Steiner Waldorf Approach

This context of learning was made by Rudolf Steiner. He was born in Austria in 1861 and Died in 1925. He was a writer as well as a lecturer that took on many subjects. Steiner was the man to first come up with Anthroposophy. This is a spiritual movement that basically states that a child’s moral, spiritual and creative aspects need as much as their intellectual side of them. He didn’t simply want people to believe all that he was saying and just disregard it with an acceptance, but he wanted to people to really understand what he wrote about.

According to SWSF (2014) ‘The first Steiner school opened in Stuttgart in 1919 for children of workers at the Waldorf-Astoria cigarette factory’. This is not really a very usual way in which a context begins, but it gives the history of this context some substance and some usefulness. This type of learning, has lots of controversial sides to it. They tend to be small schools that gathered lots of ideas from Piaget, which is interesting. This context focuses on adults being the models, they do not give out direct instruction to the children but they have the freedom to just ‘get on with it’. The Steiner Waldorf schools have different routines during the day that makes Mainstream schools much more different from them. 

SWSF (2014) explain that the main priorities of the whole approach is to give children an ‘unhurried and creative learning environment where children can find the joy in learning and experience the richness of childhood rather than early specialisation or academic hot-housing’. 
I feel that this concept is a really good one, it has a holistic approach also, they focus on the pupil's learning rather than fuss with the details. Although some would say that this approach to learning is a bit unorganised and doesn't really provide pupils with a professional feeling. The teachers are facilitators, they do not give out instructions often, the pupils have freedom with their learning which is something that maybe mainstream schools could take on board. But with saying that, it's not always right to do that, there will be times that pupils need concrete guidance, which they may or may not get from the teachers which is disadvantage. 

According to Jill Tina Taplin (cited in Miller, L and Pound, L) 'throughout this lower school period, the children will stay in their own mixed-ability class with their peer group. It is normal for the class teacher who joins them in class one, to stay with that class as long as possible, up to class eight'. This basically states that the teachers that they have in the first year, will be their peer group teacher all the way until they leave the school, which is good in a way because it gives the pupils to have more of a relationship and a bond with the teacher, which can only end in mutual respect which makes for a happy learning environment and a healthy, supportive atmosphere. But if the whole bonding process doesn't take off, and the pupils don't really like that particular teacher, it means that they cannot do anything about it, they are stuck with them day in day out. 

I think that overall, this context is a really good chance for pupils to learn but as I have discussed, there are flaws with it. 


Reference List


Miller,L and Pound, L (2011) Theories and Approaches to Learning in the Early Years. London: Sage. (Accessed in 9th December). 

SWSF. (2014) ‘What is Steiner Education?’http://www.steinerwaldorf.org/steiner-education/what-is-steiner-education/ (Accessed: 2th of December 2014)

Outdoor Learning

Giving a child a chance to learn and play outside is important for them to learn many different skills they will need in future. There are many organisations that aid children to learn different things that will enable them to acquire all kinds of information and skills that they need whilst growing up. One of them is Forest Schools.

“Forest School is an inspirational process that offers children, young people and adults regular opportunities to achieve, and develop confidence through hands-on learning in a woodland environment. The new economics foundation (NEF) and Forest Research began working in partnership to evaluate Forest School in 2002.”                                 (O’Brien,L & Murray, R. 2006)

Forest schools brings another great experience for young children to learn from. Waite et al (2006) talk how they ‘explored the pedagogical principles of Forest School with a number of practitioners in England. From their research, they suggest that the four most highly ranked principles were:

1. A supportive Environment

2. Tasks separated into small achievable chunks

3. The use of the natural environment

4. Engaging with all the senses’

There are so many positive impacts that this context has on children’s learning. It increases confidence, self-esteem, exploration skills, first hands experiences and independence, to name a few. They need this in order to learn more about the outside, see things for themselves and bond with his friends. Physical aspects will also be improved, their gross and fine motor skills will be enhanced and their spatial awareness as well as their hand-eye coordination would develop further too.

According to Blackwell and Pound, L (cited in Miller, L & Pound, L 2011) the fact that children aren't subjected to ‘risk taking’ as much anymore, has shown to have a few deep issues in the young children of the new generation’s development. Little, H & Wyver, S. (2008) sort of back this point up because they themselves mention that children being outside doesn’t just mean obtain physical skills but them not having the confidence they need and the drive as well as ability to showcase these skills can be terrible for their emotional as well as their social development and well-being.

