Introduction

As family life has now come to be busier, school life is becoming increasingly more important in children's lives.  Children are finding less time at home to play and with security fears growing it is easier for parents to allow their children to play on their computer in the family home, than to let them out into the woods with their friends (Anning et al. 2010).  This has a negative effect on children's growth and as children lack the chances to improve important life skills, such as social and motor skills, in their own home, schools simply have to incorporate this into everyday teaching.

It is not effective to teach all skills in the classroom environment and not all children learn in the same way.  New contexts have now been introduced into some schools to improve learning and I have described in detail the advantages and some disadvantages to teaching in these ways.  I have chosen to cover Play, Museums, Montessori settings and Forest Schools and have included pictures and inspirational videos to support why I believe these have proved to be successful and are important in building children's skills.  Although these may not seem like new ideas, they have been adapted to suit the ever changing curriculum and most importantly ensure the best is obtained from each child as they achieve the education they deserve. 

I have used several reference sources to support my findings which I have referenced throughout each context and non-electronic sources are listed at the end of each post.

Reference List

Anning, A., Cullen, J. and Fleer, M. (2010), Early Childhood Education Society and Culture. London: Sage

Montessori Settings and Theories

Montessori Settings were founded by the inspirational Italian Physician, Maria Montessori during a time of hard female oppression.  Initially studying Special Educational Needs she opened a school for SEN in Rome, and in 1906 was invited to set up a nursery in the slums.  "Casa dei Bambini" or "The Children's House" gave mothers the opportunity to work and enabled the poorest children to gain quite an exceptional education (Pound 2005)

Montessori identified the initial 6 years of a child's life as the most important (Isaacs 2012) which I strongly agree with. Isaacs (2010) explains according to Montessori, children's development  is separated into three main stages:-

1. Absorbent mind - 0 - 6 years .
2. Childhood - 6 - 12 years
3. Adolescence - 12 - 18 year

Even in the womb information is being stored in the mneme, the unconscious memory,  and as the child develops the horme decides what information needs to be absorbed from the environment.  Montessori believed whilst developing through the three main periods the child would also develop through sensitive periods. These were sensitivity to order, movement, small detail and language, refinement of the senses and sensitivity to social aspects ( Isaacs 2012).  This is important as Montessori schools are still designed around this idea today and practitioners look out for these to accelerate learning.  I also believe it is important to highlight children will achieve these stages at different times and will regress when learning new information before progressing again ( Issacs 2010) as every child is different.

Montessori practice is centred around the importance of nurturing each child to fulfil their potential and directors will single out talents and encourage them. She worked hard ensuring the environment was conducive to learning by placing child size, natural effect furniture and specific Montessori materials around the nursery, some of which have now been adopted into the foundation phase.  Classrooms are bright, tidy and clean with the option to use the outdoor area.  Feez (2010) observed children shaking hands with their directors on entering the school each morning which helps eradicate a problem widely observed in today's society, respect and discipline. Montessori's techniques have improved social behaviour and brought fairness and opportunities to even the poorest areas. Families are invited into the school promoting a feeling of team work within the community which also helps involve parents in their children's education.  

To be a Montessori director you must receive specialist training ensuring,  regardless of location, all settings resemble each other in appearance and operate using several key principles.  

Freedom is the primary principle as children are encouraged to learn for themselves through discovery. They are given the freedom to decide what they want to do and when they want to do it and work cycles will vary because of this.  This is a great advantage as some activities will engross a child so much that by not setting strict timetables you do not disturb the child. Ensuring all key principles are followed correctly helps children show self discipline and supports the idea of freedom.  Children understand that whatever they decide to do may have consequences and they are responsible for these, including the basics of tidying up after themselves.  All activities are designed with control of error in mind so children know if they are making mistakes and can problem solve to rectify it.  Throughout the day the directors scaffold the children's learning and through repetition they cement their knowledge. The vertical grouping means, despite the age difference, children learn from each other and care for each other creating a family and community feel.  Finally directors are constantly making Observation and Assessment.  This is important so they can guide children to develop their skills and help them to progress successfully (Isaacs 2010).  Without this final principal I do not think Montessori settings would work as children still need to be encouraged to push themselves. I still remain unconvinced that these principles would be successful in any setting post the early years, as some subjects still need to be lectured and delivered with more structure.

Since 2005 Manchester School, Gorton Mount, has successfully adopted Montessori principles into their foundation stage and this is a great example of how these principles work.  This can be seen in the following videos as children describe how through Montessori settings they have developed self respect, confidence, enjoy the freedom and liked being judged for their efforts and not their ability.  

  

Reference List

Bujak, P., Isaacs, B. and Powell, C. Retrieved March 2013 from Working for the Montessori movement across the World. http://www.montessori.org.uk
Feez, S. (2010) Montessori and Early Childhood: A Guide for students. London: Sage.

Isaacs, B. (2010) Bringing the Montessori Approach to your Early Years Practice. Cornwall:Routledge

Isaacs, B. (2012) Understanding the Montessori Approach. London: Sage

Pound, L. (2005) How Children Learn. Leamington Spa: Step Forward