An introduction to the four learning contexts

During this blog four contexts will be explored. These include:
The Foundation Phase whereby important aspects will be addressed; an Outdoor learning context in which Bristol Zoo provides a bases of discovery for children; the Summerhill School as an alternative route to learning and an observation of a Homeschool context.

The Foundation Phase within Sketty Primary School.

The Welsh Government promotes the Foundation Phase by highlighting the  provision of a curriculum that prepares children for future learning. The Foundation Phase context facilitates learning experiences in both indoor and outdoor environments in order to encourage the development of the whole child.

Children develop at different rates and inclusive practice is important. Identification of learning difficulties can vary (Mitchell, P and Ziegler, F 2007, p71) therefore children are regularly assessed and observed during sessions to monitor progression and pinpoint issues. Children with learning difficulties are able to integrate easily because the foundation includes learning through play.

The Foundation Phase meets many basic needs of children mentioned in Maslow's diagram (Waren, S 2009, p.91) due to the provision of a safe and caring environment that offers a  rich and stimulating learning experiences. Areas within the Foundation Phase promote; language literacy and communications skills, personal and social development, physical development, well being, cultural diversity mathematical development, creative development, knowledge and understanding of the world and the Welsh language (Phillips, H 2012 p.55). A sense of belonging, confidence and self-esteem are encouraged during individual, group and whole class activities.


As mentioned by Waren, S (2009 p.50-57), there are three major factors within schools that affect attainment which include social class, race and gender and therefore it is important for children to be educated in a way that promotes equality. Within the classroom, children are encouraged to learn about differences and similarities during Active Learning, discussion, and reading sessions.


Role play enables enactment of scenarios that are experienced within the child's world. Teaching of mathematical concepts can be implemented by the practitioner if the learning is not formerly initiated within the child led activity due to lack of knowledge. Butterworth, G and Light, P (1992, p.48) mention concern regarding the rarity of mathematical learning within contexts. Learning initiated by practitioners within the Foundation Phase therefore is paramount.

Open Ended Questions that encourage divergent thinking are explored using different contexts including group work, whole class discussion and on a one-to-one basis which as mentioned by Robert Fisher, leads to development, adaption and application of new understanding Fisher, R (1995 p.73). Transferable skills can be attained through outdoor learning experiences within the Foundation Phase. Forest School sessions can be implemented during active learning in order to encourage  'problem based exploratory learning' both on an individual level and a social level Gray, C and Maeblain, S (2012, p.141). Foundation Phase activities taking place outdoors can extend scientific enquiry within the classroom because it provides a base for understanding.

 

 Once a week, Philosophy for children takes place whereby a teddy or 'Philosophy Frog' prop is used to encourage children to participate in answering open-ended questions. Children take their learning seriously and enjoy the opportunity to voice their opinion. As mentioned by Fisher, R (2005 p.132), a teachers skill is to facilitate an activity which will then give children the opportunity to use their experiences to get the best out of their learning. Finally, teachers at the primary school encourage mutual respect by involving children in making classroom rules. As mentioned by Cathrine Fosnot, this encourages feelings of shared responsibility within the classroom. Fosnot (1996 p.109-110). Children advance into the KS2 after The transition from foundation stage to key stage 1 . The structure of education within the last year of the Foundation Phase prepares children for KS2.

References:

Butterworth, G and Light, P (1992) Context and Cognition; Ways of Learning and Knowing, Hertfordshire, Harvester Wheatsheaf.

Fisher, R (2005) Teaching Children to think, UK, Nelson Thornes Ltd.

Gray, C and Macblain, S (2012) Learning Theories in Childhood, London, SAGE Publications Ltd.

Mitchell, P and Ziegler, F (2007) Fundamentals of Development; The Psychology of Childhood, Sussex, Psychology Press.

Waren, S (2009) An Introduction to Education Studies; The Student Guide to Themes and Contexts, (2009) London, Continuum International Publishing Ltd.

