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ECTPP302A Reflective And Professional Practice
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ECTPP302A Reflective And Professional Practice
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Course Code: ECTPP302A
University: Tafe NSW
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Country: Australia
Question:
Why does a sense of community matter in early childhood services –think inside and out.
Write that as literature view.
Answer:
Introduction
The first years of a child’s life are essential for all children in shaping their long-life attitudes, behavior patterns, attitudes, and basic life skills. Children must be provided with different opportunities to experience various feelings such as happiness, peace, and interest towards nature because the emotions bind their knowledge and skills. The environment in which children are brought up in a matter a lot to who they become and their behavior in the future life. Children are eager and curious about what happens around them during their early years. Their bodies and minds develop at a swift rate with respect to the social, physical and temporal environments. The physical environment is the learning centers where children meet for their studies, the materials they use and the furnishings of the setting. The social environment involves interactions within the learning area with peers, teachers as well as family members (Rogoff, 2012). According to IRIS centre (2015), the temporal environment is the timing, sequence, and length of routine and activities that occur throughout the day. As children grow, they go through the early childhood service on their daily basis for a period thus making it a routine. The place and community from which a child comes from and learns in plays a significant part in the child’s entire life. The aim of this paper is to examine why a sense of community matter in early childhood services in both indoors and outdoors learning environments. The paper also determines how critical is the role of adults in facilitating and nurturing a sense of awe in children at early development stages.
The Power of the Environment and how it reflects Pedagogical Beliefs and Practices
Community Engagement
Despite many studies coming to conclusions that outdoors having numerous benefits to children, recent research indicates that practitioners, parents, and administrators in schools have educational problems with no action taken to impose corrective measures. Children spent an average of 7 hours and 38 minutes in a day totaling 53 hours weekly thus developing the habit to use technology as their recreational games (Gaudin & Chaliès, 2015). Parents and guardians should give children time to spend outdoors with schools being part of it. The outdoor environment can create an opportunity for the child to broaden his indoor learning. By doing this, students will increase their knowledge capacity. The outdoor setting is more than just a place where children burn off energy, but also where professionals such as teachers agree to the idea statement that outdoor play spaces promote extra outdoor activities (Davis, Eivers & Thorpe, 2012). The environment provides opportunities for investigating and exploring as well as social interaction in early childhood education. It can be optimized as a good phase for every child to discover, grow, enjoy and treasure. Through outdoor activities, children associate themselves with other groups thus learning to communicate and socialize with others in the community. The environment presents them with an opportunity to learn new tactics and develop new ideas my opening up with their playmates.
Fostering a New Approach to Understanding: Learning through Intent Community Participation
As cited by Larson, Green & Cordell (2011), children’s mental and physical development varies according to their experiences in nature. Natural experiences are vital that the experience got from learning books in class. Nature presents children with the opportunity to link with the actual world. In agreement to this, O’Connor & Richards (2011), stated that if children do not get a chance to experience the natural areas and green places at their tender ages, they will grow into adults who lack social, emotional and cultural connections to the natural environment. Outdoor activities make it possible to attain a sustainable education development that makes it possible for all people to develop knowledge and skills, values and attitudes that are crucial for creating a sustainable future for next generations (Najafi & Shariff, 2011). According to UNESCO, education for sustainable development implies that teachers should include problems in teaching methods like biodiversity, climatic changes and reducing poverty (Rennie & Morrison, 2013). The education system that practices outdoor activities should also encourage children to change their behavior because it constitutes critical thinking among them.
Outdoor activities help children to become high performers in the class. These environments make children develop different abilities that they transfer to other life aspects. They, therefore, end up performing better in quality as they employ all their intelligence which involve interpersonal communications (Elliott, 2013). Also, by associating with others, students from poor backgrounds are motivated to learn more thus improving their behavior and concentrating for a long time across different disciplines. This reduces the probability of these children dropping out of school because they feel in the right environment receiving the proper treatment (Verghan, 2010). Outdoor activities also bolster the health of a child. Through physical activities, children are involved in healthy exercises that help prevent threats such as obesity and ADHD among others.
Human Geography in Early Childhood Classroom
Geography describes the environment as well as its surroundings. Geography of classroom is essential in early childhood education as it enhances childhood development (Rogoff, 2012). It is composed of various activities such as play, interaction and socialization. The play is highly incorporated in early childhood education as it has been argued to be effective in enhancing early childhood development. The issue of prioritizing the safety of children or the importance of risk play has been considered initially to be essential in the process of offering early childhood education (Waite, Huggins & Wickett, 2014). The contention of enhancing the safety of children against allowing them to play in emotionally and physically challenging environments have been highly discussed. The safety of children is currently under emphasis as it is an essential factor in facilitating early childhood development. Teachers are expected to be on the front line in ensuring that children are involved in the safe play in the outside setting to ensure that they are not exposed to any threat or risk. On the other hand, parents have the responsibility of providing a conducive playing environment for the children in the outside setting to enhance their safety (Berris & Miller, 2011). The two parties contribute majorly towards ensuring that the safety of children is assured in the playground both indoor and outdoor environment as play has been considered essential in early childhood development.
