Exploring Edinburgh!

Whilst Steph and I had Stephanie’s friend from America, Apshara, over for the week. We thought we should take a trip to the capital to show her a little more of Scotland. Perfect time for another Social Studies blog!

All ready for our trip to the capital with our tartan and irn bru, stereotypical Scots!

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When we arrived in Edinburgh, we decided to go to Princes’ Street Gardens and the Wallace Monument. What I had never realised until we were looking for things to do to show Apshara was that you can go up the Wallace Monument. This is something I had walked past numerous times and never even considered. It is however, now that I know it is an option, is something I would be very interested to do at a later day because we did not have long in Edinburgh.

The Wallace Monument

At the gardens, there was a World War II Remembrance Day memorial surrounding the Wallace Monument. The memorial was hundreds of poppies on little plaques to represent the fallen who had served our country during World War II. This, in my opinion, felt like a representation of Flanders Field. Although I had never studied the poem Flanders Field in school, the memorial gave a very apparent representation of the image I had in my mind of Flanders Field. It was, personally, a very touching memorial.

The World War II Remembrance Day Memorial in Edinburgh.

 

 

 

 

 

 

 

The memorial did not immediately seem relevant to a blog post or my assignment but as I have sat down to write this post, the relevance to my assignment is indisputable. The critical viewpoint of history’s place in the Curriculum for Excellence in short can be argued in two lights. One by the postmodernist views which state that history and some sources validity must be questions as accounts are in their view simply stories and the relevance of those stories must therefore be questioned. On the other hand, the relevance of understanding our heritage, how society was formed and understanding key world events such as World War II is critical to children’s understanding of the world but must be taught with relevance to the world and their lives today for example through Interdisciplinary Learning topics which also focus on issues in current society. This has all come into my social studies assignment. I felt the memorial did a spectacular job of capturing the importance of World War II in today’s society and it really moved me personally.

Part of the memorial was the ‘Tree of Thanks’. The Tree was to allow for people to thank someone or the fallen for the things they do/have done for them. This, to me, allowed for a personal element to the memorial and there were a lot of beautiful messages to both people’s chosen person and the fallen. This allowed for time to think and reflect on what the fallen have done for our country and what other people do for you every day. My Tartan Heart (Tartan, anything piece of our Scottish heritage I did not immediately think so) was of course dedicated to my mum. My mum (and dad) have done so much for me especially over the last few years I have been at university and I always think it is important to thank them.

The memorial really got me thinking as I had never seen any World War II Remembrance Memorial like this before. Although it has not really helped me understand the significance of teaching World War II as a standalone topic still, it has helped me to acknowledge that this is still an important issue in contemporary society.

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As a newfound big fan of the Scottish Museum, I thought this would be the perfect place to show Apshara a little bit more of Scotland and our heritage as a country. However, as a we got there quite late and they were closing from the top down, we never got to go to the ‘A Changing Nation’ section which I felt from my last trip here was the most relevant section to our lives and had the most information that would be interesting to Apshara.

However, this meant we went to a section of the Museum that Katie and I did not get to explore. Although we were only there for an hour and on top of the last trip, still did not feel like long enough. We went into the technology section on the ground and fifth floor which was purely for enjoyment and it was great fun. Stephanie had said previously ‘I am not sure I am going to enjoy a museum’ as I hyped up the place. This was the three of them after a great hour of fun!

Three clearly amused adults!

Stephanie’s parting words ‘this was great fun, we have to come back when it is fully open!’.

The clear enjoyment.

This comment alone only strengthened my opinion that although the museum is a huge place and there is a lot to do which makes it important, for the trip as a learning experience, to have a set area or task to focus on to keep control of the class and the experience. It is also important to allow children a chance to enjoy other sections that may interest them. These experiences, I feel from personal experience as a child on school trips, are what made me remember the trips and therefore the learning that took place. The fun and enjoyment as crucial parts to learning inside and out with the classroom but of course for risk assessments and health and safety especially outside need to be controlled by the teachers.

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The trip to Edinburgh as a whole was unexpectedly really worthwhile. It was a great stimulus for some serious thought into issues which are relevant to my current learning regarding social studies and an opportunity to broaden my own opinions and knowledge.

