This document provides guidance on creating successful outdoor learning and play experiences for early years children. It discusses the benefits of outdoor activities in developing children holistically. Well-designed outdoor spaces should include areas for different types of play, growing plants, and shelter from weather. The document also provides examples of outdoor activities that support children's wellbeing, such as using their senses, growing food, building dens, cooperative art projects, and physical games. Adults are encouraged to support children's learning outdoors by building on their interests without imposing their own agenda.
Outdoor Learning: Practical Guidance and Ideas
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This presentation was purposely made for my presentation in Alternative Education.So sorry if I wasn't able to edit it. I shared it here so that students or teachers can benefit from it. Hope it helps. Thank you :)
Outdoor Learning: Practical Guidance and Ideas
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This presentation was purposely made for my presentation in Alternative Education.So sorry if I wasn't able to edit it. I shared it here so that students or teachers can benefit from it. Hope it helps. Thank you :)
Ποιες είναι οι δύσκολες συμπεριφορές που μπορεί να αντιμετωπίσουν οι εκπαιδευτικοί κυριως της πρωτοβάθμιας εκπαίδευσης στο σχολικό πλαίσιο; Πως μπορεί το εκπαιδευτικό προσωπικό να τις διαχειριστεί όσο το δυνατόν πιο αποτελεσματικά;
High Quality Learning Environment in the EYFSAnna Cylkowska
Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.
Ποιες είναι οι δύσκολες συμπεριφορές που μπορεί να αντιμετωπίσουν οι εκπαιδευτικοί κυριως της πρωτοβάθμιας εκπαίδευσης στο σχολικό πλαίσιο; Πως μπορεί το εκπαιδευτικό προσωπικό να τις διαχειριστεί όσο το δυνατόν πιο αποτελεσματικά;
High Quality Learning Environment in the EYFSAnna Cylkowska
Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.
Holding early years providers to account: implementation and impact of Ofsted...Ofsted
Jane Wotherspoon HMI, National Lead for the Early Years Foundation Stage, spoke at 'Next steps for early years - extending provision, building capacity and developing the workforce': a Westminster Education Forum event on 19 April 2016.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
My keynote for TACTY's 2016 Conference considers contemporary issues in early years assessment through discussion of 100 years of early childhood practice and consideration of current dilemmas and best practices
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
The outdoor environment as a teaching resource Mairi McLeod
How can we link the new curriculum to outdoor learning?
How can we meet individual learners needs?
How can we engage parents in their child's learning through outdoor experiences?
How do I set up and run an environment club? Would your setting benefit from new ideas for using your outdoor playground, SMSA / play supervisor training & resource advice?
We have developed training sessions, resources & projects to meet your outdoor learning needs
Suitably adapted for teachers, early years educators, childcare workers & parents - affordable, enjoyable sessions guaranteed!
Sessions can be delivered as ½ day, whole day or twilights & prices vary accordngly Contact : Mairi at CASE Education : 07939001731 educase@hotmail.co.uk
American kids are out of shape, tuned out and stressed out because they’re missing something essential to their health and development, unstructured time playing outdoors.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
Early Years Outdoor Learning: A Toolkit for Developing Early Years Outdoor Provision
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Exploring the Benefits of Outdoor Learning in Dubai's Nursery Schoolshussanisoyat
In recent years, outdoor learning has gained recognition as an effective educational approach that fosters holistic development in children. This approach goes beyond the confines of the traditional classroom,
If you wish to educate your children about nature and their surrounding environment, enrolling your child into an eco-friendly daycare New Jersey is the best decision.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
Learn Through Play is a simple PowerPoint tutorial created to guide parents and new teachers into the world of play. In this tutorial, you will learn the how play develops other life skills. An observation template is provided, as well as a checklist. Watch and enjoy!
Suggestions for SupportLearning About the WorldMastering New S.docxpicklesvalery
Suggestions for Support
Learning About the World
Mastering New Skills
Making New Friends
In the classroom
In the outdoor environment
In the home
4.1 Supporting the Child's Development of Initiative
According to Erikson (1963), children progress from a sense of autonomy and independence to a stage characterized by initiative. The development of initiative typically occurs in children ages 3 to 6 years old. Children this age try to initiate all sorts of activities: new words, new combinations of words (grammar), new friendships, and new uses of art, play, and natural materials (water, sand, mud, stones, sticks, leaves, and so on) to create, to make things happen, and to see the relationship between what they do and the results of what they do. This is also called cause and effect. They also want to know why things are the way they are ("Grandpa, why don't you wear shoes at home?" "Why is my friend Maia's skin darker than mine?" "Why do flowers die?"). At this stage, children define themselves by what they can do (Harter, 2006a).
