Today I took the toddlers F, L, and P for a walk in the neighbourhood. They are the oldest among our toddlers. We stopped under a pine tree and had a look around. L and F saw some pine cones on the ground. "Look" said L and the three children went to investigate the pine cones on the ground. The children started picking the pine cones and helped each other to put them in the plastic bag that I provided for them. They were really keen to bring with them plenty of pine cones. F was holding the plastic bag and get it ready for L when she find some. Sometimes L hold the plastic bag and let F pick the cones. P helped to pick as well. They were happy and excited to spend a little time outside. It was time going back to show their cones to the other children. They were proud and happy carrying the plastic bag of pine cones. They put the cones on the table and happy to show their friends. They started to say "mine" then I suggested that we count them. We started to count the pine cones in English and Maori. "One, two, three, four, five.....Tahi, rua, toru, wha, rima." They wanted to keep their pine cones but I made a suggestion that they approved. We are going to paint their pine cones next time and it is time we go and put them away.
What's happening here?
Exploring and experimenting usually happens in the play area in the centre , but it is also significant to gain experience of the neighbourhood (Somerset, 2007). The nature scale of the environment is important to take into account. The children feel intoxicatingly free and unconfined. If children are given experience to the outside surrounding, they can find objects, insects, plants, and things that interest them. The children become wise and spiritual in understanding our ecosystem and our place in it and this is related to Bronfenbrenner Theory of learning and development suggesting educators to move their focus from child alone to the family and the wider community because these are important factor to children's learning and development (Gonzalez-Mena, 2008). Te Whariki says that "Children develop confidence in working with others to explore the environment and make sense of the social and physical world" (Ministry of Education, 1996, p. 98). Through working together to put their findings in the plastic bag, F, P, & L will develop confidence in their ability to develop relationship (Ministry of Education, 1996). In this experience, F, P, and L used their body language to express that they can work together as a team when they go outside.
What's next?
Children really wants to see outside the box and over the fence. It was so obvious that they wanted to participate in this kind of learning environment. We will go out and see places around the neighborhood often and maybe we can bring more children and ask parents if they want to have a walk with us.
References:
Gonzales-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society (4th ed.). Boston: McGraw Hill.
Ministry of Education. (1996). Te Whariki, he whariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Somerset, G. (2007). Work and play: In the early years. Auckland, New Zealand: New Zealand Playcentre Federation.
Good idea, do go for walks more often as you must have already experienced that children can learn so much form this and it is something they will always enjoy
ReplyDeleteThank you for your comment Shobna. I would love to take children for trips as well like the zoo, buterfly creek , supermarket or anything they can improve their knowledge and understanding.Also by showing children how things work is a great opportunity for their learning.
ReplyDeleteYes, going to the park would be a good idea.
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