Websites:
http://www.catchup.org/CatchUpNumeracy/CatchUpNumeracy.aspx

A Context of Outdoor Learning

Within outdoor learning children learn about the world outside. Bristol Zoo offers experience of viewing creatures in their natural habitats and also provides opportunities to venture through some habitats. This provides children with a real feel of creature habitats. Some creatures can be handled during feeding sessions and a talk by staff is included. Other areas of education including creative arts and sensory learning activities run within an Activity Centre. An outdoor climbing area and park, suitable for a wide age-range of children as well as an open field encourages use of motor-skills and social interaction. There is a high climbing activity designed for adults and youth.

Waren, S (2009 p.65) reminds us that as educators, adults should encourage enthusiasm towards learning. Bristol Zoo offers children an environment that fosters motivation towards learning within both indoor and outdoor contexts that are both interesting and exciting for many types of learners.

Children experience emotional learning at Bristol Zoo of which Summerhill school considered paramount to a foundation permitting academic learning which is noted in Kassem D, Mufti E and Robinson J (2006 p.57). Bristol Zoo gives children an environment that they can use to coordinate play with other children as well as learn independently. Children learn in a physical way and are able to see living creatures relating to topics that are explored in classroom environments. Within the Foundation Phase Curriculum, children learn about the butterfly cycle and are taught about nocturnal creatures.

 
 

The perceptions of children impact on their foundations of thought and therefore context plays a huge part in helping children to understand the natural world in which they live Butterworth, G and Light, P (1992 p.12). Bristol Zoo offers a context in which children can make sense of different creature habitats while using visual, auditory and kinesthetic learning styles. Childrens meta-cognition through the use of learning styles Hankin L, Sharp J and Ward S (2007 p43) is encouraged at Bristol Zoo through the use of interactive technology as well as friendly helpful staff and information boards. Children have the opportunity to use their senses within each habitat in order to deepen their educational experience and be motivated towards learning.

Bristol Zoo  equips people with personal, social and environmental competencies and are therefore better equipped for life according to  Kassem, D, Mufti, E and Robinson, J (2006, p237). Bristol Zoo enables competencies by conveying the importance of respectfully following rules. Workshops are available where learners view endangered species, the reasons why and what can be done to preserve life. Bristol Zoo not only offers an educational experience for Primary School Children but also those educated within Secondary Schools. Learners are able to bring experience into the classroom in order to further understand geographical information and experience can be transferred into the Arts such as Drama, Dance and other forms of Art. Opportunity to learn more about the wider world is made available through tutorials suitable to the learners. The environment also facilitates for people with learning difficulties or impairment.

References:

Butterworth, G and Light, P (1992) Context and Cognition; Ways of Learning and Knowing, Hertfordshire, Harvester Wheatsheaf.

Hankin, L, Sharp, J and Ward, S (2007) Education Studies; An issues-based approach, Exeter, Learning Matters Ltd.

Kassem, D, Mufti, E and Robinson, J (2006) Education Studies; Issues and Critical Perspectives, England, Open University Press.

Waren, S (2009) An Introduction to Education Studies; The Student Guide to Themes and Contexts, (2009) London, Continuum International Publishing Ltd.

Summerhill School

 

There are many types of schools within England tailored to the needs of people and according to Heather and Ian, the boarding school called Summerhill could be considered a cultural community in itself (Stronach, I and Piper, H 2008 p.131). This rich, stimulating environment was founded by A. S. Neill in 1921 and offers a context whereby children between the ages of 5 – 18 can develop as individuals by their own motivation and desire for learning. There are five different groups in which children are placed depending on age and all children are treated as equal to the adult.