This is an important factor to keep in mind, due to the facilitation of having fun inside, children are no longer bothered with the outside as much as they used to be. 
My generation, I believe were the last ones to have a proper experience with bruised knees, climbing trees and not worrying about what to post next on 'Instagram'. I believe that technology is hindering children from learning, creating concrete friendships as well as going outside to play.

Sahakov, R (2014) states that ‘With the ability to communicate easily, students tend to text or communication with each other when they should not be doing so’. This backs up my point, that technology is a definite distraction for children, whereas it should be a facilitator of obtaining information, although it is, it’s not always used for the right reasons and serves as a barrier for learning.

Throughout this context, I had the chance to interlink this context to real problems such as technology hindering children. I feel that this context should be paid more attention, because as I have highlighted during the course of this blog, it only allows children to reap the benefits.

Reference List

• Miller, L. & Pound, L. (2011) Chapter 9 – Forest Schools in the Early Years‘, Theories and Approaches to Learning in the Early Years’. London: Sage
• Little, H & Wyver, S. (2008) Outdoor Play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood, 33 (2, June) pp. 33-40
• O’Brien, L & Murray, R (2007) ‘Forest School and It’s Impacts on Young Children: Case Studies in Britain. Urban Forestry and Urban Greening. Pages 249-265
• O’Brien, L & Murray, R. (2006) A Marvelous Opportunity for Children to Learn. http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf (Accessed: 18 November 2014)
• Sahakov, R (2014) 2 Pros and 2 Cons to Education Technology. http://www.edudemic.com/education-technology-pros-cons/ (Accessed: 21 November 2014)

Te Whariki!

Te Whariki is the New Zealand's version of our Foundation Phase. Ministry of Education (1993) state that ‘This curriculum defines how to achieve progress towards this vision for learners in Early Childhood learning environment. It is about the individual child’. It focuses on the importance of the holistic aspect of learning.

It takes relationships that children have with everything, because of the influence on children’s learning and their development that those relationships have.

Te Whariki has four key principles, which have a paramount role in the way that they guide learning. The four principles are:

• Empowerment
• Holistic Development
• Family and Community
• Relationships

It also concentrates on strands, they help focus teachers and children, these strands are:

• Well-Being – Mana Atua (The health and Well-being of the child are protected and nurtured).
• Belonging – Mana Whenua (Children and their families feel a sense of belonging).
• Communication – Mana Tangata (Opportunities for learning are equitable, and each child’s contribution is valued).
• Contribution – Mana Reo (The language and symbols of their own and other cultures are promoted and protected).
• Exploration – Mana Aoturoa (The child learns through active exploration of the environment).

(Smith, A. B, 2011 cited in Miller and Pound, 2011, p.152).

Soler, J and Miller, L (cited in Wood, E. 2007. P.60) stated that ‘Te Whariki views the curriculum as a complex and rich experiential process arising out of the child’s interactions with the physical and social environment. It is divided into age groups, i.e ‘infants’, ‘toddlers’ and the ‘young child’.’ They also have taken into mind the ‘holistic’ aspect of learning that is important for all children. 

The Te Whariki approach to learning is important to look at and try to get a different perspective of what learning should be like. This context doesn't just apply to ‘mainstream’ schools, it applies to SEN also. According to Early Childhood Education (2012) ‘Activities will be age appropriate and developmentally appropriate and will enable children with special needs to be actively engaged in learning’. This is an advantage, shows inclusion and expresses their priorities. 

Te Whariki takes great pride in being inclusive and that it provides all things appropriate for all children under the curriculum. It points out that the needs of children with special needs will always be met, regardless. Also it states that ‘The programmes of each centre will incorporate strategies to fully include children with special needs’.             (Early Childhood Education, 2012)

This context has a lot of stress put on it due to their aims of catering for each and every child’s individual needs and diversity. This is a downfall because not every child will be able to be catered all the time, so this ‘over achieving’ aim isn't realistic. 

Even a good context as this is, still has faults, ‘Opting to define a curriculum, even in a flexible manner, could restrict the child’s active role in co-constructing and reconstructing personal meanings and limit the ability of teachers’.

