically active (Jones 2004). They get an opportunity to experience firsthand contact with the natural world more so the seasons and the weather. This is in sharp contrast to the confined environment of the classrooms; children also get an opportunity to do things differently than when they are indoors. This type of all rounded approach to learning is very critical to the progress of the child. Outdoor learning is usually remembered for long periods of time after the lessons have taken place. This is because; the outdoor experiences and adventures indulged in add to the relevance and depth to what is learnt in indoor environments. It influences the literacy and numeracy by making it possible to use theories learnt elsewhere (Saracho 2002). Children can use maps, charts, spoken word, measuring angles and bearings. It gives them a deeper meaning of the information. Educational practitioners are increasingly making use of the external environment as a tool for learning because of various reasons. Most important is that the environment has certain unique characteristics and features that can be adapted to offer valuable learning experiences to the children. Given that development has an all rounded agenda, it has been found that outdoor learning has the same value as indoor learning and both should be given priority. Another key role of outdoor learning is that it is based on the experiences rather than the historical nature of classroom learning and gives the children to source for primary data by themselves. For this to take place effectively, the children should be under the supervision of knowledgeable adults who are equally enthusiastic and understand the critical role that outdoor learning plays in the development of the child. While engaging in outdoor learning, children get the opportunity to deeply analyze their immediate outdoor environment (Saracho 2007). They get to make decisions and solve immediate problems and this helps them develop confidence in regard to their abilities. Key messages in regards to outdoor learning by young children 1. Outdoor learning has the same value as indoors learning Many children like being outside, it plays a major role in their development. As a result, outdoor learning should be carefully planned for so that it is fully effective. There should be adequate resources and planning for this to take place as required. This should be done simultaneously so that both indoor learning and outdoor learning complement each other. This smooth transition between outdoor learning and indoor learning helps the children maximize use of available resources while developing their ideas without interruption. 2. Unique characteristics of the outdoor environment The outdoor environment is never constant, things are constantly changing and each can provide certain lessons to the children. Children therefore get used to different aspects of the natural environment failure of which they might become bio phobic (afraid of the natural environment). Apart from the mental development, the external environment provides space for movement and this helps in building muscle mass and coordination among the children. When children become familiar with the outdoors they learn to recognize various noises in regards to the outdoor environment, develop the ability to hear, distinguish and respond to these noises (Taylor 2004). This environment also gives them the freedom to use other forms of movement and actions when conveying their ideas and their respective meanings. It usually provides a natural arena for sharing stories and songs. The physical health of individuals is also enhanced. This is because the outdoors has a higher concentration of oxygen, this is essential not only for cell respiration but also for proper brain functioning. A healthy brain is vital for the learning process and for their overall well-being. 3. Supportive Adults Children need to enjoy the outdoors but in a safe and secure manner. This requires the presence of adults who are also enthusiastic about the environment but also knowledgeable in matters pertaining to the environment. Adults are the role models of children and for their coaching to be effective, they must display the same time of characteristics that the children are expected to develop (Thompson 2008). These include; enquiry, motivation and development of a positive attitude. In as much as the children should be guided appropriately, they should be given the opportunity to make their own decisions although with relevant guidance from the supervisors. Over time, the adults should have an idea about the nature of the various children, what interests them or motivates them, how they learn best. With this information it is easy for the supervisors to come up with personalized learning programs for all the children so that their potential is fully maximized. 4. Learning outdoors has a positive impact on child wellbeing and development It has been proven beyond reasonable doubt that outdoor learning promotes development in various areas of the child; emotional, physical and cognitive achievement and development. Exposure to natural spaces such as gardens or parks is good for one’s health. The freedom that the outside environment gives to children has positive effects on their confidence and self-esteem. In this environment, children have the opportunity to be whatever they want; they can be messy or noisy. Due to the dynamic and changing nature of the natural environment, children develop and experience certain emotions and learn how to deal with them (Taguma 2012). Given that young children have an urge to explore their environment, children are more likely to be active while outside than when they are seated in the classrooms.it presents them with an opportunity to be free and tackle various challenges. All these skills that are developed at this early stage are critical as they will be used later on in life. 5. A learning approach that focuses on experience rather than equipment. For effective learning to take place, the focus should not be on the individual children and not the equipment available. There should be no restrictions on the activities that the children are expected to perform. They should be given freedom to do whatever they want because all children have different skills and are unique in their own ways. All that is required for this learning experience is a team of supportive adults who are equally supportive to guide the activities of the children (Jones 2004). These factors make the learning experiences meaningful and the children undergo holistic development. 