Montessori.

The Montessori Schools were founded by Marisa Montessori. They are also known as Childrens Houses. Montessori schools encourage the child to look after their classroom and also their environment. The schools believe the children should have more freedom to do what they want and that they should be given a wider range of activities. They give the children the freedom to explore on their own, giving them a room full of child size furniture, but still all fully functioning, not just toys. They get items such as cleaning products and tools and mathematics equipment, they just all come in a smaller size for the children to use with ease. Each Montessori class is split up by the childrens ages. These childrens groups will then stay together for the next three years. Children will be able to learn from each other, be self directed and become very independent withing these classes. Montessori schools believe that each age group as what is called a sensitive period, according to Marisa Montessori, it is within these periods of time that the child learns most, within the periods the child is more aware of their environment and what they are seeing. For example between the ages of five and six a child is said to be very language sensitive, so this would be the time in which to introduce new languages or better vocabulary into the childs life. The Montessori school notice these sensitive periods within the children and place things in which they feel the child will better themselves off of. Montessori schools aim to make each and every child child reach his full potential.

Forest Schools.

Forest Schools originally came from Sweden in the early 1950s. Every single forest school is unique, we adapt them to how we best think it will suit our surroundings and our environment. Forest schools allow the children to go off on their own and be taught by nature, with the teacher looking on for safety and help if needed. “Forest School provides an important opportunity for children to gain access to and become familiar with woodlands on a regular basis, while learning academic and practical skills.” O'Brein and Murray (2007) The children are learning all the normal school curriculum  but in a much more stimulating and fun environment, where they're usual class dynamics are taken away. For example the normal naughty children are behaving and enjoying playing in the mud. Being out in the forest schools increases/ develops a child's social skills as they want to show the others around them what they have seen, learnt, or been able to accomplish. It also allows the children who are not very fond of socialising and would rather be on their own, to learn about the environment, in a more comfortable way where they can go off on their own. In some experiences of Forest schools some of the children even become the teachers, an example of this would be if they had learnt something to do, say climb a tree for instance, they are encouraged to then teach the others around them who to want to be able to climb it. This can increase the childs confidence a lot. The children are being motivated by the environment to step out of their comfort zones. Forest schools also allow many children to be in an environment that they might not other wise get to be in if they live in a city or town where forests or wooded areas are lacking. The children are learning things that also might not be as easy to learn in their normal surroundings. They are able to learn things such as how to start a fire and what to use them for if you were ever in the forest, but they are taught this in a sensible safe environment. They also learn to make items such as musical instruments, building dens, carving, whittling, things that would normally not be allowed or be deemed to dangerous in other school environments. "The philosophy of Forest Schools is to encourage and inspire individuals of any age through positive outdoor experiences over an extended period of time" This quote is probably the best way in which to describe what a forest school is.  

 http://www.forestschools.com/
O'Brein, L. Murray, R. (2007) Forest School and its impacts on young children: Case studies in Britain

Foundation Phase.

The Foundation Phase within Wales includes only children from the age of three to seven. Foundation phase was based upon the principle that the early years should provide a base or foundation for a childs future learning. it also allows the children to become more creative and also allows them to take part in expressive activities. It allows children to learn through their own actions, but at the same time still allows an adult to subtly direct the action in which the child is participating. Withing the foundation phase children learn how to develop thinking skills, and also teaches them on how to have a positive attitude when it comes to learning. The foundation phase consists of seven learning areas. Creative Development; Mathematical Development; Welsh Language Development; Language, Literacy and Communication skills; Knowledge and understanding of the world; Personal and social Development, well-being and cultural diversity and also Physical Development. The curriculum of the foundation phase differs from many others, as our foundation phase within Wales are not centered around subjects but more around the areas of learning. Knowing that both boys and girls sometimes tend to learn differently, foundation phase takes this into consideration and build an environment in which both of them can excel. Foundation phase assessments are also based around the children. Most assessments are teacher based and are more teacher assessments than anything else, because of this most schools/ foundation phases hold different assessments making it become difficult for the children when they finally move out of this phase. "It would be important and advantageous for the assessment continuum currently being produced by ACCAC to be used in all Foundation Phase settings" Siraj-Blatchford, Sylva, Laugharne, Milton, Charles. (2005) However good the foundation phase is, some believe that the children are in fact not learning everything that is need of them by the time they reach eight and are no longer in the foundation phase. "In a significant minority of schools, Children are not learning enough in Foundation Phase... the activities planned are not challenging enough... lack of balance and good planning limit's the development of children's interdependent thinking..." Estyn (2011)

Estyn (2011) Literacy and Foundation Phase and Evaluation of the Implementations the Foundations Phase for 5-6yr olds in Primary School with Special reference to literature.

Siraj-Blatchfor, I. Sylva, K. Laugharne, J. Milton, E. Charles, F. (2005) Monitoring and Evaluation of the Effective Iimplementation of the Foundation Phase Project across Wales.

Play.

Children learn through many different way, Play is probably one of the biggest contributions to a child’s learning outside of school. It is widely agreed between practitioners that play is the best way for children, under the age of five, to learn. Throughout play a child learns skills that they will use later in life, they retain real experience from everyday games. Children learn to understand more of the things going on around them, through the ideas they incorporate into their play. An example of this would be when young children play house/ doctors. They are taking on the roles of the people they see around them every day, without realising it they are in fact learning important ways to act with one another. The work in which children do in school can also be widely increased upon through using play. For example if a child is playing hop scotch they are increasing their mathematic skills, while counting the amount of times they jump. This is also the same as when children play house, as they are learning to perform and stay in character as another person other than themselves. All areas of a child’s development can in fact be expanded through play. Play is a naturally creative and rewarding experience. 'From birth, children have a strong exploratory drive through which they experiment, explore, interact with and make sense of their world.’ Pascal and Bertram (2006) Investigation is an important aspect within play. It involved the child having to use all of their senses and hand’s on experience to increase their knowledge. They are constantly playing with items, taking them a part, then trying to reassemble them all over again. However the main cooperation of Play would be movement. Children are constantly moving, constantly playing. It is said that our ability to investigate come faster to us as we become more physical. David and Powell (2007) 'movement is made up of both gross and fine motor actions and involves children exploring and manipulating their environment.' Wards (2013) 

David and Powell (2007)
Pascal & Bertram (2006)
Wards (2013) A Student's Guide to Education Studies.

Hi!!

Hello! I'm Kiana-Leigh :) I study at Swansea Met Uni, and study Psychology and Education Studies. I would like to open my own little book shop, with a cute little cafe attached to it. :)