Outdoor Play and Learning | Analysis

Outdoor Play and Learning | Analysis Discuss with reference to curriculum documentation and relevant research literature the importance of effective provision and planning for outdoor play and exploration in UK early years settings. In this assignment I am going to look at why it is relevant for effective provision and planning for the outdoor environment in the early years in the UK. Outdoor play is a vital element of young childrens physical, social and emotional development. Play is a young childs activity for learning. Therefore making the most of outdoor play is essential, providing plenty of experiences in a varied manner for children, early years settings are in a unique position to offer these, fully integrated with the indoors. The four aspects of Birth to Three Matters Framework include examples of experiences that very young children should have both indoors and outdoors. Similarly, the curriculum guidance for the foundation stage includes many ideas for taking learning outside. All six areas of learning can be effectively promoted, from the earliest stepping stones through to the early learning goals at the end of foundation stage. The statutory framework for the Early Years Foundation stage: setting and standards for learning, development and care for children from birth to five. (DCSF 2008) states the following in relation to the outdoor environment; ‘Wherever possible, there should be access to an outdoor play area and this is the expected norm for providers. ‘The indoor and outdoor environments (should be linked) so that children can move freely between them. ‘A rich and varied environment supports childrens learning and development. It gives them the confidence to explore and learn in secure and safe yet challenging, indoor and outdoor spaces. ‘Children must have opportunities play indoors and outdoors. All early year providers must have access to an outdoor play area which can benefit the children. If the setting does not have direct access to an outdoor play area they must make arrangements for daily opportunities for outdoor play in an appropriate nearby location. ‘Being outdoors has a positive impact on childrens sense of well-being and helps all aspects of childrens development. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and ‘Principles into Practice card 3.3: Enabling Environments- the Learning Environment). The EYFS statutory framework for the EYFS is put in place so that every child in a setting environment has the best possible experience of the outdoors, as so much learning and development goes on within the outdoors and to cover the six early learning goals. The outdoors offers a unique environment, which is very different from the indoors. It offers space and freedom to try things out, to explore and experiment without the constraints associated with an indoor environment (Tovey 2007). Some opportunities for learning can only happen outside. The experience of a change in the weather, finding insects, making a large scale construction/painting all of these motivate children into mental and physical engagement, and can only be done outside. In fact all learning goals can be achieved outside while the childrens health and well-being are also being boosted. Outside children can run fast, shout and squeal and find out what their bodies and voices can really do (Ouvry, 2008). The space is more open, less confided and the greater space; the more unrestricted the movement possibilities. Indoors is a space where adults are in control, but outdoors as fewer restrictions, where children can escape the controlling eyes of adults (Stephenson 2002). The four main thinkers of early childhood towards the curriculum, advocating outdoor provision as essential for childrens learning and development are; Friedrich Froebel , Margaret McMillan ,Susan Issacs and Maria Montessori. â€Å"These four all held the view that the young child is first and foremost a whole person, with thoughts, feelings and imagination that need to be cared for and cherished† (Curtis 1986. P.5).They all believed in a child centred approach and free-flow play. Young children are motivated and wish to learn, they dont have to be sat at a table quietly (Curtis 1986). Friedrich Froebel argued that play was a serious and significant activity for the young child. David Cohen (1987) suggests that Froebel was the first educator to use childrens play for practical purposes. In order to help children learn through play Froebel devised series of playthings and games (Bruce 1991). As Curtis (1986 p.6) points out, he used the ‘timeless playthings of childhood in his curriculum. ‘Balls, boards, sand, clay, for example, have made up childrens play throughout the ages. The role of the adult is crucial in Froebels approach to play. Cohen however doesnt agree that children should learn particular things, as that would be to advocate play as preparation for life. Froebel valued play because it helped children to make meaning, and as Janet Moyles (1989 p.168) points out the importance of adults and children being ‘equal partners in play, as in conversation (Bruce 1991). Janet Moyles (1989, p.24) points out that Froebel pioneered the theory of firsthand experience as the basis of play, but this was entirely different to that, Seguin (1812-1880), who developed learning though the senses for disabled children. This curriculum was aimed towards a particular direction. However, Froebels approach to play was targeted at all childrens needs, rather than Seguin, who concentrated on disadvantaged children (Bruce 1991). As Yvonne Conolly (1983) points out (OMEP), ‘A good Curriculum is a good curriculum for all (in Bruce, 1987, Ch.9). Margaret McMillan, pioneer of nursery education campaigned for an education centred on the garden. She was the first person to model a nursery with children flowing freely between the inside and outside environment she quoted; ‘The best classroom and the richest cupboard is roofed by the sky. She put so much emphasis on the outdoor environment that it has been recognised by the Qualifications and Curriculum Authority in its good practice guidelines for the early learning goals, which repeatedly stress those