“Everyone is different…”

“But that means everyone can fit in” (Paddington The Movie, 2014)

Just from one quote, Paddington the Movie could stem a lot of lessons about inclusion, respecting diversity and expressing feelings. However, this was not the reason behind watching this film. We had been told about Paddington the Movie in our social studies elective as it showed migration in a different way to looking at this from a crisis point of view for example in World War II. This quote just shows the diversity of the movie and how much can be taken from it. The film could be looked at with a class for health and wellbeing purposes or for social studies.

Whilst I was watching it I was thinking more from a social studies perspective as, as I have said, it was why we were prompted to watch it. Right from the beginning of the film there were a multitude of different topics in social studies that the film could act as a stimulus for. Therefore, I am going to go through the ideas I felt could be derived from the film.

Firstly, in the film the reason behind Paddington moving to London was due to a natural disaster. An earthquake hit “The Darkest Peru” and caused devastated in their jungle. The earthquake also killed Paddington’s uncle. This could be a stimulus for a class discussion of how  Paddington would be feeling at this time, what the class would do in Paddington’s situation: would they stay in a ruined home/dangerous place or would they move away? This can also be used as a stimulus to look into natural disasters, can these happen where the children live? Where is the closest or most recent natural disaster? How did this affect the people of those towns?

Paddington is then left to evacuate to London on his own because his auntie is too old to move away. This can be linked directly to World War II topic where the children are forced to leave their homes to move to the countryside without any of their family or knowing where they would end up but they knew it would be the safety option in the end. The movie does make this direct correlation to the war and therefore could be an interesting discussion point. Another way to make the human connection the Paddington in this situation, the class could be asked if they were to move today and could only take a small bag, what would they put in this bag? Would the class be practical and pack food like Paddington did with his Marmalade or warm clothing or would they choose to pack things that are more modern such as phones, iPads, make up etc. This could create a discussion as to why they would take these items? Where would they charge them if they did not have a home? This takes the lesson right back to the children and can create a sense that children could be materialistic and why in a time of crisis materialistic possession would not always be most helpful.

Another small link to WWII can come through artefacts. In Paddington the Movie, Millicent, who tries to capture and stuff Paddington can be seen wearing a gas mask similar to those that would have been worn in WWII. This can be a stimulus for discussing historic artefacts. The children could guess what she is wearing and why she is wearing it? If they already know what it is, the children could discuss where else they might have found out about this artefact.

Through the film, Paddington’s idea of home and family changes. At first, Paddington does not feel like he belongs in London. He misses the Peruvian Jungle and his auntie dearly. He feels unwanted by Mr Brown but Mrs Brown tries to include Paddington into the family and find him a long term home. This could be related back to terrorist attacks or WWII through looking at how communities pull together in a time of need, how friendly Londoners/Mancunians have been in recent events to strike their city and take people in when necessary. The children could discuss how they can be helpful to their community or how they would feel taking in a stranger or being taken in by a strange family. By the end of the film, Paddington is finally settled into life in London and is now living with the Brown family permanently. Paddington says that although the Brown’s are a strange tribe and life in London is different to the Peruvian Jungle, he feels more at home now. And Mrs Brown tells him in London “Everyone is different, but that means everyone can fit in”. Even a bear.

Overall, I think throughout many points in the film it could be paused and used as a discussion piece. The movie as a whole could also be a great stimulus for many lessons regarding migration, crisis, natural disasters, inclusion, diversity and human connections.

Embracing my Inner Child (and the wind)!

Ok, so all my friends from the Central Belt of Scotland talked of great trips of the Museum of Scotland in Edinburgh for class trips. Being a ‘Northern’, I had never been and was a little jealous. So, with the elective as a great excuse, Katie and I set off to Edinburgh for a day trip to the museum.

 

I walked into the museum and was overwhelmed by the size of the place, there isn’t anything up north quite as big. In the museum, there are sections for Scotland, Science and Technology, World Cultures, Art, Design and Fasion and the Natural World as well as the special exhibit section. There is so much in the Museum of Scotland, I as a 21-year-old adult, found it hard to focus at first. There was just so much to play with in the Technology section which we just so happened to walk into first. Another considerable difference, was the amount of children who were in the museum. Whenever I have been on any other of my trips, the children have been scarce. In the museum, there was a plethora of children in the technology section. This showed to me, this maybe a very good trip as the children would choose to come here but on the other hand, it may not be such a good trip if you worked in the local area as the children may have already been and therefore, may not be as interested in the museum.

