Planning for outdoor learning 39 The Early Years Foundation Stage 40 Developing outdoor learning beyond the early years 45 The National Curriculum 46 Resourcing your outdoor classroom 48 Examples of planning in the EYFS and Key Stage 1 ...
Author: Karen Constable
Publisher: Taylor & Francis
Emphasising the importance of continuity for young children, The Outdoor Classroom Ages 3–7 practically demonstrates how early years settings and schools can maximise the learning potential of the outdoor environment. Fully updated to take into account the revised EYFS and Key Stage 1 curricula and including new case studies throughout, this second edition encourages teachers and practitioners to examine and reflect on their use of the outside area to ensure they provide rich play opportunities for children that will further their learning regardless of time, space or financial restraints. Drawing on the Forest School approach, this handy text considers the practical implications for settings using the outdoor classroom and covers: the characteristics of effective learning outdoors; guidance on timetabling and planning; advice on the logistics and health and safety involved; tips for navigating parental and staff opposition; closely linked theory and practice to assessment; the social and emotional aspects of learning. Full of resources, lesson plans and activities to support rich learning opportunities, this book will inspire you to think creatively about the outside area and use its full potential to bring the outdoors alive with interest, exploration and challenge.
Constable, K. (2012) The Outdoor Classroom, Ages 3–7: Using Ideas from Forest Schools to Enrich Learning. London and New York: Routledge. Constable, K. (2013) Planning for Schematic Learning in the Early Years: A Practical Guide.
Author: Karen Constable
The outdoor environment is now an integral part of many early years settings and schools, but is it being used to its full potential? Providing extensive, challenging and ever-changing outdoor play experiences is an essential and valuable aspect of early years education. This book offers comprehensive guidance on how the outdoor environment can be used to teach and challenge all children across a range of settings drawing on forest school practice. Following a month-by-month format, each chapter provides a selection of theme-related play experiences alongside planning and evaluations of how the ideas described were carried out, and reveals the impact that they had on the children. Including detailed information on the role of the adult, the environment, planning and using children’s interests to guide their learning and development, the book features: over 100 full-colour photographs to illustrate practice diary entries that reflect how the planning was delivered, what changes were made and how aspects of learning were recorded and assessed examples of practice as well as comprehensive resource lists and safety guidelines links to indoor play and opportunities at home. Written by a leading authority on forest school practice and full of practical ideas that can be adapted to suit individual children’s needs, this book aims to inspire practitioners to make the most of the outdoor environment throughout the year.
This book clearly explains the learning potential of the outdoor environment and practically demonstrates how the ‘Outdoor Classroom’ can be developed in early years settings and schools.
Author: Karen Constable
The outdoor area is now an integral part of many early years settings and schools, but is it being used to its full potential? This book clearly explains the learning potential of the outdoor environment and practically demonstrates how the ‘Outdoor Classroom’ can be developed in early years settings and schools. Drawing on the Forest School approach, it aims to inspire practitioners to think creatively about their outside area and how they can provide rich play opportunities for children that will further their learning regardless of any time, space or financial restraints. Emphasising the importance of continuity for young children, the book shows how good practice in the early years can be built on in Reception and Key Stage 1 and covers: What is the outdoor classroom and how does it enhance children’s learning? How experiences in the Outdoor Classroom can support the early years and Key Stage 1 curricula The implications for schools using the outdoor classroom including resources, timetabling, space, parental and staff opposition Guidance on planning Activities and ideas for using the Outdoor Classroom Including practical examples and detailed case studies taken from a wide range of settings and schools, this handy text will help you to get the most out of your outside area.
Permanent weatherproof markers for identifying and explaining features may be needed in the outdoor classroom . Such aids should not be nailed to trees because they damage trees and are offensive to many people . 5. Safety .
This book offers guidance on how the outdoors can be used to teach and challenge children across a range of settings by drawing on Forest School practice.
