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Problem solving linked with Forest School with Early Years Foundation Stage Children

   

Added on  2020-04-21

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Running head: PROBLEM SOLVING LINKED WITH FOREST SCHOOL WITH EARLYYEARS FOUNDATION STAGE CHILDRENProblem solving linked with Forest School with Early Years Foundation Stage ChildrenName of the Student:Name of the University:Author Note:
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2PROBLEM SOLVING LINKED WITH FOREST SCHOOL WITH EARLY YEARSFOUNDATION STAGE CHILDRENTable of ContentsIntroduction......................................................................................................................................3Problem solving linked with Forest School with Early Years Foundation Stage Children.............3Benefits of a forest school experience for children in their early years..........................................5Conclusion.......................................................................................................................................9Reference List................................................................................................................................10
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3PROBLEM SOLVING LINKED WITH FOREST SCHOOL WITH EARLY YEARSFOUNDATION STAGE CHILDRENIntroduction The main purpose of the study is to explain the Forest School Education with early year’sfoundation stage children (Barratt, Barratt-Hacking and Black 2014). The themes used in thestudy are getting to know how far forest session can be useful for the children and how it isdifferent from traditional education or learning that used to take place in classroom. The themeused in the literature review is to find out the viewpoint of children, parents as well aspractitioners on how they feel about the forest school experience and what they have gained byparticipating in this program (Edwards-Jones, Waite and Passy 2016). The study will evenexplain about whether forest school education help in providing skills as well as confidence for alifelong learning for a children. The current segment even explain about insights into the varioustypes of learning experiences that are being offered in these sessions and how far these underpinthe early years principles as mentioned in the foundation stage guidance. The present studyelucidate ways on generating ideas that give rise to dilemmas and tensions by this research studyand inform the forest school coordinator for its future development activities (Alison 2016). Problem solving linked with Forest School with Early Years Foundation Stage Children As rightly put forward by Williams-Siegfredsen (2017), forest school in real actuallyintroduces with an innovative way of teaching and learning and this is the new experience forboth children and teachers. Nowadays, teaching is not like using of traditional methods whereteachers used to stand in front of the class and explain each of the aspects orally (Edwards-Jones,Waite and Passy 2016). Teaching is lot more to that and this can be understood by teaching
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4PROBLEM SOLVING LINKED WITH FOREST SCHOOL WITH EARLY YEARSFOUNDATION STAGE CHILDRENmethods and styles that are evolving nowadays. The methods are more based on interactionrather than just teaching facts. Forest school sessions have been there that provides anopportunity to the students where they will be given classes out of the classroom as well as intothe great outdoors. By this session, children will get an opportunity to learn in an innovative wayas well as within a new environment (Annemieke, Jacobse and Egbert Harskamp 2009). On the contrary, forest school sessions actually help the children to undertake risk as wellas attempt for undertaking new challenges that they will not be facing in the classroom session(Barratt, Barratt-Hacking and Black 2014). The children who will go for this forest sessions willbe given task that are more risky and fun at the same time and some of these tasks or activitiesare climbing trees and building fires. These activities will be performed by the children and theywill inhibit a sense of excitement as well as adventure around them all the time (Edwards-Jones,Waite and Passy 2016). With the change of weather, the children can easily understand theenvironment very well by use of their senses. The change of weather has no direct impact uponthe forest schools as the children will be outside and the changes will help in making the most ofthe experience lively and adventurous. The change of weather will be fun for the children andenjoy according to their wish (Askew 2003). The children will be assessed by a number of adults who will constantly supervise in aneffective way (Barratt, Barratt-Hacking and Black 2014). The members will be around to ensuresafety for the children as it is the main paramount and criteria used for the sessions. A high adultto child ratio is important for maintaining as it is necessary for the safety of children but even itwill help the adults to have proper understanding to know children individually. The adults will
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