The natural environment and holistic development
(Million Smiles, 2014)
What is holistic development? Children develop holistically, meaning they need support with their 'health, nutrition, care, protection, early stimulation and learning' (Tran, 2013, p.2). Their development and learning can be classed as multi-dimensional, a term used by Tran (2013), as when they achieve an aspect of their learning and development, they become 'physically healthy, mentally alert, emotionally secure, socially competent, able to learn, culturally and spiritually aware and aesthetically creative' (Tran, 2013, p.2). With this definition in mind, do you think the outdoors is beneficial to children's holistic development? Pioneers of Outdoor Learning in relation to Development Comenius (1592-1670) was an advocate for the outdoor world and his work took a holistic approach to learning, as he believed that children learned through their senses (Joyce, 2012). This is still used in practice today because in settings, practitioners encourage children to use their senses to benefit their learning and development. For example, in practice there is a core value about creation and how children can use their senses to describe the outdoor environment, to better understand the world around them. Pestalozzi (1746-1827) believed that children’s learning should be in accordance with nature and that they need a secure environment to support their development (Joyce, 2012). Although his theory is over 100 years old, his work has essentially influenced the Early Years Foundation Stage, as an important aspect of his theory was that children are individuals with particular needs and this is central to the current EYFS curriculum within the UK (Joyce, 2012). Likewise, Friedrich Froebel (1782-1852) saw the outdoors as an important part in children’s education, not only physically, but intellectually and socially as well (Joyce, 2012). He encouraged children to spend time with nature so they could see how materials and shapes have helped to form their natural world; thus allowing children to see how they are a part of a holistic universe (Joyce, 2012). This is linked to current practice as settings do provide children with an outdoor learning environment or forest school where they are able to learn through sensory experiences, play, movement and meaningful tasks, an awareness brought to light by Froebel (Joyce, 2012). Also, within Early Years settings there are qualified practitioners who are there to help children in their development and provide them with opportunities to go between the indoor and outdoor environment to benefit their play, learning and development. This too is an important aspect of Pestalozzi’s work. Similarly, Margaret MacMillan (1860-1931) and her sister Rachel drew upon Froebel’s approach to learning, as they placed emphasis on the importance of a garden (Pound, 2006). However, they primarily focused on children’s health because Margaret believed children needed to be clean, healthy and well nourished, but be in an environment that allows them to breath freely, which a natural environment supports (Joyce, 2012). Their work has helped highlight the importance of the cognitive value, of everyday life and the affect they have had on children’s health, which has contributed towards practice today. Gosta Frohm (1908-1999) is an important educator to forest school because he believed that children were becoming more distant from nature (Joyce, 2012). Similar to pioneers MacMillan and Froebel, he believed in first-hand sensory experiences, with visits to the forest to help children reconnect with nature. His approach was based around characters and the development of Skogsmulle, allowing children to relate to the outdoors as it is based on a story (Joyce, 2012). He placed great emphasis on children having love and respect for nature from a young age, so they were not corrupted by the likes of technology (Joyce, 2012). His work can be seen in practice today because it helped to develop the forest school approach within the UK and has allowed children to explore their natural environment and progress within their holistic development, through play and learning in the outdoors. Can you see elements of their work in practice today? Reference List Joyce, R. (2012) Outdoor Learning Past and Present. Berkshire: Open University Press. Million Smiles. (2014) Holistic Development. Available at: http://www.millionsmiles.in/school.php (Accessed: 4 October 2015). Pound, L. (2006) How children learn: from Montessori to Vygotsky – educational theories and approaches made easy. London: Practical Pre-School Books. Tran, H.P. (2013) Promoting Holistic Development of Young Children - An Imperative for the Advancement of Nations in Asia-Pacific. Available at: http://www.arnec.net/wp-content/uploads/2014/03/ARNEC_WhitePaper_150413.pdf (Accessed: 20 September 2015).
5 Comments
Imelda
10/14/2015 02:23:41 pm
The outdoors is valuable to Holistic Development as nature provides the foundation for learning & young children need this in their lives to educate them. Senses should be valued as they are needed as a child moves forward in life. The outdoors is not just for play but for learning as what can be found is there to be appreciated, it is not always what is in an indoor environment that benefits children when they are learning. The natural world should be part of a child's education as it has been there for thousands of years.
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Imelda
10/14/2015 02:28:16 pm
We should also remember that some children are not always born with the main senses of sight & hearing, so touch & smell are equally important to those less fortunate. The Holistic Development helps those who are born blind & deaf, even the sense of taste, where appropriate, can be of benefit to a child's learning & development.
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Harriet
10/15/2015 09:54:34 am
Thank you for your comment Imelda. I completely agree with you, there are so many benefits from children having access to their natural environment. It can benefit all children, not just those in Early Years, as Knight (2011) states that it can promote practical skills, improve physical health and motor abilities, provide problem-solving opportunities, develop children's independence, social skills, it can be suited to children's learning styles and there are more benefits, but these are just a few. It does definitely help those who have barriers to their learning, by removing those hard and soft barriers and promoting inclusion within the setting (Knight, 2011).
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JCB
10/15/2015 01:01:05 pm
Early childhood is a time of unrivalled personal discovery - each day holds the potential for an adventure for a child. The great outdoors offers potential for such adventure as it allows children to engage in the world in which they live. Although some practitioners may easily cite health and safety concerns, the benefits far outweigh the risks. Equally any potential risks can be noted in the risk assessment of the area and measures taken to reduce risks. Involving the children in this can also help children in their own risk assessment of situations.
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Harriet
10/16/2015 03:45:24 pm
Thank you for your comment. I comepletely agree with you, children should be given opportunities to assess their own risks within the setting, with support from practitioners. Children can learn so much from being in the outdoors and from experience, children do not need a lot to help with their holistic development.
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Author This page was written by Harriet Smith. 'The outdoor area is a complete learning environment, which caters for all children's needs - cognitive, linguistic, emotional, social and physical. It should be available every day' (Bilton, 2010, p.1).
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