Author: Karen Constable
Category: Early childhood education
"This book offers guidance on how the outdoors can be used to teach and challenge children across a range of settings by drawing on Forest School practice. Following a month-by-month format, it explores theme related play experiences, planning, evaluations of how the ideas described were carried out and what impact they had on the children. With all-new photographs, this fully updated edition covers both early years and KS1 and provides detailed information on the role of the adult, the environment, planning and using children's interests to guide learning and development. Written by a leading authority in the field, it aims to help practitioners to make the most of the outdoor environment"--
Release on 1974 | by Minnesota. Department of Natural Resources. Bureau of Information and Education
1 1 1 1 ) 1 I Learning is FUN in the Outdoor Classroom [ 1 ។ Bibliography 9 Plants / People and Environmental Quality , by G. O. Robinette , United States Government Printing Office , Stock No. 2405-0479 , 1972 .
Author: Minnesota. Department of Natural Resources. Bureau of Information and Education
i " Setting Up an Outdoor Classroom in Your Area " - While the title of this paper - " Setting Up an Outdoor ... topic from the perspective that the educational use of the outdoors is a state of mind based on four considerations : 1 .
Providing creative ideas and detailed practical advice, this is both a source of information and a resource list for using the outdoor environment to develop learning across the curriculum.
Author: Hilary Harriman
Category: Education, Elementary
"This book is a wonderful source of inspiration for using the outdoor environment to develop learning across the whole curriculum. It provides: creative ideas and starting points for outdoor learning; brilliant colour photographs; detailed practical advice on how to initiate, create, develop and use outdoor learning opportunities; excellent resource lists; links with indoor play."--Publisher's website.
Release on 1962 | by United States. Outdoor Recreation Resources Review Commission
No aspect of the outdoor classroom experience is more important than the followup after return to the classroom or home . Many schools provide for systematic use of these experiences in subsequent lessons and activities .
Author: United States. Outdoor Recreation Resources Review Commission
This book is filled with guidance to help you plan, design, and create an outdoor learning program that is a rich, thoughtfully equipped, natural extension of your indoor curriculum.
Author: Eric Nelson
Publisher: Redleaf Press
Create an outdoor learning program Transform outdoor spaces into learning environments where children can enjoy a full range of activities as they spend quality time in nature. This book is filled with guidance to help you plan, design, and create an outdoor learning program that is a rich, thoughtfully equipped, natural extension of your indoor curriculum. Loaded with practical and creative ideas, it also includes information to help you Understand how outdoor classrooms benefits children’s learning and development Collaborate with other teachers, administrators, and families to make your outdoor classroom a reality Create development and action plans to strategize and implement changes Evaluate your outdoor environment, program, and practices Cultivating Outdoor Classrooms promotes the idea that if you can do it indoors, you can probably do it outside as well. Eric Nelson is the founder and director of Child Care Planning Associates, the consulting and training division of the Child Educational Center, Caltech/JPL Community, which he established with his wife in 1979. Eric's consulting specialties include building and playground design and renovation, child care needs assessment and feasibility studies, development of employer-related child care, and staff training and development. Eric’s understanding of the value of the outdoors is grounded in a lifetime of hiking his beloved Sierra Nevada Mountains in California since he was a young child.
Designed to provide teachers and administrators with a range of practical suggestions for making the schoolyard a varied and viable learning resource, Moving the Classroom Outdoors presents concrete examples of how urban, suburban, and ...
Author: Herbert W. Broda
Publisher: Stenhouse Publishers
Designed to provide teachers and administrators with a range of practical suggestions for making the schoolyard a varied and viable learning resource, Moving the Classroom Outdoors presents concrete examples of how urban, suburban, and rural schools have enhanced the school site as a teaching tool. --from publisher description.
"The first curricular-focused outdoor learning textbook for prospective and practising K-12 teachers, this book provides both academic justification and practical support for educators working in a wide variety of environments and with ...
Author: Simon Beames
"The first curricular-focused outdoor learning textbook for prospective and practising K-12 teachers, this book provides both academic justification and practical support for educators working in a wide variety of environments and with diverse populations of students to incorporate more meaningful outdoor learning opportunities into their daily teaching activities. Learning Outside the Classroom is not a set of prescriptive activities that can be read and used uncritically. The idea of adaptation for personal relevance is central. All teachers are capable of enhancing their students' learning experiences by systematically and progressively incorporating ventures outside the classroom into their lessons. The principles and examples presented in this book are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. Nor is this book just about outdoor learning; it's about good teaching -- wherever it takes place. It is about helping teachers devise and use the tools with which they can address the largely uncontested assumption that legitimate learning only occurs within four walls. Learning outside the classroom affords teachers the privilege of helping and the joy of observing students in a process of intellectual, emotional, and social growth that can last a lifetime"-- Provided by publisher.