While the desire for initiative in a child is developmental, for a child to embrace initiative fully and be able to progress to the next stage, the environment in which the child lives and learns should actively support the child's sincere efforts. This is accomplished largely by significant people in the child's life engaging in important activities and behaviors and demonstrating certain behaviors. They must provide the following opportunities for the child:
Provide opportunities for discovery. Allow young children to discover the world and master basic information and knowledge about how the world works. This includes opportunities to play in water (they love to "help" with the dishes and cleaning the bathtub); help set the table; play in sand, dirt, and mud; garden; pick flowers and berries; stack stones and blocks; or blow dandelion and maple tree (helicopter) seeds.
Provide sensitive support. Provide sensitive support for the natural frustrations that occur at this age. Children often become extremely frustrated when they cannot accomplish what they set out to achieve (Wittmer & Petersen, 2010). This might be painting a picture, trying to make friends, putting a dress on a doll, dressing themselves, or setting the table. This frustration is caused by two realities: The child does not know the realistic expectations for a task or activity (exactly how high can one stack blocks; do dogs really not like their tails to be pulled?), and immature skill development—social, physical, emotional, linguistic, and cognitive. Also, children at this age often overestimate their own skills and abilities (Harter, 1999).
Encourage friendships. Provide opportunities for children to develop friends and play with peers. This can occur in many places: home, local playgrounds, early care and education centers. The best vehicle for developing friends at this age is play, which is discussed in more detail later in thi ...
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In addition to their physical benefits, reborn dolls can also offer emotional support. For many people, having something to care for and nurture can bring a sense of purpose and fulfillment. Reborn dolls can also serve as a reminder of happy memories or loved ones who have passed away.
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
Outdoor Activities, Plan for Success: Early Years Outdoors Learning
1. Outdoor
learning and
Outdoor activities play
– plan for success early
years
Being outdoors can transform learning and play for children. Find
out how to provide the best possible experiences and be inspired to A space to thrive in
go out even more! Well-designed outdoor spaces can
transform a child’s experience outdoors.
There are so many great reasons for taking learning and play The best outdoor spaces take children’s
outdoors. Seasonal and weather changes help develop children physical, social, emotional and learning
holistically and encourage specific areas of learning, such as knowledge needs into account. Aim to:
and understanding of the world. With places to relax and daydream in,
and places to be loud and creative, feelings and emotions can be • provide a safe and secure area that
offers shade and shelter. This will
explored. Numeracy and problem-solving can be supported with
help you embrace the weather as
hands-on experiences and the chance to work on a larger scale.
an asset rather than viewing it as
It is a great place to tell stories, sing songs and support role play.
a problem.
Outdoors children can manage physical risks and test their boundaries.
They can create dens and hiding places and engage in experiences that • make sure, however small your space,
help develop life skills such as confidence, creativity and decision-making. that it contains growing and living
And last, but not least, fresh air and activity are essential for children’s things. Access to trees and plants –
wellbeing and health. The more children’s muscles and senses are especially sensory plants – can have a
exercised, the more the brain develops its capacity for learning. have a huge impact on a child’s well-
being. Herbs, fruit and vegetables, for
example, can feed all the senses and
Whatever the weather teach children a lot more besides.
Put off by the great British weather? Don’t
be. Remind yourself and your colleagues
• plan specific areas for different
types of play – for example, quiet
that there is no such thing as bad weather, zones for reflection, physical areas
just bad clothing! Making sure children – that promote challenge, investigation
and adults – are dressed appropriately all and creativity, and seating where
year round will help make the most of your children and adults can naturally
outdoor environment. Ask for donations and comfortably socialise.
from parents/carers, visit charity shops or
fundraise so every child who wants to outside To find out more about developing your
has easy access to the correct clothing, outdoor space see ‘Further resources’.
including wellies, umbrellas and sun hats.
Learning through Landscapes May 2011
2. Activities to inspire
The best outdoor activities are those lucky enough to have bushes that
that can help support children’s sense of can be pruned for hiding in then take
wellbeing – and therefore their potential to advantage of these as they will provide
learn – by building confidence, encouraging the children with direct contact with
a sense of achievement and promoting nature. Provide crates, cardboard
cooperative play. boxes, sheets, pegs, clips and elastic
• Feed the senses Children need lots bands to promote den creativity.
Building dens also allows children to
of contact with the living world and the
chance to use all of their senses to find make choices, work together and Your role – helping
out about the environment around learn about safety and managing risk. children learn
them. However big or small your outdoor Associated activities range from role outdoors
area, fill it with as many growing, living play, fantasy play, storytelling, camping Outdoors children seem to learn more
and natural things as possible. Include out and decorating dens. intensely, following their own lines of
features that allow exploration of all • Think big Being outdoors allows enquiry more freely, but they still need
the elements – earth, air, water and children to create large art projects adult support when working through
even fire (providing you take the right that they can work on cooperatively. their thought processes. For instance,
safety measures). Sensory gardens Working collectively in this way not only children who are not able to vocalise
especially enhance the use of all helps develop social interaction and their thoughts and feelings on the
faculties, and have a huge beneficial expression, but also allows the children subject of their explorations need to
effect on wellbeing. to respect each other and their individual be supported with a rich vocabulary
• Get growing Planting, growing, contributions to the group project. from adults.