The nature play in early childhood development is based on the established learning environment (Malone, Hill, Dyment & Cutter-Mackenzie, 2016). Creating a conducive learning environment indicates that children are going to involve in various plays which facilitate their growth. The risky play has been defined as the process of stimulating multiple types of play which presents possible physical harm (Elliott, 2013). Children are curious and have been argued to easily participate in various plays which present a risk of getting hurt or injured. To ensure that children are not exposed to risky plays which introduce a potentiality of damaging or harming them it is necessary that the teachers and parents are equipped with the adequate knowledge (Francis, 2013). This is because lousy play can either occur in both outdoor and indoor setting. However it has been argued that children gain knowledge through taking a risk and much protection can interfere with childhood development, it should be noted that the nature of play should be considered as some are dangerous and can expose children to permanent disabilities (Gaudin & Chaliès, 2015). Currently, both environmental and social factors are contributing majorly towards affecting children’s opportunity of emotional and challenging play. Previously, children have been participating in play without considering its nature and the associated threat such as riding bicycles, playing ball games or any other game which increased the risk of obtaining physical harm.
Reconsidering Children’s Encounters with Nature and Place
In the process of enhancing early childhood development especially in an outdoor setting, teachers should be keen in the process of selecting the nature of play to be incorporated in the process of teaching. Previously conducted studies have reported that not all plays are useful for enhancing childhood development (Malone et al., 2016). Apart from posing a high risk of obtaining a physical injury, some play contributes majorly towards ensuring that children cannot remember or associate what they have learned. The playing time in an indoor setting is usually a system, and the teacher is always there to guide the children. Currently, play in childhood development setting is decreasing at an alarming rate as children are still confined to their areas or designated places (Tremblay et al., 2015). The decrease in play in the process of early childhood development is associated with some advantages and disadvantages (Kids Matter, 2014). Although it has significantly reduced the number of injuries amongst children it has also hindered child development and creativity as play is a valuable learning tool (Brussoni et al., 2015). In both indoor and outdoor early childhood setting the nature play and risky play should be controlled. Children should involve in nature play which does not expose them to risks resulting in either emotional or physical injuries. Both teachers and parents collaborate in the process of ensuring that children involved in plays excluding them from physical injuries since play is essential in early childhood development and enhancing creativity (Brillante & Mankiw, 2015).
Conclusion
Early childhood learning environment is essential in the process of enhancing childhood development. This is because it creates the foundation which determines the entire learning process and dictates the type of person the child will grow to be. The environment is an essential factor which determines the process of early childhood development both indoor and outdoor setting. This is because the situation reflects the pedagogical beliefs and practices. As a result, it explains the social, physical and emotional environment that the child grows in. The stable climate also determines the nature of play and risk play. The fact that children must be involved in the play in the process of childhood development indicates that a conducive environment must be created. Conducive environment implies that children are not exposed to any event leading them to either physical or emotional harm. Teachers and parents have to ensure that a conducive learning environment is established in both an indoor and outdoor setting respectively.
References
Berris, R., & Miller, E. (2011). How design of the physical environment impacts early learning: educators and parents perspectives. Australasian Journal of Early Childhood, 36(4).
Brillante, P., & Mankiw, S. (2015). A sense of place: Human geography in the early childhood classroom. YC Young Children, 70(3), 16.
Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., Sandseter, E. B. H., Bienenstock, A., … & Pickett, W. (2015). What is the relationship between risky outdoor play and health in children? A systematic review. International journal of environmental research and public health, 12(6), 6423-6454.
Davis, E., Eivers, A., & Thorpe, K. (2012). Is quality more important if you’re quirky?: A review of the literature on differential susceptibility to childcare environments. Australasian Journal of Early Childhood, 37(4), 99.
Elliott, S. (2013). Play in nature: Bush kinder in Australia. International Perspectives on Forest School: Natural Spaces to Play and Learn, 113.
Elliott, S. (2017). An Australian Perspective: Seeking Sustainability in Early Childhood Outdoor Play Spaces. The SAGE Handbook of Outdoor Play and Learning, 295-316.
Francis, M., Paige, K., & Lloyd, D. (2013). Middle years students’ experiences in nature: A case study on nature-play. Teaching Science, 59(2), 20.
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
Kids Matter: Australian early childhood mental health initiative. (2014). Connections with the National Quality Framework: Creating a sense of community.
Larson, L. R., Green, G. T., & Cordell, H. K. (2011). Children’s time outdoors: Results and implications of the National Kids Survey. Journal of Park and Recreation Administration 29 (2): 1-20, 29(2), 1-20.
Malone. K., Hill. A., Dyment. J., & Cutter-Mackenzie. A. (2016). Reconsidering Children’s Encounters with Nature and Place Using Posthumanism. Australian Journal of Environmental Education, 32(1), 42-56.
Najafi, M. & Shariff, M. (2011). The Concept of Place and Sense of Place in Architectural Studies. International Scholarly and Scientific Research and Innovation, 5(8), 1054-1060.
O’Connor, J., & Richards, L. (2011). In the primary school; young children’s learning within art gallery spaces; children as drawers. Rohan Jowallah’s research interests have focused particularly around issues relating to literacy, language and inclusion. His interests are based on his social constructionist perspective of development. Rohan has international experi. Making Sense Of Theory & Practice In Early Childhood: The Power Of Ideas: The power of ideas.
Rennie, F., & Morrison, T. (2013). E-learning and social networking handbook: Resources for higher education. Routledge.
Rogoff, B. (2012). Fostering a New Approach to Understanding: Learning through Intent Community Participation. Learning Landscapes, 5(1), 45-53.
Tremblay, M. S., Gray, C., Babcock, S., Barnes, J., Bradstreet, C. C., Carr, D., … & Herrington, S. (2015). Position statement on active outdoor play. International journal of environmental research and public health, 12(6), 6475-6505.
Verghan, F. (2010). Ecological identity: Creating sustainable communities. Retrieved from Earth and Peace Education International https://www.globalepe.org/article_print.php?aid=23.
Waite, S., Huggins, V., & Wickett, K. (2014). Risky outdoor play: Embracing uncertainty in pursuit of learning. Outdoor play in the early years, 71-85.
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