The Department for Education and Employment has produced this updated bulletin on school grounds development, highlighting the potential of these grounds as a valuable resource that can support and enrich the whole curriculum and the ...
Author: Brian Billimore
Publisher: Stationery Office Books (TSO)
The Department for Education and Employment has produced this updated bulletin on school grounds development, highlighting the potential of these grounds as a valuable resource that can support and enrich the whole curriculum and the education of all pupils. The educational use of school grounds has positive affects on student attitudes towards their environment and can help pupils be better informed, responsible, and enterprising. Varied and flexible landscaping is important to afford many opportunities for learning by a diverse student body. Achievement of these goals requires communication and commitment of teachers, pupils, educational advisers, and landscape specialists. For new school sites, the landscape deserves as much attention as the building, and its financial allocation should be adequate enough to be viewed as an external works budget with sufficient allowance for aftercare. Improving existing grounds should involve pupils and teachers at the earliest stages, allowing for long-term changes in the grounds in successive years. Finally, grounds management and maintenance guidelines should determine the type and pattern of maintenance with support of landscape staff. Appendices include a suggested landscape survey checklist, a list of possible site features, a landscape brief for a new school, a management policy statement of objectives, publications relating to each section for further reading, and useful organizations. (GR)
They can also , with do schools create outdoor adult supervision , build and classrooms that will be maintain the ... easily Getting kids involved in building the outdoor classroom can lighten active hand in the planting integrated into ...
In Part III contributors to the field of experiential learning give their thoughts as to why they became connected to this area and the rewards they have received."--BOOK JACKET.
Author: James R. Jelmberg
Publisher: Hampton Press (NJ)
"As a textbook, it is unique within the field of experiential education because it breaks new ground by linking critical pedagogy with adventure learning. In Part I the authors articulate the role of critical pedagogy within experiential education and the values of multicultural education. In Part II the chapters focus on the praxis of experiential education. These chapters provide clear, "how-to" instructions for planning, organizing, conducting and evaluating outdoor education as a methodology for improving student achievement. In Part III contributors to the field of experiential learning give their thoughts as to why they became connected to this area and the rewards they have received."--BOOK JACKET.
2001 -0015 End of Project Summary Report Form Title Environmental Education Curriculum to support an Outdoor Classroom 4K - 12 Audience / iocus synopsis Background & ' urpose ) Background : The Dodgeland School District approved a ...
Outdoor Classrooms: A Handbook for School Gardens is ideal for teachers and home educators who want to incorporate education at all levels of the school curriculum with an emphasis on: setting up edible gardens teaching children about ...
Author: Carolyn Nuttal
Outdoor Classrooms: A Handbook for School Gardens is ideal for teachers and home educators who want to incorporate education at all levels of the school curriculum with an emphasis on: setting up edible gardens teaching children about growing food food security and economics human and planetary health permaculture and sustainability. Beautifully illustrated throughout, Outdoor Classrooms is presented as two streams of thought: Carolyn takes us through the history of school gardens and articulates the need for a revival before leading us on an enticing journey of the imagination into the schoolyard and delight in the natural world. Janet then offers a comprehensive and practical plan for developing “a successful, supported school garden that has the potential to benefit an entire community.”
This volume specifically surveys field studies conducted through colleges and universities.
Author: Hal Crimmel
Taking students out of the classroom and into a variety of settings is now recognized as a valuable means of teaching ecological concepts and environmental values. This volume specifically surveys field studies conducted through colleges and universities. The essays, arranged into three sections, offer rationales, pedagogical strategies, and foundational advice and information that broaden and strengthen the collective knowledge of this increasingly popular means of instruction. The essays present theoretical information within candid narrtives that report on various aspects of field experiences, whether hour-long excursions or month-long trips.