module 8082 discussion1
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RESPONSE8082MODULE1.docxRESPONSE
Kelli Barnes
RE: Discussion - Module 1
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How does nature-based learning in Forest Preschools reflect elements of DAP?
Forest Preschools introduce such an opportunity when fostering early learning. When we examine developmentally appropriate practices, or DAP we can see that there is a connection and that Forest Preschools do reflect some elements of these practices. By introducing a a child in their early developmental years to nature and holding 'class' outdoors you able to explore equitable learning opportunities while giving a child the ability to explore and make connections to the world around them (2020b).
The Forest Schools trend is emerging internationally. Why do you think this might be so?
Forest Schools have become quite popular in the US and have made great strides implementing it's dynamic concepts for early learners internationally. In countries like Sweden, who began practicing these educationally experiences in the 80's, not only has the concept caught on, but it has yielded positive results (Vogel, 2017). Along with increased achievement scores, but confidence and self-esteem has become stronger among students who were products of Forest Schools and overall development has been enriched.
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?
As a child, I loved being outdoors because my family loved being outdoors. Not only did I grasp meaningful learning experiences in nature, but I was also building stronger bonds with my family. This can be done with any child and family dynamic. Allowing a young child to explore and make connections to the world around and using nature as a classroom can open endless doors of learning. In addition, involving family, this can promote communication skills, build stronger emotional connections, and even stronger family connections.
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.
I have chosen to explore the issue of integrating 's more play into the classroom to foster stronger development and learning. This topic is near and dear to my heart as an educator and our education system has lost sight of the benefits of play. Although many are turned off by the word "play" and often feel that it can not be assessed, it still has strong developmental and academic benefits. Students have shown that learning by student-led instruction and hands-on learning opportunities, students are able to acquire more substantial foundations in education, starting at an early age. Providing hands-on learning experiences and 'free-time' to participate in socially development building activities, younger students are able to reflect DAP. In addition,older students are able to engage in more discussions and team building lessons that foster deeper thinking and stronger comprehension, which coincide with DAP for their age.
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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Angel Winslow
RE: Discussion - Module 1
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Nature-Based Learning
Nature-based learning in Forest Preschools reflect elements of Developmentally Appropriate Practice (DAP) by integrating natural settings in learning activities. The nature-based learning model’s features include nature education, the use of environmental resources for learning, and learning in the natural environmental settings (Annisa & Sutapa, 2019). Most of the learning resources are natural materials in the contemporary environmental settings. Nature-based learning reflect the elements of DAP by promoting children’s motor development and competency regarding the use of environmental resources. The DAP provides that learning models should foster the development of physical, socioemotional, and cognitive development in children, which is reflected by nature-based learning in Forest Preschools (National Association of the Education of Young Children, 2020). The Forest Preschools trend is emerging because of the growing evidence that nature-based learning effectively promote children’s motor-skill development, and cognitive abilities (Johnstone et al., 2020). The unique aspects of nature learning that promote meaningful learning for children include manipulation of objects in the environment, and natural constructivism, which promote constructive thinking by using natural objects, and constructing shapes and objects using environmental resources (Annisa & Sutapa, 2019). The aspects of nature-learning that improve the sense of community for children and their families include learning about the sociocultural structure of the society, and how people interact with others and how environmental resources are used including, maintenance, and conservation.
I have chosen the nature-based learning trend because of its potential to enhance learning in preschool children. For instance, the learning model promotes the development of motor and cognitive skills in preschool children (Annisa & Sutapa, 2019). In this regard, it has the potential to effectively prepare children for more complex learning while increasing their motivation for learning and socializing. Nature-based learning relates to meaningful learning in children by improving children’s Science, Technology, and Engineering (STEM) competency-development through hands-on activities including constructing shapes and sizes using environmental resources (Johnstone et al., 2020). In nature-based learning, children use environmental resources as learning materials (Annisa & Sutapa, 2019). It thus helps children to familiarize themselves with the concepts that they will encounter in their later academic lives. The trend of adoption of nature-based learning reflects DAP guidelines in that it fosters the development of academic, socioemotional, and physical competencies as provided by DAP guidelines. Academic competency-development is enhanced through logic-based learning activities and goals (Johnstone, 2020). Children’s sociocultural development is enhanced by the social nature of nature-based learning in which children play and complete their academic activities together in teams, which enhances their cooperation and coordination with fellow learners, teachers, and the people in the surrounding environment.
References
Annisa, A., & Sutapa, P. (2019). The Implementation of Nature-based Learning Models to Improve Children's Motor Skills. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(1), 170-182.
Johnstone, A., McCrorie, P., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., ... & Martin, A. (2020). Nature-based early childhood education for child health, wellbeing and development: a mixed-methods systematic review protocol. Systematic reviews, 9(1), 1-6.
National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice. National Association for the Education of Young Children. 1-44.
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