 

This made me think as a teacher, there would have to a thorough plan in place for a trip to the Museum of Scotland as it would be quite easy to derail from the purpose of the trip. However, I would also not be opposed to timetabling in free time for the children to explore a section such as the technology section as it was highly interesting and I feel a class of primary 6’s or 7’s could be trusted to enjoy the free time sensible and come back to a designated point at a given time. This could be done with a younger class as well but I suppose it goes on how well you know and can trust your own class rather than a set age.

After spending probably a little too much time having fun, we only had two hours in the museum, Katie and I ventured up to the top of the museum for the section “Scotland: A Changing Nation”. This section I found really interesting as well. The majority of the exhibits in this section I could personally relate to. Although the exhibition was dated from 1900 to the present day, I felt like I knew most of the exhibits on show. This section really made me think about how much of Scottish History I have been a part of, from the best parts such as Glasgow 2014 to the worst drop in oil Aberdeen has ever seen, to exciting changes in history such as the voting aged being dropped for the Scottish Referendum to 16 years old.

 

A Changing Nation, I felt did really well at including the whole of Scotland in the exhibit which isn’t always the case in other museums, they tend to be focussed a particularly era or part of Scotland. In this section, Katie learnt I wasn’t lying when I asked Foos your doos? or fit like I’day? And told her these were real words when she watched a video from the people of Scotland. Both of us, were very fond of this video, it really encapsulated Scotland and our heritage. This section took us from more recent history straight through to the modern day. It helped me personally to understand where we had come from in perspective to where we are currently and how we as a nation have evolved over time. I feel to fully understand where we are, we must understand our heritage which in my own opinion is key in the rationale for teaching history.

As we ventured down the stairs into Industry and Empire, the 19th century section, we began to quickly get bored.

 

Whilst in the Industry and Empire section and even further down the Scottish history timeline and sections, although we did still feel there was a lot of information to take in and we did not see the significance to our lives as learners and questioned the relevance to children in our potential classes. We felt if we ourselves as learners were bored, we would struggle to engage children in a lesson in this section. Therefore, personally, if I were to take a class, unless it was specific to the topic they were learning about at the time, I would perhaps limit the Scotland section to only Scotland: A Changing Nation and the more modern history which children could relate to.

As I stated at the beginning, there were a variety of different sections and we unfortunately did not get to visit them all. However, we did have a quick look at the Art, Design and Fashion section. Katie had a class who were designing hats as part of a project with the V&A Dundee in her placement school last year and she felt they would have thoroughly enjoyed looking at the exhibits in this section. Katie felt this would have inspired their designs and inspired the children to be as creative as they liked with their hats. On the other hand, to myself, I wouldn’t have thought to take a class to this section as a teacher as although I thought the dresses and hats were pretty to look at, I did not feel myself gaining anything as a learner. Therefore, it shows, given the right topic this could be a great stimulus for learning and thus we must remain open minded to different sections of the museums for different topics and not just continue to use the same section or exhibits.

We also had brief look at the Age of Oil special exhibit. The Age of Oil exhibit was looking at the Oil industry mainly with the focus on Aberdeen. The Oil industry is a significant part of my life. I grew up spending my weekends playing at the Harbour with my grandparents. Both my dad, sister and at least one of my best friends, Findlay, currently work in the oil industry. It is hugely significant in Aberdeen. It is a big employer and has many jobs, to the point my dad, sister and Findlay all work in oil but neither work in the same company and neither of them even have similar jobs. However, neither of them work off shore either. Baring this in mind, here are my thoughts of the exhibit.

So far, I feel I enjoyed this trip the most out of all of the previous trips. There is so much that can be done in the museum and we couldn’t have possibly looked in depth at everything in the short amount of time we went so we did focus on Technology and Science and Scotland: A Changing Nation. We chose to do that as we felt those sections were most relevant to ourselves as learners and felt they would be most relevant to the children in our future classes.