6. Richly enhanced environment with relevant play materials. The outside environment should have a provision for materials that can be adapted for various uses. These resources should not have a prescribed pattern of use but should be flexible for various uses. They should not dictate what activities the child can engage in but rather complement whichever activities he wants to engage in. some of these equipment are digging tools, crates and tires, ropes and strings, paints, magnifying lenses and binoculars. Developing outdoor spaces Every external space is different and for it to be suitably used by children it must be adequately prepared. This should be in complete consideration of the total amount of space available so as to make maximum use of the available resources. Development of external areas should not be assigned to a single individual but should involve the relevant stakeholders such as staff, children, parents and the wider community. The process of developing such spaces follows four steps: self-evaluation, vision planning, action planning and ultimately the implementation. Despite the differences in various spaces, there are several factors that are common to both of them (Saracho 2002). Access and security Just like the indoor learning environment, the external environment must be easily accessible so as to facilitate quick access by the children. Learning is more likely to occur when individuals children van easily both internal and external environments intermittently because consolidate S the learning process. The area should have boundaries and secure entrances so as to restrict movement from outsiders (Saracho 2007). The children should be able to access the grounds to fully explore it, but unwanted outsiders should be kept at bay. Shelter and shade There should be mechanisms in place to protect the children from extremities of the weather. When the sun Is up, there should be a shade to protect the children from the high temperatures while when it is raining, the children should also be sheltered from the rain and the wind. This can be done creatively using hedges or by using canvas shades. Appropriate Clothing It would not be fair for the children not to experience the various weather patterns. Due to this, there must be provisions at hand so that the children can explore the environment in totality. There should be provisions for warm clothing and appropriate footwear. Appropriate storage The resources available and the clothing to be used should be stored in an area where they can be easily accessed by the children at their own convenience. This should be done preferably near the points of access to the open spaces. There should be enough allowance where the children can change from their clothes into appropriate clothing. If possible, there should be an allowance for washing at this venue. Variety of surfaces There should be a variety of soft and hard surfaces so as to increase opportunities for exploration and play by the children (Fisher 2010). These provide various atmospheres and bring out various activities and emotions in the children. A variety of surfaces that can be set up are: hard top, bare earth, rocks & stones and vegetative ground. The four elements Contact with the four elements is essential for learning and development of young children, these include: the earth, water, air and fire (Allen & Whalley 2010). The earth contains various features that are of vital academic use. This can be by close contact with the component s of the earth such as stones, sand, clay and mud. Children can also learn to grow and take care of plants. Water contains a lot of life and is crucial in the learning process. It should be also put into practical use such as watering of plants. Children can have the opportunity to make boats and rafts and dams. Children can explore the air by use of turbines, wind mills or by flying kites. It mostly involves the testing of the wind. They can also look at the flying patterns of various birds and insects. Fire is an important element of life and can be likened to the sun’s rays. Children can consider the shadows and their characteristics under various weather conditions. Natural spaces Naturally, children are attracted to the natural world and living things. Constantly being in such areas not only improves their wellbeing and reduces stress. They get an opportunity to increase their knowledge and they can better understand life processes and issues dealing with sustainability of life. It should be noted that the natural world is always changing due to the weather cycles and the children should have an opportunity to explore all of the possibilities. All the types of natural spaces should be considered: grasslands, wetlands, trees and woodlands. If these are not practically available, there can be small trees and climbing plants that have been planted in pots (Perry 2001). Growing spaces Given that the children must experience the life experiences first hand, there should be growing spaces where they can grow plants and take care of them until they are ready for harvesting. Common types of items to be grown are vegetables and fruits. If space is limited, the same can be planted in various pots. Active spaces The outdoor environment provides an opportunity to develop active and healthy lifestyles. This is because it provides space for playing and full body movement as they engage in various activities. Examples of activities that Children can engage in include; crawling, skipping, swinging, hopping and jumping, climbing barriers and sliding over various surfaces. Reflective spaces There should be open areas that allow for meditation by the children as a group or for individual children. In these areas, children should be relaxed and have an opportunity to develop a sense of wonder and awe about the world. Creative spaces The outdoor environment allows for the utilization of all the senses. Materials and sounds can be manipulated in various ways to support imaginative role play and share songs and stories. The good thing about natural resources is that they can be form