Introduction

In my blog I have chosen to create four posts on play and the importance of it for child development, Forest School and how it is beneficial for the children that participate in it, the Foundation Phase in Wales and the benefits that outdoor learning has on how children learn.
I have used various resources to research my information, such as video clips, journal articles and books to find out the opportunities that my chosen contexts give children and how they play a part in children's development.

References

Bruce. (1996). Helping young children to play. In Bruce, Helping young children to play. Hodder and Stoughton.

FE, I. (2011, September 6). Welsh schools told benefits of outdoor learning. Retrieved April 22, 2013, from Institution for outdoor learning: http://www.outdoor-learning.org/Default.aspx?tabid=118&Id=154

Fink, R. S. (1976). Role of imaginative play in cognitive development. In R. S. Fink, Psychological Reports:Volume 39.

Forest School: a marvellous opportunity to learn. (n.d.). Retrieved April 8, 2013, from Forest Research: http://www.forestry.gov.uk/pdf/SERG_Forest_School_research_summary.pdf/$FILE/SERG_Forest_School_research_summary.pdf

Foundation Phase. (n.d.). Retrieved April 3, 2013, from Welsh Government: http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/foundationphase/?lang=en

Government, W. A. (2008). Framework for Children's Learning for 3-7 year olds in Wales.

Government, W. (2012, July 16). Foundation Phase. Retrieved April 23, 2013, from Welsh Assembly Government: http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/foundationphase/?lang=en

Kenny, R. (n.d.). Forest School and the Early Years Foundation Stage. Retrieved April 22, 2013, from Academia: http://www.academia.edu/666361/Forest_School_and_the_Early_Years_Foundation_Stage_-_An_Exploratory_Case_Study

Language, Literacy and Communication Skills. (n.d.). Retrieved April 3, 2013, from Welsh Government: http://wales.gov.uk/topics/educationandskills/earlyyearshome/foundation_phase/parentscarers/childlearn/sevenareas/languageskills/?lang=en

Minett, P. (1985). Early Childhood. In P. Minett, Child Care and Development (pp. 172-174). London: John Murray.

More about Forest School. (2011). Retrieved April 4, 2013, from Green Learning: http://www.greenlearning.org.uk/page0/index.html

Personal and Social Development, Well-Being and Cultural Diversity. (n.d.). Retrieved April 3, 2013, from Welsh Government: http://wales.gov.uk/dcells/publications/policy_strategy_and_planning/early-wales/whatisfoundation/page4/sevenareas/personaldiversity/socialdeve.pdf?lang=en

The Importance of Play. (2013). Retrieved March 22, 2013, from London Borough of Hounslow: http://www.hounslow.gov.uk/index/education_and_learning/schools_and_colleges/speech_and_language/speech_language_videos/importance_of_play.htm

Foundation Phase

The foundation phase encourages children aged 3 to 7 years old in Wales to be creative and imaginative. It’s a curriculum that helps with each child’s development by making learning more enjoyable for them. The foundation phase curriculum is formed from topics under the areas for learning rather than subjects. Children are given more chances to gain first-hand experience of what they’re learning rather than just looking at books or computers.

“The foundation phase is based on the principle that early years’ provision should offer a sound foundation for future learning through a developmentally appropriate curriculum” (Government W. , 2012). The foundation phase allows children to learn by doing and it has developed a very child centred curriculum. It provides opportunities for children to engage in social interactions, to be in an environment where they are able to access and take risks and also to be encouraged to make mistakes.

Pupils in the foundation phase.

There are seven areas for learning and it’s through these areas that the curriculum focuses on experimental learning and active involvement. These areas are personal and social development, well-being and cultural diversity, language, literacy and communication skills, mathematical development, Welsh language development, knowledge and understanding of the World, physical development and creative development (Government W. , 2012).

Personal and social development, well-being and cultural diversity focuses on the child discovering things about themselves and creating relationships with their peers and teachers. In this area of learning children are encouraged and supported to become confident and independent learners.

Language, literacy and communication skills focus on children developing their skills through talking, communicating and listening to others. Children are encouraged to asked questions, express their opinions and respond to what others have said.

Mathematical development allows children to solve problems to develop their knowledge and understanding of maths. They will do this by using number in their daily activities and finding different methods to work mentally with maths.

Welsh language development focuses on children using Welsh to communicate as best as they can. They should be encouraged to communicate whilst taking part in enjoyable tasks and activities with their peers.

Knowledge and understanding of the World allows children to learn and become familiar with the world by investigating and exploring. This helps the children to understand the importance of caring and respecting living things, as well as teaching them to express their own ideas about what they are learning.

Physical development lets the children become enthusiastic and energetic. It’s extremely important as it develops children’s balance, spatial awareness, control and coordination and fine and gross motor skills.

Creative development develops children’s imagination. It encourages their natural curiosity and gives them the chance to be creative while taking part in a range of fun and stimulating activities.

Outdoor Learning

Outdoor learning allows children to get out of the structured classroom setting and gain a realistic view of what they are learning. The foundation phase curriculum aims to provide outdoor environments that will be fun, exciting, stimulating and safe for the children as well as promote each child’s development and natural curiosity to explore and learn through first hand experiences (Government, 2008).

This video clip shows a class taking part in outdoor learning and explains what being outside is about for the children.

 Early Years: Children Play Outside.

Whilst the majority of educationalists agree with the benefits of outdoor learning experiences, there are others who understand there are difficulties in achieving this for some schools as they don’t think that there are equal opportunities for all children. This is because some schools aren't able to provide the provisions needed to form a suitable and stimulating outdoor environment. This leads people to believe that those children that attend these schools are at a disadvantage to other children who have access to an outdoor learning environment more easily.