 

Overall, here are our thoughts from the trip:

 

It was a very educational but fun day out! I had a great time embracing my inner child. Definitely recommend a visit!

Discovering a Preserved City.

Although I said in a previous post, Aberdeen and the Shire is a quickly changing city, so much so that I sometimes barely know my own local surroundings. However, ‘up North’ we do have some national treasures that are preserved in the town and surrounding areas history. As I had said previously, I was adamant to discover something different about my local area when I came to visit this weekend after failing to notice the beauty of everything surrounding me last weekend. Therefore, this morning I headed off on a little trip further North onto the Visit Scotland (2016) Castle Trail. I headed towards Dunecht to Castle Fraser.

Last weekend on my drive home from Inverurie, I had spotted the Castle Trail tourist information sign. After researching this trail when I got home, it turns out the castle it could have been directing me towards was Castle Fraser, therefore that was the one from the trail I choose to visit today.

Before leaving, I had chosen to do no research into Castle Fraser apart from the little snippet of information that was on the Castle Trail booklet. This was so when I arrived at the Castle I would have the same experience children would most likely have if I was to use this as a class trip.

(The little snippet of information I had before the trip (left) and part of the Castle Trail (right) (Visit Scotland, 2016) in Aberdeenshire.)

Much to my surprise, when I arrived there, the car park was quite full. Normally whenever I head to Dunnottar Castle, excluding once in the peak of summer, the car park is always empty. The castle was very busy with at least two other visitors in every room I went in. There were castle guides in 3 of the rooms as well who were very knowledgeable not only about the castle and the artefacts in the castle but also about the Victorian period in general. The majority of the visitors in the castle were older ladies and there was only one family with children. There were other families on the castle grounds doing the walking trails and in the play park.

When I first got to the castle, I took a wonder around the grounds. Castle Fraser is surrounded by copious green space: there are trails to walk around the grounds, the walled garden, play park, cafe and a visitor shop. At the shop, prior to going into the castle, I bought a Castle Fraser booklet. The information booklet would be fantastic for a teacher before going on the trip as it gives a wealth of information about the castle in general, each room in the castle, the Fraser families who occupied the castle and general Scottish history surrounding the castle. The castle dates back to first being built in 1454, around the time of the Scottish reformation, when the Fraser family was granted the land in exchange for Thomas Fraser’s land at Cornton (National Trust for Scotland, 2016, Pp. 3-6). The castle has since been renovated several times and is preserved, in the second to last renovation, in the early eighteenth century layout and decoration (National Trust for Scotland, 2016, p.8). The last renovation was in the nineteenth century but no inventory for how the castle looked then has been discovered (National Trust for Scotland, 2016, p.8).

(The Walled Garden in the grounds surrounding the castle (above).)

The booklet gives an in depth information of the tour around the castle. There are also information cards in each room going into more depth about the room and all the artefacts you can see in the room including the paintings and wallpaper. These go alongside, as previously mentioned, the fantastic castle guides. With the artefacts being the Fraser families’s belongings, it is a great way to show people, especially children who may never have had the chance to see these artefacts, primary sources from this time period. The artefacts have been incredibly well maintained over the years, which gives a more realistic understanding of these possessions than looking at photographs in my opinion.

 

(The Great Hall (above) and some artefacts, of the Fraser families’ belongings, from inside the castle (above and below))

I feel Castle Fraser would lend itself nicely to topics of Victorians or the Jacobites as it is maintained in the 18th and 19th century renovations with artefacts from the Fraser family dating back to those periods (National Trust for Scotland, 2016). The Dining Room in the castle, for example, has a Victorian table with the Fraser family silverware, glass and china on the table (National Trust for Scotland, 2016, p.14). Due to the wealth of information, the fantastic green space and the surrounding grounds, I feel this would be a suitable place for a school trip for those topics.

(The information cards that can be found in each room).

Personally, I thoroughly enjoyed my time at the castle, I feel it helped me discover something about Aberdeenshire in my bid to develop my local knowledge. The visit has made me more interested in local history and where possible, I want to carry on the Castle Trail (Visit Scotland, 2016) as there are still many more castles in Aberdeenshire to discover. When I was in the castle, I spoke to a lady, who was also visiting the castle, she was so enthusiastic and passionate about the fantastic history and castles we have in Aberdeenshire that it inspired me to visit more soon!