There is a fine line, however, between
maintaining and eating fruit and • Get physical It is a well known fact intervention and interference. It has
vegetables help children feel responsible that feeling fit is good for the mind as
and gives them a great sense of well as the body. Encouraging movement been noted by a number of published
achievement (see also ‘Further resources’). in outdoor games also enhances the educators that while adult interaction is
Associate activities range from caring for mastery of new physical skills which crucial in supporting and extending play,
the plants, taste tests, storytime linked boosts children’s sense of achievement. any adult intervention in child-initiated
to growing projects, learning about play causes that play to change to focus
Activities to try include making stretches
lifecycles and looking at the colours on the adult. It is important, therefore,
of pavement, tarmac or grass more
and shapes of different crops. that practitioners are able to build on
interesting with chalk or cones to mark
children’s interests – without imposing
• Den building Children are naturally out runways and paths or use them
an adult-led agenda.
drawn to nooks, crannies and child-sized as balance lines; encouraging children
In an action-research project carried
spaces and love to make their own to make their own trails and to add
out by Learning through Landscapes
dens (see ‘Further resources’). When obstacles using sturdy outdoor equipment
and Oxfordshire County Council (‘Why
they engage closely with their physical such as crates, planks, tunnels, scramble
are the leaves yellow’, see ‘Further
environment, and turn places into spaces nets, tyres and cones; laying out treasure
resources’) it was found that finding
that have meaning to them, children hunts to stimulate healthy activity,
the right balance between child-initiated
gain a sense of belonging. If you are movement and discovery. and adult-led play depended on:
• listening more and intervening less
• waiting to be asked sometimes
instead of always doing the asking
• modelling ways of working, playing
and behaving outside – such as
using tools, managing risks and
safety, and respecting the living
world, its plant and creatures
• building on the children’s own
interests and what they are engaged
in at that precise moment.
Learning through Landscapes has
developed a training module based on
research from this project. To find out
more see ‘Further resources’.
May 2011 Learning through Landscapes
3. ‘The best
resources
can be used in
more than
one way’
Resources that really make a difference
The best resources are those that offer the greatest play value. child will play with it and may have limited learning and language
These are usually items that are open-ended. This means they can potential, a stick can have a thousand possibilities and uses.
be used in more than one way for playing and learning. Often Natural resources to have in your setting might include stones,
described as ‘loose parts’, this type of resource has a high number shells, sticks, bark pieces, pine cones and conkers.
of ‘affordances’ - a term that refers to the number of potential Everyday objects This type of resource includes items like
uses that an object can have. Children naturally use their kitchen utensils, pots and pans, brooms and dustpans, buckets,
imagination and curiosity when using this type of resource – pegs and flowerpots. They are familiar, and having opportunities
often in a way we would never think of ourselves. to play with them enables children to explore their physical world
Resources for construction These allow children to construct and discover the social aspects of their lives. They also have a
and change their environment, and might include blocks, ropes, multitude of purposes.
crates, tarpaulins, boxes, tyres and blankets. Resources like these Resources to support the curriculum Look at how different
can be used to support all areas of the curriculum, with children areas of your provision can be enhanced with resources that offer
combining them in different ways to create new learning opportunities for the children to explore, independently, all areas
opportunities. of the curriculum. For example, in a construction area, add in
Natural resources As researchers on the LTL-supported research resources such as cardboard boxes, clip boards, rulers, glue, glue
project ‘Why are the leaves yellow?’ (see ‘Further resources’) found, spreaders, straws, wooden blocks and stickle bricks. Provision in
natural materials have more affordances than most manufactured this area could be further enhanced with items such as maps, plans,
toys. So while a plastic car is likely to largely determine how a trolleys, hard hats, tape measures and real builders’ bricks.
FAQ How can I tell if them? A recent practitioner-led action
research project facilitated by LTL, which
• being relaxed – not showing any
the children are used the ‘Wellbeing and involvement scale’
signals of stress
• being open – by being approachable
engaged or not? (see ‘Further resources’) to measure the to teachers and other children
Positive outdoor experiences are vital for children’s levels of wellbeing and involvement • being lively – by radiating and
helping children reach their full learning found that observation is key. reacting energetically
potential. The happier, more spontaneous, Practitioners on the project were • expressing self-confidence.
relaxed, lively and open a child is the more encouraged to look for indicators of Where such indicators are not present,
likely they will have a strong sense of wellbeing. These include, for example: practitioners are encouraged to look for
wellbeing, and that their social, emotional, • being happy – acting cheerful, smiling explanations, and to change the physical
physical and intellectual development beaming spaces and resources, the adult/child
will thrive. • being spontaneous – being oneself and interactions, the routines etc to improve
But how do you know that the being expressive the experience for the child and create a
experiences you are offering children • talking to oneself – playing with sounds more enabling and enjoyable environment
outdoors are impacting positively on humming, singing for deeper level learning.
Learning through Landscapes May 2011