1. Beach School
‘The best classroom and the richest cupboard is roofed only by the sky' - Margaret McMillan
Introduction
Providing the best possible early years
experience is a constant quest. As research and
knowledge progresses, we must adapt to
provide our children with the opportunities that
fit their individual and ever changing needs.
We champion individual
thinking. We need to create minds that are
independent, active, problem solving
individuals who want to explore, invent and take
on challenges. This can be done through
adventure learning in the form of beach
school.
With 11,000 miles of coastline around the
British Isles there is plenty of space for all of us.
Ethos
Beach school is a branch from Forest School which
originated in Scandinavia in 1980. The ethos and beliefs
around Forest School can be transferred seamlessly to
Beach school.
The need for outdoor learning environments is growing as
towns and cities become more populated and children
spend more time inside. Our next generation are losing
the valuable skills gained from being apart of the natural
environment and belonging to a community. As this
change happens we must incorporate the outdoors into
out daily practice.
Benefits
In line with the Early Years Foundation Stage (DfE, 2014) and
the ethos of Margaret McMillan we must provide children with
outdoor space daily (Pound 2005).
Adventure learning reinforces;
• Independence
• Self-esteem,
• Team building skills
• Social skills
• Pride
• Confidence (Knight, 2013).
These outdoor classrooms provide endless changing resources
and allow children a sense of freedom, a sense of
independence, whilst providing them with life skills.
An outdoor space has so much more to offer than a
concrete playground.
Method
All of the Early Years Foundation Stage (DfE, 2014) can be incorporated through
careful planning and the correct training. It is likely that all development,
particularly the Overarching Principles of the EYFS will be achieved sooner in
an outdoor environment.
A common fear of adventure learning is the risk involved in such an
unpredictable environment. Appropriate training and risk assessments allow
practitioners to evaluate and minimise risk, enhancing the benefits for
children. This can be seen as ‘risk-benefit analysis’ (Barry, Hodgon 2011).
A challenging outdoor environment is proven to support mental health and
ability to cope with challenges later in life. This decreases depression and
antisocial behaviour whilst enhancing overall well-being (Randall 2010).
Conclusion
Think of your favourite childhood memory. It is
likely that it took place in an outdoor environment
where all of your senses where stimulated.
In a time where sky lines are being closed in with
buildings and children’s horizons narrowed by
computer screens its more important than ever to
ensure children experience that sense of space and
freedom we all remember from when we where
younger.
With the suitable training and a passion for child
development the children in your care can benefit
from the above.
Put yourself in their shoes, where do you think
they’d rather be, stuck inside four walls, or
exploring shells beside the sea.
Reference
Knight, S. 2009 Forest Schools and Outdoor Learning in the Early
Years. London, Sage
Department for Education (DfE). (2014) Early Years Foundation
Stage. London: DfE
Fisher, J (1996) Starting From The Child. Buckingham: OUP
Randall ,W, Chair (2010) Time for change in outdoor Learning.
English Outdoor Council. England
Barry M, Hodgon C (2011) Adventure education, an introduction.
Oxton: Routledge
Pound, D. (2005) How Children Learn. London: Step Forward
Publishing Limited
Bruce, T (1991) Time To Play In Early Childhood Education.
London: Sage
Isabelle Marston, 2016