young children, should have access to a well-planned outdoors (Ouvry 2008). McMillan expanded on the ideas of Froebel, to see children playing as the integrated activity. It was through the garden that we see her begin to develop the free-flow play side of the curriculum. It is interesting to see that for Froebel, McMillan and Issacs, it was the childs free play in the outdoors that led to their greatest contributions to the early childhood educational curriculum (Bruce 1991). Issacs valued free-flow play because it gave children freedom in their actions, thoughts and emotional expression. Issacs further stressed that play also meets the emotional needs of a child, as they express all emotional during play (Bruce 1991). Montessori, who was also a pioneer for education, she thought it was an insult to children to suggest they should play. Montessori provided children with specific sense training apparatus which she expected them to use in an exact manner within the classroom, whereas McMillan believed children gained better sensory experience by playing in the garden (Bruce, 1991). Surely if practitioners are planning and setting up the activities that a child plays outdoors it is not really the childs freedom of choice, in a way it is still like the Montessori approach. Both Sylva and Bruner argued, in the 1980s, that structure is a characteristic of materials and activities themselves. Structured activities such as construction are the most challenging and unstructured materials, such as sand and water, and open ended resources, outdoors lack any clear goal structure and, therefore, do not challenge childrens minds (Bruner 1980; Sylva et al 1980). Ouvry (2008) suggests making the most out of the outdoor area is also important, so that the children in that setting have the best opportunities possible and the changing of resources provided should be different daily. Also, it is important that the children have the opportunity to explore different resources and not stick with their favourite all the time i.e. bicycles. So Bruner and Sylvas research isnt very clear as all settings have a number of different opportunities for children to do in the outdoors environment, structured and unstructured. Children learn from them all in different ways and they are all targeting the six areas of learning. Piaget saw movement and physical development as the provision for higher levels of thinking. However Smith (p.68) argues this point and believes ‘it is stillness we have to justify, not movement. Early Years children cant be sat down all day they need freedom to express themselves and explore their environment in order to learn new things, sitting down is going to make them more likely to disengage with what is going on. If movement is such an important aspect of a childs development, access to outdoor space must be part of a daily routine in order to nurture this mind-body growth. ‘Children want space at all ages. But from the age of one to seven, space, that is ample space, almost as much wanted as food and air. To move, to run, to find things out by new movement, to feel ones life in every limb, that is the life of early childhood. So said Margaret McMillan (1930) Childrens entitlement to high quality outdoor play experiences is strongly supported throughout the Early Years Foundation Stage (EYFS) Framework and early years providers have a statutory duty to facilitate daily outdoor opportunities all year round for the children in their care. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and ‘Principles into Practice card 3.3: Enabling Environments- the Learning Environment). When children are denied adequate space they often feel desperately frustrated and this can lead to uncooperative behaviour. Research has shown that in environments that enable children to move about, to collaborate with others and take frequent breaks during calm activities, the behaviour of children who have a tendency to lose their temper or get over excited is less disturbing (Berk, l. E and Winsler, A 1995). This therefore shows that the tendency for children to shout and squeal and run around and be very ‘hyperactive is taken outside there that type of behaviour is accessible (Ouvry 2008). Ouvry (2008) states that boys brains mature in a different sequence to those of girls and in some areas, at a slower rate. Boys first develop the parts of the brain for knowing about movement and space in which they have to move themselves and other things. Other areas of the curriculum then arise meaningfully out of play. Girls, stereotypically like playing imaginatively in the home corner and working with and alongside adults. Girls come to an understanding of adult world through domestic play and talk; they use reading and writing in their play because their brains are more developed for language at the three to five year old stage. The whole emphasis on activities that focus on children who are good at talking, fitting in, quick at learning and understanding other peoples intentions. Boys can tend to feel uncomfortable because they tend to feel more secure in the outdoor environment, where they can be themselves and still learn from their experiences just in a different manner. By the setting giving less attention to the outdoors environment and quality of outdoor play, they may be denying access to education to a significant number of boys (Bilton, H. 1998). The outdoor space must be viewed as an essential teaching and learning environment which is linked with the learning that goes on inside, but with even greater status because it allows for children to learn through movement. If we believe that young children learn through play and that play is thought in action- then offering children a playing space outdoors would seem the most effective means to fulfil their need to play, learning through first hand experiences and cooperate with others, that also cover the six main learning goals (Ouvry. 2008). Despite the much higher profile given to outdoor play in recent years with the introduction of the Curriculum Guidance for the foundation stage (QCA 2000), there is still evidence that the ‘purpose and value of outdoor play is not well understood'(Tovey. 