(Soler, J and Miller L, cited in Wood, E. 2007. P.61)

Reference List       

• Miller, L. & Pound, L. (2011) ‘Theories and Approaches to Learning in the Early Years’. London: Sage
  
• Wood, E. (2007) ‘The Routledge Reader in Early Childhood Education’. London: Routledge
  
•  Early Childhood Education. (2012) 'The Curriculum Whariki for New Zealand’s Children'. http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki/PartA/TheCurriculumWhariki.aspx (Accessed: 22 November 2014)
  
• Education Review Office. (2007) 'The Quality of Assessment in Early Childhood Education'. http://www.ero.govt.nz/National-Reports/The-Quality-of-Assessment-in-Early-Childhood-Education-November-2007/Findings/Key-Evaluation-Questions/Reflecting-the-four-principles-of-Te-Whariki (Accessed: 21 November 2014)
  
• Ministry of Education. (1993) 'Early Childhood Curriculum'. http://www.education.govt.nz/assets/Documents/Early-Childhood/te-whariki.pdf (Accessed: 21 November 2014)

Home Education - Why Teach children at home?

Home Education is a chance for parents to teach their children in the privacy of their chosen location and teach their children themselves or hired professionals instead of allowing their children to be taught in schools.

According to Wales.gov.uk, 'It is not home tuition provided by a local education authority or where a local education authority provides education'.This showcases the meaning of Home Schooling. It’s not as popular as it used to be many years ago, but nonetheless, it's obviously still popular.

According to Oxbridgeessays (2011) the statistics of home schooling, currently lie between 50,000 and somewhere into the 80,000 figure. These are big statistics, which show that it’s still happening, a lot more than you’d think. The same website, tells us that the 'UK law actually makes it remarkably easier to choose home school children than in many other countries across the world’. It’s a well-known fact that in some countries, it’s actually not possible for children to be home schooled, this makes us lucky to have such an opportunity.
Home schooling has a lot of different disadvantages some include:

1) Parents have the big responsibility of making time for everything that their lives would normally involve and have to add in the stresses of organising and planning the learning schedule.

2) They have to pay for the exams that their children require in order to complete their learning.

3) There are a lot of worries when it comes to the question of ‘Am I teaching my children the correct things and am I doing a good job?’

4) There is no guarantee that the quality of teaching will be higher than a school’s teaching ways.

5) It is a controversial context of learning that not everyone will agree with or see advantages of.

6) Children don't necessarily have that easy experience of a social life, they have to arrange to meet with their friends which can be daunting for the child. (Netmums, 2014)

7) Home Education can dramatically reduce the child's access to specialist teaching that they would receive in school (sheknows, 2011)

It's clear to see from these that the advantages are far greater:

• Choose the ways in which their children learn.
• No continual tests if they are not wanted.
• More time to get through crucial subjects.
• Don’t have to stick to the National Curriculum.
• Does not have to be a lonely experience (as it is thought to be) and regularly take trips out to educational places and be with other home schooled children.
• Cultural, educational, social and financial matters are avoided.
• Children are away from the competitiveness that education is becoming more and more of, by each academic year.
• Children learn life skills such as; motivational, life skills, independent learning, problem solving and others.
• Online aids can help with the day to day teaching.

(Netmums, 2014)

I think Home education is a great thing for some people, but I will always think that mainstream schools will always be the right path for children. 


Reference List for This Context

• Netmums, (2014) Home Education. http://www.netmums.com/children/home-education (Accessed: 25th November 2014)
  
• Oxbridge Essays, (25th March, 2011) Is Home Schooling a Better System of Education. http://www.oxbridgeessays.com/blog/is-home-schooling-a-better-system-of-education-679/(Accessed: 25th November 2014)
  
• Welsh Government, (29th August 2008) Inclusion and Pupil Support, - Section 6 – Elective Home Education; Summary of Guidance for Schools. http://wales.gov.uk/dcells/publications/policy_strategy_and_planning/schools/inclusionandpupilsupport/guidance/section6/section6inclusionpupilsup1.pdf?lang=en (Accessed: 6th November 2014)
  
• Wheeler, L. (11 January 2011) Should you teach your kids?http://www.sheknows.co.uk/parenting/articles/821908/home-education-the-pros-and-cons/page:2 (Accessed: 30th November 2014)

Four Learning Contexts I have chosen

Learning Contexts!

This blog outlines, describes and explains four very different but very important learning contexts. These are fairly modern day learning contexts and in my opinion, a few of the most well-known ones.