(The view of the castle grounds from the castle tower.)

References:

National Trust for Scotland (2016) Castle Fraser, Garden and Estate Scotland: GPS

Visit Scotland (2016) Scotland’s Castle Trail: Explore Aberdeenshire Available at: https://www.aberdeenshire.gov.uk/media/10248/scotlandscastletrail.pdf (Accessed on: 30/9/17)

Take Me To Neverland!

Quite literally.

Today, I decided to go on a bit of an exploration around Kirriemuir. Why not have a road trip which can also be deemed educational, right? The road trip lead me to Camera Obsura which is located in Kirriehill.

Kirriehill is a centre with a play park (Neverland), Millennium Woodlands, JM Barrie’s (the author of Peter Pan) grave, Wilkie’s Shelter and Camera Obsura. A small walk around Kirriehill and the Millennium Woodland gave me a bit of information and history about Kirriemuir.

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The walk taught me a bit about JM Barrie who was a famous playwright born in Kirriemuir and his life is very celebrated in the local community. The Camera Obsura, which was unfortunately shut in the winter months, is dedicated to Barrie and is one of only three remaining in Scotland. Barrie and his family are also buried in the graveyard at Kirriehill.

The playground “Neverland” named from the story Peter Pan, was incredible. We may have had a little play until we realised it was supposed to only be for children aged between 3 and 12 years old sadly. I could have imagined taken my primary 1’s here for outdoor learning and play.

Once I returned home, I continued on the educational and productive Saturday and started my placement file. Whilst looking at my school’s website, I read that Kirriehill is where the school take the children for outdoor learning. Therefore, I felt that that a post about Kirriehill should be included in my file to show I have been here before and in the instance that my class were to go here for outdoor learning and play then I have evidence that I am aware of the location and some of the facilities it offers.

Pictured below: the play park entrance and important health and safety (no adults, sadly).

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The Start of Another Placement

We have finally been given our third year placement schools. After having a fantastic last day at Claypotts Castle nursery, getting my third year school and nursery was a great excitement to be able to know I am going back into school so soon.

This excitement may have taken over a little bit as my desire to go and see the school quickly overcame my lack of motivation to proof read my assignment for the hundredth time. Before I knew it, I was in my car and off on a road trip to go and have a look at the area. I have driven past the signs on the dual carriage way for Kirriemuir countless times however I have never went in past and I knew nothing about the area. I knew that this was an area I need to develop my knowledge on for my placement folder. Therefore, I thought having a drive could do no harm.

I had a bit of a look around Kirriemuir itself. The setting is surrounded by the Angus Glen’s and one of the Cairngorm Mountain ranges. Kirriemuir is an absolutely gorgeous place and I can only hope that my school takes full potential of the setting they are in to develop their outdoor learning.

Just by chance on the way back to Dundee we drove through Kirriemuir town centre and there was a little Tourist Information centre which I thought may have some leaflets or information for me to further develop my knowledge of the town. The two ladies who worked in their could not have been more helpful, they allowed me to look around, take a selection of leaflets about Kirriemuir and Angus in general (as although I drive through it a lot, I did not know a lot about Angus either), and the ladies let me know that the are very accommodating to have classes come to the Tourist Information as they have a lot of resources to help. They were very excited that I had a primary 1 class as they do not often get ‘the little ones’ in to visit and it is normally just primary fours or primary sevens. This is something that I will be well aware of when I am on placement and if the children are learning about something relevant to the town that could spark a trip to the tourist centre then it would definitely be something I would suggest to the class teacher.

Overall, as my previous blog and this one has clearly shown I am so excited to get back into school. The transition project has greatly influenced my confidence and my (lack of) nerves going into this placement. It is one of the reasons I am ready to get back into school. If February could just hurry along, then that would be great!

The End of One Placement

Sadly, my time at Claypotts Castle Nursery is already over. However, it has been a truly fantastic learning experience. I have been able to have a hands on experience of working with early years children which I have not yet been able to do for more than a day. This has definitely made me feel a lot more confident now that I have my two schools for my third year placement. A few of my friends who have not been on the transition programme are slightly worried at what they are to do in the nursery and now having been into one for 8 afternoons, I feel a lot more confident and at ease at what I am expected to do in the nursery when the time comes.