2007). Many practitioners have an unconscious belief that effective learning only happens when children are still, quiet and calm, with a pencil and paper at hand and with a teacher nearby to offer instruction. The idea that when children are physically active, many people believe they cant be learning anything to do with the curriculum (Ouvry 2008). But then what about forest schools, they are based outside all of the time and are still based on the curriculum and the learning intentions are still met and this is all due to planning for the six areas of learning. It is certainly true that if the outdoors is not well planned and the setting does not have clear aims for the childrens learning outside, then practitioners may find it difficult to see any worthwhile learning going on outside. This is however true when considering any environment for young children inside or outside. Without clarity of aims and learning intentions for children in play situations, it is impossible to know what to look for when observing the children or to know how to further the childrens learning. Structuring the environment and supporting childrens learning is as important outside as in (Ouvry 2008). The key person working with a four-year-old child may have observed on several occasions that the child is rather unsteady when moving around the outside area. The practitioner then plans to build an obstacle course to give the child lots of opportunities to use a wide range of physical movements. These then support the planning for enhanced provision. In many cases, this planned adjustment and enrichment of some aspect of the settings provision will also be relevant to other children in a group. Many of the other children in the group will enjoy helping to build and develop the obstacle course and will join the focus child in actively using and enjoying the challenges it offers. ‘The right of the child to rest and leisure and engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and arts. (UNICEF 1989). There are constraints and fears that limit childrens opportunities for play particularly outdoors, deprive children of essential childhood experiences and opportunities- opportunities to develop friendships and to make relationships, to experience all emotions, to take risks, have adventures and misadventures, to have contact with nature and the environment (Casey, T. 2007). Children need to climb, run, jump, an bash balls against walls (Lewis Howdle, lecture, RIHE,1980). http://nationalstrategies.standards.dcsf.gov.uk/node/83976 http://www3.hants.gov.uk/childrens-services/childcare/providers/childcarepublications/horizons/horizons-issue-16/outdoor-learning-and-the-eyfs.htm http://nationalstrategies.standards.dcsf.gov.uk/node/151379 http://nationalstrategies.standards.dcsf.gov.uk/node/132681 http://www.teachingexpertise.com/articles/planning-quality-provision-early-years-5276

Act one of the crucible Essay

Most of the names shouted out may be random, but Abigail has a vengeance to settle. This is why Elizabeth Proctor is later called to trial. Act One doesn’t show Abigail shouting out Elizabeth Proctor’s name because it would ruin the climax when Elizabeth must go. It would make it far too obvious and the audience would be expecting it. Even though confusion runs high in this act, Miller manages to slip in a few important and easily understood facts, such as who has a grudge against who and why they bear that grudge. Some of the grudges are quite complex and are over complicated matters such as Abigail disliking Elizabeth Proctor. This grudge is quite complex because it is mixed up in the fact that Abigail is jealous of Elizabeth for being John Proctor’s wife. Others, such as Thomas Putnam’s grudge against Rebecca Nurse are quite simple. These grudges manage to affect justice later on in the play, because everybody is just out to settle a personal score. Act one is a good introduction to this. Each character adds the influence of their personality. They also bring forth their own piece of information to the story. Each character has a small, domestic story line which is eventually shown to give an extra insight into the story. Each character adds tension to the story line in the shape of what information and dramatical influence they have to give to the play. One other question is that of witchcraft. Did the girls actually do anything magic in the forest or were they just mucking around and pretending that what happened was worse than it actually was, just to get a bit of attention? There are conflicting statements about what they were doing. At the beginning Abigail is saying that all they did was dance. Then, slightly later, Mrs Putnam says that her daughter, Ruth, was trying to conjure up the spirits of her seven dead babies. Also, when Betty wakes, she talks about Abigail drinking blood and making a charm to kill Elizabeth Proctor. It is also mentioned that Tituba did some of her ‘Barbados magic’. With these different explanations, the reader and audience must rely on attitudes and behaviour to give them the answer. Mary Warren, for instance, is very nervous and this must be for a reason. Also, Abigail gets very tetchy and defensive to start with whenever witchcraft is mentioned. It is here that the phrase ‘there’s no smoke without fire’ comes into play. The girls were obviously doing something which wasn’t allowed otherwise they wouldn’t act so anxiously around the subject. The film had an interesting take on the opening sequence. Whereas in the book, the girls were supposed to have been dancing in the forest to Tituba’s songs, the film shows them performing proper black magic. They have a cauldron and are standing in a circle around it. One by one they drop a herb or some flowers into the mixture before, finally, Tituba kills a bird and puts that in as well. This was an interesting way to start the film as it makes it look as if the girls were actually dabbling in the occult. This is another example of how Miller uses confusion constructively as it makes you think about what’s really happening. This play has roots on many different levels, not least in the domestic family life – Most referred to in Act One and Act Two. It is a kind of commentary on family life, neighbourly feuds and shrouded affairs gone public. Miller’s play tells a story of guilt, regret, darkness, anger, vengeance, mass hysteria, hope, benevolence among the unscrupulous and heroism. In his lavish text Miller makes sure that there is always at least one emotion which you can relate to and that there is always a saving-grace for each character, something to make you sympathise with them-if only a little. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Appropriate Consequences for Student Misbehavior