Whilst helping in a local primary school I was able to see the outdoor learning environment that they have provided for their pupils and the benefits it has for them. They had an imaginative play area which included a Wendy house where the pupils could play house or shop. It allowed them to be creative and use and develop their imagination. Having an imaginative play area promotes role play, working together, opportunities to negotiate, share and discuss. An advantage of having an imaginative area outside is that there is a lot more space so play and movement can be on a much larger scale. There was also an environmental area where the children planted and grew plants with their teachers. They were encouraged by the teacher to work together to fill their watering cans and water the plants, these activities required the children to communicate with one another and so helped develop communication skills as well as cooperating, taking turns and sharing with others. Having this area gave the children a place to explore nature, to care for the living things, to look closely to observe changes, to notice colour, shape, size and quantity in a natural habitat.

Children taking part in an outdoor activity.

Outdoor learning may spark an interest in children that aren't very confident in the classroom or may find it difficult to learn in a classroom setting and help build their confidence and self esteem which will make them more eager to get involved and participate in the activities with the other children. Estyn inspector Bev Jenkins backs up this idea by saying: “There are examples of children who are quiet and reserved indoors who come into their own outdoors. They feel freer, less constrained.” (FE, 2011).

Forest School

Forest School allows pupils to explore the environment and let the environment teach the children. It allows the children to learn about nature as well as getting them out of the usual dynamic of a classroom where they’re able to learn the subjects of the National Curriculum in a stimulating environment.

Green Learning Forest School believes that the value of Forest schools is child led learning, based on small, achievable tasks. (More about Forest School, 2011)

Children taking part in Forest School.

Forest Schools allow children to learn how to handle and access risks, to work with their peers and cooperate with others. It also presents problems to be solved which allow children to use their initiative and express their ideas. It helps children’s personal and social development as activities they participate in may require them to discuss and negotiate with others. Forest School is important for building confidence and self esteem within the children which will transfer into their everyday lives and anything else they participate in.

Forest Research found that there were six main benefits to the children from participating in Forest School as well as two wider benefits. The six benefits were that it builds the children’s confidence as they were given freedom and space to learn, it also developed social skills as children become more aware of the consequences of their actions. It increased the children’s communication with each other and so helps to develop their language. It was also found that Forest School helps develop children’s motivation and concentration, as well as their physical skills and knowledge and understanding. The two wider benefits that were found are new perspectives as the teachers gained a new understanding of their pupils as they observed them in a new setting. The second benefit is the children retold what they had experienced to their families (Forest School: a marvellous opportunity to learn). Research by New Economics Foundation and Forest Research back up these findings as they found specific positive outcomes for the children that take part in Forest Schools, and wider benefits that have a relation to improvements in self confidence, social skills, language and communication, motivation and concentration, physical skills, knowledge and understanding and new perspectives for both the children and practitioners (Kenny).

Forest School allows all children with different learning styles to be on an equal level as being in a natural environment allows visual auditory and kinaesthetic stimulation. The skills that children learn can be easily transferred to their day to day lives and can also cause a ripple effect on their family and friends.

I think that by getting the children out of the structured setting of a classroom it builds their enthusiasm to learn and develops their knowledge and understanding further. New Economics Foundation and Forest Research found specific positive outcomes for the children that take part in Forest Schools, and wider benefits that have a relation to improvements in self confidence, social skills, language and communication, motivation and concentration, physical skills, knowledge and understanding and new perspectives.

An example of work carried out by a year 4 pupil from participating in Forest School.

Play

The way that children best learn is when they feel that they’re secure and when they’re motivated, especially when they play.

Play is important for children as there is no failure. Play allows children to create their own scenarios, rules and goals. It’s very important to help their self esteem and confidence to grow. As well as this play helps children to make connections of things that they know and understand and according to Bruce play co-ordinates learning (Bruce, 1996). Different types of games such as performance, social, mathematical and sports can all help children to understand how to follow rules made by others; they also help children to be aware that following rules is important, which is crucial when preparing them for later on in their education and in their communities.

When children participate in play it contributes to their social development as it helps them to learn how to share with others, it builds their relationships with their peers and also to make them aware of social boundaries. Play also contributes to children’s cognitive development as they engage in problem solving activities; they must communicate with others to understand rules and instructions, which also develop their language skills. Children’s physical development is also helped by play as it develops children’s fine and gross motor skills, co-ordination, balance and special awareness. Finally play contributes to the child’s cultural development as some of the games that they play have been handed down from parents or older siblings and cultural tools such as nursery rhymes are often used during play. There needs to be a balance between the amount of structured and unstructured play that a child participates in as people have argued that too much structured play doesn't leave enough time for child centred free play which is said to be more beneficial for development within creativity and imagination.

I found this video clip which explains the importance of play.

Importance of play. (The Importance of Play, 2013)

This video clip clearly outlines the benefits of play for children and the role that play has within each child’s learning development. Juliet Clark from the video clip defines play as something that’s innate in children. This is an interesting point because children do have a desire to play from a very young age and so I think to say that play is innate in children is an accurate way of describing the important role that play has in each child’s development. There were different types of play that were mentioned in the video clip, these included active play, exploratory play, representational play and imaginative pretend play. Representational and imaginative pretend play particularly interested me as Piaget argued that imaginative play is a function of how the young child is capable of thinking (Fink, 1976).  Imaginative play involves children imitating adults or siblings when playing things like ‘house’, ‘school’ or ‘shop’. Attempting to behave like someone else helps the child to understand more clearly the ways other people behave (Minett, 1985).