Over the last two weeks, I have began to see the planning in the nursery and how lessons are taught in a play environment. After seeing the plans, the group lessons that the children have at the start and end of the afternoon all link back to the experiences and outcomes. This outcome is chosen by the group leader and they meet this in the same way a teacher would in the classroom – developing an idea that they feel would allow the children to develop to meet the criteria. There are also opportunities for the children to choose to engage in an informal lesson with one of the group leaders. This was so informal as it was through the children’s choice if they engaged in the activity that I was unaware of this happening until the second last and the last week.  On the second last week, one of the practitioners had taken children to make pictures simply using felt which was to meet the experience and outcome EXA 0-02a (Scottish Government, 2009, p.3). The children created their pictures on their felt square with pieces of felt before covering them in water and fairy liquid and rubbing this in to make the pieces stick together. I assisted the practitioner to make notes and take pictures for the children’s observation for the learning journey folders. This was a very interesting opportunity as I was able to see the different abilities that were already prevalent in the children with the language development and ability to take turns and think about others. There was huge difference in the abilities and this is something I am definitely going to keep in the back of my mind for my third year placement.

On my final week, I was asked by a practitioner to work with a group of children to create an experiment. The practitioner had read that if you inflate a balloon indoors then put the balloon outdoors due to the cold weather, it should deflate overnight and if you then take it back inside to the warmth, then the balloon should inflate again. The children and myself worked on blowing up the balloons, only one of about seven children could blow up a balloon, which i thought was pretty impressive for a 4 year old. Before taking them outside and tying them to a tree. The children all had their names on their balloons and were excited to come back tomorrow to see if the experiment had worked. Although, there is not significant learning in this I believe, developing language skills in the children such as using the word experiment and asking them what they thought would happen through closed question ‘do you think the balloon will go down outdoors or do you think the balloon will stay the same?’ is developing their hypothesising skills for science which they will return to develop further in primary school.

Overall, the whole project has been so insightful. I have learnt a lot about how the nursery works. I have been able to see what children are like from a young age and how they can learn through play. I am truly thankful to Claypotts Castle Nursery for having me every Wednesday and my three lectures running the project for this opportunity. This has given me a big boost of confidence and taking away a lot of questions and nerves for returning to a school in February for my third year placement. I would definitely recommend if the opportunity is available to the upcoming years to take it!

 

Reference:

Scottish Government (2009) Expressive Arts: Experiences and Outcomes Available at: https://www.educationscotland.gov.uk/Images/expressive_arts_experiences_outcomes_tcm4-539863.pdf (Accessed: 09/12/16)

Outdoor play in Early Years

For my second week back at nursery, I was asked to spend my afternoon outdoors. This request was met by my delight at the chance to have a look into some more learning in the outdoor particularly as this is an age that I have had no experience working outdoors with.

In the nursery there are no set lessons or plans for the children and they are free to play how they want, it was a chance to see what the children would do with their outdoor free play opportunities. Due to the fact that parents in this contemporary society are trying to protect their children as best as possible, this unfortunately means that children are not getting the opportunities to “exercise their bodies or to encounter the excitement and challenges of the outdoors. As a consequence an increasing number of children have weight problems. Current figures suggest that 22.9 per cent of four- and five-year-olds are either overweight or obese” (Dowling, 2010, p.172-3).

Whilst I was outside with the other practitioner, Mrs H, we got chatting about the limitations of outdoor play in the primary setting. Mrs H and myself discussed the fact that the children whilst in nursery had the choice to play outdoors in all weather conditions and the nursery practitioners had no choice but to be outdoors as well in all conditions. The only thing the children were told on this particular day was that they had to have a jacket on to play outside. However, on the other side of a fence, life for the children in the primary school was much different. Children were running round in the cold without jackets on but the minute the slightest bit of rain came on, the children were ushered indoors for the last ten minutes of lunch break. This is very common primary schools. It is almost as if teachers are worried of children getting cold whereas from what I can remember as a child as well as from the experience I had today, children tend to want to be outside regardless of the weather conditions. It was really important for me to see the difference between the nurseries practice and the primary stage practice.