new thing. N example is the multiple uses of pieces of wood or poles (Jones 2004). Social spaces Outdoor learning environment provides an opportunity for communication between children. They can freely discuss their problems, explain ideas to each other, ask questions and share their personal thoughts with their peers and adults. This further boosts their interpersonal skills. The layout of these areas can be such that it promotes communication. This can be by having the children sit under a tree or in a u - shaped setting. There should also be activities that are performed by one person so that it promotes interaction between the students. Offsite locations Apart from the outdoor environment that can be in the school premises, it is important for children to visit the natural environment such as the parks, woodlands, beaches and farms as this provides the children with a sense of space (Saracho 2007). The experiences in the natural setting are also of higher quality. However, there are a number of factors that should be considered; There should be provision for first aid services in case of emergencies The relevant permission should be obtained from the relevant authorities There should be adequate preparations, with both adults and children knowing what is expected of them Residential experiences This refers to an educational trip with the main focus being on the experience to be obtained from the trip. It usually involves one or two overnight stays and might involve camping or staying in hotels. Other activities involved can be fishing, sailing boats, hiking or nature trails and snowboarding (Allen & Whalley 2010). Children will have the opportunity to have varied experiences; this can be by looking at the differences in the cultures between their home communities and others. This can be a chance for the students to be taught the importance of nutrition and health balance by also giving them healthy foods. When children are away from their parents, they are able to make their own decisions and develop deeper relationships with their peers. After this visit, the children should be expected to write a report based on their experiences. It is also important to conduct a risk assessment of the site before the actual visit. Maintenance matters Maintenance should be considered when developing strategies in regards to outdoor learning processes. The natural plants have to be constantly looked after; watered and weeded. The equipment used will require regular cleaning and oiling in some instances. This might involve the hiring of professionals in this field to ensure that everything runs smoothly. The equipment used in this environment is very important teaching aids and therefore should be properly taken care of. Parent involvement Parents and guardians are the sole custodians of children. They should be consulted when planning such trips. The importance of outside learning to the children should be explained to them clearly. They should be able to understand and fully appreciate the value. Parents can also ensure their children have the relevant dressing to enable them to indulge fully while on the outside learning experience. Some of the parents can also provide additional locations for the children to visit and further experience the natural space. Recognizing achievement Outdoor learning activities are fun to the children. However, there should be constant assessment of their various knowledge and skills. The outdoor environment can be easily manipulated so as to provide various levels of challenge that is relevant to the various abilities and needs across a wide range of interpersonal and personal skills (Fisher 2010). When coming up with assessment criteria for children both informal and formal activities should be considered. This is because these activities bring out the true nature of an individual. By actively involving children in the process of assessment they develop a sense of ownership to the learning process. Self-evaluation resources There should be materials in relation to the external activity at hand that provide additional information on the subject. These resources help the schools and children to evaluate their progress in regards to the outdoor learning programs by having a list of questions that should be answered as the learning process continues. It also provides the important guidelines and the relevant steps to be taken during the process. Conclusion The main role of the outdoor learning program is to make children complement the knowledge obtained from the classroom lessons. They get an opportunity to put what they learnt into action. For these programs to be successful there must be adequate planning and gradual implementation. The outdoor learning programs help the young children adopt skills that will help them all through their lives. They will therefore be able to enter the educational or employment world with the relevant skills that are necessary to meet the opportunities and challenges presented by a rapidly evolving world. This program should be seen as playing a critical role in the learning journey of the young children. Bibliography ALLEN, S. F., & WHALLEY, M. E. (2010). Supporting pedagogy and practice in early years settings. Exeter, Learning Matters. FISHER, J. (2010). Moving on to Key Stage 1: improving transition from the early years foundation stage. Maidenhead, Open University Press. JONES, C. A. (2004). Supporting inclusion in the early years. Maidenhead, Open University Press. ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. (2001). Starting strong early childhood education and care. Paris, OECD. PERRY, J. (2001). Outdoor play: teaching strategies with young children. New York, Teachers College Press. SARACHO, O. N. (2002). Contemporary perspectives in literacy in early childhood education. Greenwich, Conn, Information Age Publ. SARACHO, O. N., & SPODEK, B. (2007). Contemporary perspectives on social learning in early childhood education. Charlotte, NC, Information Age Pub. TAGUMA, M., LITJENS, I., & MAKOWIECKI, K. (2012). Quality matters in early childhood education and care. Paris, TAYLOR, G. R. (2004). Practical application of classroom management theories into strategies. Lanham, Md, University Press of America. THOMPSON, I. (2008). Teaching and learning early number. Maidenhead, Open University Press. Read More