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.