PREPARATORY SCHOOL
Outdoor Adventures
Once a week , the lucky children in the Early Learning Centre ( ELC ) can be found exploring the almost 100 hectares of land on which our school stands .
We pull on our gum boots and raincoats and load up our wagon with our cameras , mark making tools , jars and other important paraphernalia , and off we go on our outdoor adventures . We set off with excitement , energy and enthusiasm to explore , learn and experience the great outdoors together .
Early in 2016 , the entire Early Learning Centre ( ELC ) staff attended an inspiring Professional Development Session run by Kirsty Liljegren , Director of Early Learning at Cornish College in Melbourne . She spoke of her experience in running a Great Outdoors program at Cornish College . We were so inspired by the idea that we decided to embark on our own Outdoor Adventures .
Our pedagogy is based on our belief that children learn by doing , using real materials . The environments and explorations are real life and not in preparation for life . Our highly valued play-based pedagogy recognises that exploration and playful learning is the most effective learning style for young children . This approach encourages investigation , exploration and inquiry . It fosters and develops the important skills of questioning , hypothesising , researching and utilising their emerging literacy and numeracy skills to problem solve . We encourage childchosen exploration and teacher observation and scaffolding to ensure playful learning occurs at all times . ELC Outdoor Adventures allow us put this ‘ best practice ’ into action perfectly .
To compliment this pedagogy and support our Reggio inspired environments , we provide a range of natural materials in the classroom and in our ELC playground for the children to explore . These materials are often collected during our weekly Outdoor Adventures .
“ Our very youngest children are part of nature and have a natural connection to it . We have a role to enable that connection to happen throughout their lives .” – Claire Warden ( 2007 )
Journal of Awe and Wonder
The natural environment on which our school is built provides the children with unique learning opportunities . The time the children spend on Outdoor Adventures helps them to develop a sense of WONDER about the natural environment . We hope to foster within each child a desire to EXPLORE and LEARN about the world around us and to PROTECT and CARE for that world .
The staff of the ELC encourage and support our students in this environment . We actively question , observe and stimulate the children ’ s interest . We are ready and willing to interact with the children in order to research and provide opportunity .
These adventures allow for uninterrupted exploration in order to fully investigate and follow opportunities . The children get to determine their own learning and the future direction of exploration . They are provided with opportunities to share their learning with their peers and the staff on our adventures . We value and actively encourage group exploration and collaboration .
Our Outdoor Adventures provide our children with many challenges they may not have previously experienced or get to experience within an indoor environment . It is the perfect context for children to develop resilience , solve problems and work cooperatively and creatively . We frequently discuss with the children the dangers of the natural environment and allow them the opportunity to make suggestions about how we might manage these risks . We are encouraging the children to be active risk managers in that environment , looking out for their teachers and peers as well as keeping themselves safe .
Our time spent on Outdoor Adventures also provides the perfect context to implement the curriculum . The children ’ s ideas and discoveries are expanded upon when we return to the classroom . We revisit the learning and develop new and exciting PLODS ( Possible Lines of Development ) through all Learning Areas . Our learning on Outdoor Adventures links directly to the learning within our classroom and to the EYLF ( Early Years Learning Framework ), The WA Curriculum and the General Capabilities . We think of our outdoor environment as an extension of our classroom . In conclusion , we have a wondrous and rich learning space that we are privileged to access on a regular basis .
“ If we really want our children to thrive we need to let their connection to nature nurture them .” – Claire Warden ( 2007 )
Nurture through Nature
Lynn Gass , Pre-Primary Teacher Jo MacLachlan , Kindergarten Teacher Early Learning Centre
30
PR E PA R ATORY S C HO OL
Outdoor Adventures
Once a week, the lucky children in the Early Learning Centre (ELC)
can be found exploring the almost 100 hectares of land on which our school stands.
We pull on our gum boots and raincoats
and load up our wagon with our cameras,
mark making tools, jars and other important
paraphernalia, and off we go on our outdoor
adventures. We set off with excitement,
energy and enthusiasm to explore, learn and
experience the great outdoors together.
Early in 2016, the entire Early Learning
Centre (ELC) staff attended an inspiring
Professional Development Session run by
Kirsty Liljegren, Director of Early Learning at
Cornish College in Melbourne. She spoke of
her experience in running a Great Outdoors
program at Cornish College. We were so
inspired by the idea that we decided to
embark on our own Outdoor Adventures.
Our pedagogy is based on our belief that
children learn by doing, using real materials.
The environments and explorations are real
life and not in preparation for life. Our highly
valued play-based pedagogy recognises that
exploration and playful learning is the most
effective learning style for young children.
This approach encourages investigation,
exploration and inquiry. It fosters and
develops the important skills of questioning,
hypothesising, researching and utilising
their emerging literacy and numeracy skills
to problem solve. We encourage child-
chosen exploration and teacher observation
and scaffolding to ensure playful learning
occurs at all times. ELC Outdoor Adventures
allow us put this ‘best practice’ into action
perfectly.
To compliment this pedagogy and support
our Reggio inspired environments, we
provide a range of natural materials in the
30
classroom and in our ELC playground for
the children to explore. These materials are
often collected during our weekly Outdoor
Adventures.
“Our very youngest children are part of
nature and have a natural connection to it.
We have a role to enable that connection to
happen throughout their lives.”
– Claire Warden (2007)
Journal of Awe and Wonder
The natural environment on which our school
is built provides the children with unique
learning opportunities. The time the children
spend on Outdoor Adventures helps them
to develop a sense of WONDER about the
natural environment. We hope to foster
within each child a desire to EXPLORE and
LEARN about the world around us and to
PROTECT and CARE for that world.
The staff of the ELC encourage and support
our students in this environment. We actively
question, observe and stimulate the children’s
interest. We are ready and willing to interact
with the children in order to research and
provide opportunity.
These adventures allow for uninterrupted
exploration in order to fully investigate
and follow opportunities. The children get
to determine their own learning and the
future direction of exploration. They are
provided with opportunities to share their
learning with their peers and the staff on our
adventures. We value and actively encourage
group exploration and collaboration.
Our Outdoor Adventures provide our
children with many challenges they may
not have previously experienced or get to
experience within an indoor environment.
It is the perfect context for children to
develop resilience, solve problems and work
cooperatively and creatively. We frequently
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