This made me reflect on the idea of learning in the outdoors and the fact that the majority of teachers, regardless of this being a vital part of the CfE, only viewing outdoor education as a one of lesson when the weather is nice.  However, as the nursery children proved to me – they do not care what the weather is like, as long as they are having fun, enjoying themselves and getting to play, they are more than happy to be outdoors in the rain. Robertson (2014) stated weather as one of the common reasons that teachers worry about before they start outdoor learning. This should not be a worry for teachers as on my Learning from Life placement with Adventure Aberdeen there was not a single session we considered cancelling due to the weather – the students were just equipped by the centre with appropriate clothing for the activity and weather. Therefore, when teachers are planning for an outdoor education lesson, they should advise parents in advance that the class will be going outdoors and that children will need the appropriate clothing for this and remind them we are in Scotland. Teachers also need a degree of flexibility when planning for learning outdoors as Robertson (2014) suggests as the weather may not allow for one activity but this does not mean the lesson should be cancelled but simply adapted to fit with the weather

With weather, I have experienced both extremes whilst at camp and whilst on placement. As already stated on placement, the children were out in all weather conditions from sunny days in the sea to snow sand sledging. However, at camp, the as soon as it rained – in a little bit – the children’s activities were changed from normal schedule to rainy day schedule. This meant that the children were kept indoors even when it was just drizzling. You could tell from the children that this was frustrating for them as they looked forward to the activities they had selected and these were often cancelled, normally these days were back to back. In my views, if Scandinavians countries can have children out in all weathers and this clearly has an impact on their children’s wellbeing and education then we should follow the lead of Adventure Aberdeen and the Scandinavian countries and try to get our children out in all weather conditions.  In contrast to the nursery and the primary setting this is two extremes on the scale although it rather remarkably shows the same point – a little bit of rain can totally hinder the joy the children are having outdoors.

Children, in my view, should, like in the nursery, have the opportunity to have their voice heard and make decisions for themselves as to whether or not during their free play time they would like to stay outdoors in any weather, as long as they have appropriate clothing for the weather on, or if they would prefer to go inside. I understand that this is not always possible as the children need to be supervised and this would be stretching the playground assistance, there could possibly be solutions, for example the children who want to play indoors go to the games hall instead of their classrooms.

Reference

Dowling, M (2010) Young Children’s Personal, Social and Emotional Development 3rd Edn. London: Sage Publications

Robertson, J. (2014) Dirty Teaching: A Beginner’s Guide to Learning Outdoors Wales: Independent Thinking Press

My Dad is on Facebook!

Strange educational blog post title – yes.

However, after 6 years of protesting how much he dislikes facebook, around a month ago my dad officially joined the digital space and made a facebook account. This shows me just how much we are moving towards a digital age and how much our lives revolve around the internet.

This combined with Derek’s lecture today made me think about how much I really know about the resources available online – which in fact is very little. I spend a good proportion of my day online for a variety of purposes and I am constantly connected with having multiple devices. For someone who spends a fair percentage of my day online, I felt that I should be aware of what children are using the internet for. Turns out, I don’t.

I have recently had a keen interest in outdoor education sparked and am beginning to look at this linked with the decline of playing outdoors in childhood with the link to the rise in technology. This had given me a rather fixed view on technology. Technology had been something I apportioned blame to for lack of play and creativity in young children recently. Turns out, I am wrong.

Although, there is a strong link with the decline in outdoor play due to technology. Technology is not entirely the bad guy. It can stimulate creativity and play. I have never heard of many of the resources Derek enlightened us to in his lecture today nor have I ever played Minecraft (sorry Derek). I have a youtube account but don’t exactly use it. It is clear, I am not a digital native. But, I am willing to learn. With my dad finally accepting that we are moving into a more digital world and joining facebook, I think it is time I look at digital learning space and resources available to children and teachers. It is time that I move into this digital age before I head into a class and become the teacher that does not know how to switch on the latest technology.