 

Summerhill School aims to provide a democratic school with an environment that encourages children to be self-confident while also caring about others by being considerate and tolerant towards others. Motivation towards learning is encouraged by allowing children to exercise their independence by deciding to attend lessons each morning followed by a number of activities throughout the day (Carnie, F 2003 p.90). Manual skills are considered just as important as Mathematics and English within the curriculum. Children are not forced to attend learning sessions however are expected to use their time wisely. Not only is there a structured time table to follow at the facility but also resources are made available at all times. According to the Summerhill Website, depending on the childrens needs, activities and learning experiences are created by the pupils themselves or the adult.   Attendants are familiar with their tutors and are considered to be giving their consent towards formal assessment simply because it is a part of the learning support provided (Derek et al 2006p.64).  Summerhill offers a context with an ethos of toleration. Pupils within the school are responsible for creating and implementing rules that are decided democratically in order to make sure that rights are respected.

The School came under scrutiny during a 1999 OFSTED inspection which resulted in a court case in 2000 despite preparations and a high level of satisfied customers (Derek et al 2006 p.59). There were concerns relating to provision of instruction and also training however it was not only noted that children’s GCSE grades were better than average, but also that rates of improvement were rapid despite the majority of attendants having English as a second language (Brown,K 2002 p.64). Summerhill won the case and was granted the request to stay open. 

Summerhill School has influenced developments in Thailand and also Japan due to the influence of Western ideas of education (Nagata, Y 2007 p.3). 

 

 

 

 

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A Context of Homeschooling

The Accelerated Christian Education Curriculum A.C.E used by the following family observed, not only supports academic achievement for entering into College but also character building in order to face challenges, accept future opportunities and develop a life-long passion to learn and grow spiritually. There are many other types of homeschool environment including a Montessori style, Charlotte Mason Method, Waldorf Method, Eclectic homeschooling and Classical Homeschooling

The Home Education Handbook  equips the educator to provide a context with regard to the Education Act, the National Curriculum, Accelerated Christian Education Curriculum and also important procedures and practical matters. The European Academy of Christian Homeschooling (2005 p.3-5).

Within the context of Homeschool children have full attention of their educator, of whom sets an individual education suited to each child. Education is suited to the learning styles of the children and they can locate to another part of the house if desired. An example of this includes an observation of two children using space within the livingroom to complete some mathematical work and then returning to the group study table. The children focused well on their tasks and discussed content and mathematical concepts to conclude the learning session. Children were all considerate of each others individual learning needs and were motivated by each others company.

Childrens personal development, social development and well being are regarded highly. Communication skills, literacy skills, knowledge of the world, Mathematical understanding, metacognition, physical development and exploration in the different areas of creativity, are all major areas of the childrens education of which are also noted within the Foundation Phase Curriculum, Welsh Assembly Government (2008). The Homeschool family regard technology as an integral part of education. It is used to enhance learning experiences within the home context as well as within environments such as libraries, museums and areas of interest. Educational games are available at certain times which according to Stephen, are considered helpful in the development of thinking skills Ward, S, (2008 p.5).

Home educators make arrangements for those being educated to have regular experiences with groups of peers, bearing in mind also the importance of diversity in order for children to be educated about different cultures and ways of life within the community. In order to gain extra social experiences, the children within the observed home-school family, attend extra curricular activities including, Guide club, Tennis club, Swimming, informal meetings with peers and church groups. They also attend home-school group meetings whereby education is conducted for a whole group of children within a hall. Field trips have been arranged such as a visit to a helicopter pad, police station, weather station and toy museum.

Within Primary schools, 'catch up' maths programmes are implemented for children who missed areas of learning at a younger age.

Within the homeschool context however, children do not move on to further stages within the curriculum until they pass the assessed criteria by parents and external bodies. Children educated using the ACE curriculum experience easy transition to each stage.

 

References:

 

The European Academy for Christian Homeschooling, (2005) Home Education Handbook, Christian Education Europe Ltd, Wiltshire.

 

Ward, S (2008) A students Guide to Education Studies, 2^nd Edition, Oxon, Routledge.