Students will misbehave in class. As teachers, we might not be able to stop all forms of misbehavior before they start. However, we have complete control over our own reactions to student behavioral issues. Therefore, we must choose our responses wisely, making sure that they are appropriate and logical. The old adage, the punishment must fit the crime, is especially true in a classroom setting. If you choose something illogical, students will learn less than if your response directly relates to the situation, or they might miss out on important information being taught in class that day. Following are a series of situations that have been chosen to illustrate appropriate responses in your classroom to help establish behavior management. Note that these are not the only appropriate responses, but instead chosen to show the difference between appropriate and inappropriate consequences. A student uses a cell phone for non-academic purposes. Appropriate: Tell the student to put the phone away.Inappropriate: Confiscate the cell phone.Explanation: A cell phone policy should be clearly stated in the student handbook and reviewed with students whenever there is an infraction. Teachers should record repeat offenders in order to share that the student is distracted in class with parents. Rules should be designed to meet the needs of students while addressing educators’ concerns. Some districts allow teachers a choice to make the decision by clearly posting if students can use their devices. Information on the webiste  Common Sense Media can help teachers plan for device use that considers digital citizenship and student safety. Regardless, digital devices like cell phones should only be used in class when there are specific goals in mind, critical thinking, collaboration, advancement, and equity. A student is late to class. Appropriate - The student misses the daily starter or do-now activity and could lose any points associated with this activity.Inappropriate - The teacher ignores the situation, and the student has no consequences for their tardiness.Explanation - Tardiness is a big deal, especially if left unchecked. Teachers should have a tardy policy in place to deal with problem tardies. Having a daily do now or warm up is one way to give students an immediate benefit for being to class on time. One note of caution, a student who is frequently tardy could build up a large number of zeros for not completing the warm-up activity. In this case, the warm-up activity could be used for extra credit points. There is a differemce between grading for ability and grading for behavior. A student does not bring in his or her homework. Appropriate - Depending on the school policy, the student could lose points off their homework assignment. The student could also receive a lower rating in academic behavior.Inappropriate - A lack of homework results in the student failing the class.Explanation -Homework is done outside of the control of the classroom. For this reason, many schools are deciding not to penalize missing homework. If teachers grade only in-class or summative assessments, then the grade accurately reflects what students know. However, keeping track of homework for completion can be valuable information to share with parents. National Education Association (NEA) suggests that all stakeholders (teachers, parents, and students) work together in any effort to set homework policies. A page on the NEA website states: Policies should address the purposes of homework; amount and frequency; school and teacher responsibilities; student responsibilities; and, the role of parents or others who assist students with homework. A student does not have materials (pen, calulator) needed for class. Appropriate - The teacher provides the student with a pen or pencil in exchange for collateral. For example, the teacher might hold on to one of the students shoes to ensure that the pen or pencil is returned at the end of the class.Inappropriate - The student does not have materials and cannot participate.Explanation - Students who can not finish any classwork without materials. Extrae quipment (calculators) orsupplies should be available in class. A student does not have their book in class. Appropriate - The student does not have a textbook during the lesson for the day.Inappropriate - The teacher gives the student a textbook to use without comment.Explanation - If textbooks are required in your day-to-day classroom, it is important for students to remember their texts. It is a rare situation where you have more than a couple of extra textbooks in your class. If students accidentally take an extra text with them, you will have most likely have lost that text forever. A student does not raise their hand but calls out answers instead. Appropriate - The teacher does not respond to the student who calls out and does not call on them.Inappropriate - The teacher allows individuals to answer without having to raise their hands.Explanation - Requiring students to raise their hands is an important part of wait time and effective questioning techniques. If you do not continuously uphold this rule, then students will no longer raise their hands in class. A student uses a curse word in class. Appropriate - The teacher reprimands the student saying, Do not use that language.Inappropriate - The teacher ignores the curse word.Explanation - Profanity should have no place in the classroom. If you ignore it, students will take note and will continue to use it in class. Note: Realize that if the profanity was used against someone else in the class, a form of bullying or harrassment, the consequences should be greater than if a curse word just slips out. Record the event.