I hope by looking more into the resources available online that this will give me a more critical stance on outdoor education and technology. No one subject area works best for every child and I should know about a variety of different ways of learning rather than just the areas I am interested in. It maybe time to download Minecraft. Do you even get a Minecraft app? Well, I am about to find out. Wish me luck. Digital immigrant here I come. Like father like daughter. The 21st century is awaiting.

First day at Nursery!

On Wednesday, as my previous blog post stated, I was off for my first day of nursery for part of my Transition Project at university. The nerves this morning were there a little bit but not as much as the night before.

The minute I walked into the school, I was greeted by a lovely receptionist at the front desk for the school which automatically made me feel more relaxed.  When I arrived at the nursery, they weren’t exactly expecting me. Which seems to be the issue whenever I arrive at a school so thankfully that never made me nervous at school. I was introduced to the staff at the nursery which was a team of 16 ladies for a nursery which can have 60 3-5 year olds and 10 2 year olds in their panda room. Although, they currently aren’t working at full capacity.

Immediately, this amount of children and the size of the nursery was a big change from the nursery I went to which was about half the size in both respects. I had not yet seen the size of the nursery but I was imagining it to be quite big. Much to my surprise, it was about half the size I expected however it did have a big outdoor space to play. Outdoor play is something I am hugely passionate about due to the positive impacts it makes on childhood; the statistics on how well the Scandinavian countries, from whom outdoor play holds a substantial part of their pedagogy for early years’ education; and because many of the fond memories I have of my childhood are from playing outdoors with my parents.

The afternoon in a nursery was very similar to an episode of “The Secret Life of Four Year Olds” from channel 4. There was a lot going on for the children to choose from but apart from at the beginning and the end of the session there was no structure to the day; it was all free play. When the children first come in, they are spilt into six groups of ten (when the nursery is a full capacity) to have a chance to speak with one of the nursery teachers* and to do the register amongst other things.

The group I was placed with for the beginning was consolidating what they had learnt yesterday from their visit from “Farmer Jill”. Firstly, I thought the fact that they had left this consolidating until today instead of the group time at the end of yesterdays session was a fantastic idea. This meant that the children could go away yesterday and think about what they had learnt , giving them time to process all of the information they had learnt before they had to summarise their knowledge. This was very similar to what I can imagine a structured lesson with a small group of Primary 1 pupils could consist of. When we began the questions on consolidating their knowledge were very closed questions such as “can you remember who came to visit yesterday?” but this meant that all of the children knew the answer but the same children were always the ones who wanted to speak which quickly became chaotic was three or four children were shouting out different things. The children’s group leader* improvised and had the children pass round one of the spaces which meant that the children all had a chance to share what they could remember from yesterday and what they enjoyed most. This first half an hour of the afternoon session was very structure and the children were sitting for a long time before they got to play. However, I can see this as beneficial for the children for when they are moving into primary school and are expected to have structured lessons all day very soon.

The rest of the afternoon was free play for the children. One of the big things I noticed was the lack of interaction with technology. There were two computers and one smartboard that the children, as far as I am aware, can use. However, the children were much more interested in doing activities such as baking, making puzzles, arts and crafts but mainly they were interested in playing games outside including tig and tag and hide and seek. To see children enjoying playing outdoors in the current age when technology is an ever growing medium and outdoor play is steadily decreasing was very encouraging to see.

One of the big things I have observed with the teachers in the nursery today, is their range of tone of voice and their excitement when talking with the children. I was always aware that this would be something I would need to work on when going into an early years setting as my ability to change of my tone of voice with ease can be rather limited. To be able to observe how the nursery teachers do it and how the convey excitement when the children are excited about something is definitely something I am paying close attention to. It was also when the children were speaking over one another in group time, the teacher was never cross or shouted at them but the way she spoke when she asked them to allow someone else to have a turn meant the children understood what they were doing was not kind to the person whose turn it was to speak. I am hoping that through observing this practice over the next 8 weeks that to be able to pick up and replicate some of their skills to be able to improve my practice for my third year placement.

Overall, I had a fantastic first day at nursery: there were many great opportunities to observe, learn, build bonds with the children and most importantly, play. I am thoroughly looking forward to going back after the October break.

 

*As I have not yet had the chance to ask permission to name the teachers in my reflections, they will currently stay anonymous.