{"id":1673,"date":"2019-12-19T11:46:34","date_gmt":"2019-12-19T11:46:34","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/?page_id=1673"},"modified":"2021-04-01T14:15:32","modified_gmt":"2021-04-01T13:15:32","slug":"froebelian-approach-to-outdoors-across-falkirk","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/falkirk-froebel-family\/froebelian-approach-to-outdoors-across-falkirk\/","title":{"rendered":"Froebelian Approach to Outdoors across Falkirk"},"content":{"rendered":"

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Click the link<\/a>\u00a0to access wonderful presentations shared from ELC settings.\u00a0(this is available \u00a0to Falkirk staff and will require a Glow account to access) where you will find fantastic outdoor\/Nature academic posters \u00a0from practitioners completing practitioner enquiry from Froebel projects as part of studying Froebel in Childhood Practice Certificate course through the University of Edinburgh.<\/h3>\n

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Nature, a Silent Practitioner? Providing a Therapeutic Space for Children<\/strong><\/h2>\n

by Samantha\u00a0<\/strong>Hill, Falkirk Froebelian and BACP Student at University of Edinburgh<\/b><\/h3>\n

When considering current discourse regarding children\u2019s abilities, we can begin to consider the need to cultivate authentic children\u2019s spaces.<\/p>\n

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This presentation will place the concept of children\u2019s spaces into context by briefly discussing how children and childhoods were previously studied and categorised, both historically and through the field of psychology (Rose, 1999). The discussion will then move onto a current analysis of children and how they are considered to be capable agents (James and Prout, 1998). We will explore to what extent children are able to exert agency when creating spaces, within the realm of an early years setting.<\/p>\n

Kaltura Capture recording – March 3rd 2021, 7:30:14 pm<\/a><\/p>\n

Froebel advocated nature as a space, where holistic learning could take place for children (Tovey, 2017). However, Froebel also recognised that nature held a spiritual meaning for children and that this provided a therapeutic space for them to be nurtured and nourished in natures boundless opportunities (Leibshner, 1992). Current discussions echo Froebel\u2019s belief and extend this further by exploring natures ability to \u201ccontain\u201d difficult emotions (Herdyke, Dalude and Schem, 2015). Current studies have also explored the reciprocal relationship nature has with children (Rantala and Puhakka, 2020). This relationship is individual to the child and is a private exchange between children and nature. If we relate these notions to the concept of children\u2019s spaces and indeed children\u2019s agency, we can consider that nature is essentially a silent practitioner (Froebel as cited in Lilley, 2010), ever changing with the seasons but reliable and without an agenda or expectations.<\/p>\n

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References<\/u><\/strong><\/p>\n