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Assignment Task Part 2

In a 125-word response :

· Respond to two or more of your colleagues’ postings, with at least one sharing the same perspective as you and one sharing a different perspective from yours in one or more of the following ways:

· Explain why you agree or disagree with your colleagues and cite Learning Resources to substantiate your thinking.

· Pose clarifying questions to a colleague to better understand his or her perspective.

· Act as a critical friend to both colleagues by offering constructive feedback on the clarity and validity of how they conveyed their perspectives.

· Locate one resource that contains a global perspective that agrees with or negates statements made by your peer and discuss how early childhood professionals can learn from this international perspective.

· Cite appropriate references in APA 7 format to substantiate your thinking.

Colleague Response #1

Katheryn Gonzales 

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How does nature-based learning in Forest Preschools reflect elements of DAP?

Nature-based Forest Preschools reflect many aspects of DAP. According to the National Association for the Education of Young Children (2020b) DAP is considered "methods that promote each child's optimal development and learning through strength-based, play-based approach to joyful, engaged learning" (p. 5). DAP encourages children to use their strengths and curiosity to achieve their full potential across all developmental and learning domains. DAP encourages children to be individuals that are collectively a part of a larger community. Nature-based Forest Preschools are learner-led, hands-on experiences that encourage children to explore their curiosity about the world around them. As children learn to explore, they also learn to take risks that help them develop a sense of self-autonomy and self-regulation (Vogel, 2017).

The Forest Schools trend is emerging internationally. Why do you think this might be so?

Forest Schools are trending internationally because people are becoming more aware of the adverse effects that standardized testing has on young people's social and emotional development. Since the 1800's educators have utilized the outdoors as a learning environment for children. The benefits of outdoor learning environments include communication, increased self-esteem, confidence, improved physical development, increased concentration, increased focus, and relaxation. These qualities in Forest Schools and nature-based learning are attractive to many people (Vogel, 2017).

What unique aspects of nature-based learning might serve to promote meaningful learning for young children?  What unique aspects of nature-based learning might serve to promote a sense of community among children and their families?  

Children who participate in nature-based learning are encouraged to explore and engage in the environment around them. Their curiosity is encouraged, and the student leads the decision of what to spend time learning. The teacher facilitates child learning. As a result, children are engaged in the learning opportunity. Children are encouraged to communicate with each other in small groups and to share in storytelling activities. Children can share their experiences with their families (Vogel, 2017).

Describe the current issue or trend you are exploring for this week's assignment. Briefly explain 1) why you have chosen this issue; 2) how it relates to meaningful learning experiences for young children; 3) how this trend reflects or departs from DAP guidelines. 

The current issue that I would like to explore for this week's assignment is the importance of early literacy in early childhood education. As a kindergarten teacher, I understand the importance of teaching young children early literacy skills. These skills include letter recognition, letter-sound correspondence, rhyming activities, storytelling, vocabulary, and reading. In my profession, I see many kindergarten students who enter kindergarten without the skills necessary to read.  I want to explore this issue more closely.  Early literacy in the early childhood classroom begins with creating meaningful developmentally appropriate experiences for young children. This issue leads educators to look for ways to make early literacy more meaningful for young children and reflect on DAP guidelines to help them do so.

 

References

National Association for the Education of Young Children. (2020b). Developmentally

appropriate practice: A position statement of the national association for the education of young children. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf

Vogel, M. (2017, November 7). What are forest schools? Wonderschool.

https://www.wonderschool.com/p/parent-sresources/what-are-forest-schools/.

 

 

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Colleague Response #2

Renee Morris 

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Developmentally Appropriate Practice  and Forest Schools

Developmentally Appropriate Practice (DAP)  is used to optimize learning.  National Association for the Education of Young Children (NAEYC), (2020b) defines DAP “as methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning”.  Vogel (2017) defines forest preschool as a curriculum based experience for children that takes place in nature through exploration. The two programs have similar expected outcomes. 

Forest schools are focused on children learning in nature through self curiosity. 

Forest schools are similar to “free play”.  Free play is  unstructured play, when a child has the autonomy to select their items  and activity of choice. According to Vogel (2017) “Foster schools are based a holistic developmental approach, teaching children interpersonal skills

skills like teamwork, communication, cooperation, and problem-solving. This form of learning is very similar to Lev Vygotsky’s sociocultural theory.  Forest schools promote development through elements of DAP. Taylor (2019)  explained that relationships between the children and adults are highly valued incorporating mutual respect and trust.

According to the National Association for the Education of Young Children (2020b)  “developmentally appropriate practice requires early childhood educators to seek out and gain knowledge and understanding using three core considerations: commonality in children's development and learning, individuality reflecting each child’s unique characteristics and experiences, and the context in which development and learning occur.” The Forest School allows a child the freedom to seek knowledge on an individual basis.  The child explores in a manner to foster sensory and motor skills, as well as brain and language development.

Why the Emerging Trend

There has been an emerging trend of Forest Schools.  According to Growingwildforestschool.org. (2020) many believe that “nature based education is the antidote to the modern pandemics of childhood obesity, attention deficit disorders, hyperactivity and depression”.   Although Forest Schools were trending before the unprecedented times, COVID has definitely been an influence. D’Souza (2020) found that many doctors and parents are stating that Forest Schools are the choice of educating children due to the required masks and a way of lessening the spread of the virus.

Current Issue 

The selected current issue for this week will be social-emotional learning (SEL). This current topic was selected due to the belief that children should learn in environments in which learning is holistic. Reaching the whole child, including their social and emotional states are just as important as a curriculum.  If a student feels as if you care and are genuinely concerned about them, the student may work harder and want to make you proud. Students that usually are known to be a challenge may strive to make a change if he or she feels that they have a circuit to turn to.  

This current issue relates to the DAP methods by incorporating at least one of the six guidelines for applying DAP.  SEL is highly related to creating a caring community of learners by helping students understand the five competencies;  self awareness, self management, social awareness, relationship skills and responsible decision making.  According to Trade-schools.net (2021), social-emotional learning has a “growing consensus that schools are responsible to foster students' social and emotional development”  Fostering the students' social and emotional development can help lead to lowering office referrals and bullying which are two other trending concerns in the educational field.

References

D'Souza, K. (2020). Outdoor classes and ‘forest schools’ gain new prominence amid distance 

learning struggles. EdSource. Retrieved 29 November 2021, from 

https://edsource.org/2020/outdoor-classes-and-forest-schools-gain-new-prominence-amid-distance-learning-struggles/640853.

Growingwildforestschool.org. (2020).A Brief History of Forest Schools Around The World. 

Retrieved 29 November 2021, from https://www.growingwildforestschool.org/post/the-brief-history-heritage-of-forest-schools-around-the-world.

 National Association for the Education of Young Children. (2020b). Developmentally 

appropriate practice: A position statement of the national association for the education of 

young children.  https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf

Taylor, H. B. (2019). From fear to freedom: Risk and learning in a forest school (voices). 

Young Children, 74(2).  https://www.naeyc.org/resources/pubs/yc/may2019/forest-school

Trade-schools.net. (2021).Here Are 20 Major Issues Affecting Schools Across America.     

Retrieved 

26 November 2021, from https://www.trade-schools.net/articles/issues-in-education.

Vogel, M. (2017). What are forest schools? Wonderschool. 

https://www.wonderschool.com/p/parent-resources/what-are-forest-schools/

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