526075
Description
Flashcards by selinaward, updated more than 1 year ago
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Created by selinaward
about 10 years ago
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| Question | Answer |
| It could be said that the learning environment is just as important as the teaching practices within them. | Learning involves children’s senses, feelings, bodies and minds which can be highly influenced by the space or place in the learning environment setting, this could be both formal and informal places |
| Burke (2005) believes school buildings are not empty vessels in that they contain various spaces and furniture alongside outdoor areas which all join together to form the experience of school and education | Lawn and Grosvenor (2005) states that all the other spaces in the school that are not used to teaching such as the toilets and dining halls also actively shape and join people routines and objects which shape the learning experience |
| The design of the school building also influences many practices within the learning environment | When building a school certain factors must be considered to ensure the physical and emotional health of the students. For example, is there a playground, what do the windows look out onto, are there places for them to be with their friends, their quiet places and how far do they have to walk between lessons. These points consider both the micro and macro design alongside objects such as furniture technology and pens |
| Robson believes that there is a link between effective teaching and the health and well-being of pupils | he acknowledges the importance of the school building and design, stating they should be warm and light and pay attention to detail in areas normally invisible such as cloakrooms. Robson designed three story red brick Queen and style building which became “beacons of learning” |
| Open air schools became a popular movement in the 19th century as many decided that fresh air and learning in a natural environment of gardens is important to the emotional health and well-being of young children | Rousseau (1978), maintains that children would highly benefit from being involved with gardening and outdoor life (P.G.173). Froebel designed some of the first German kindergartens which incorporated gardens and open air nurseries. Likewise in Birmingham England 1911 and outdoor school was built with underfloor heating and a glass door to the outside. They had values such as good food and rest is essential to effective and healthy learning hence the children were given regular meals and rest in between class |
| Malaguzzi setup a group of preschools in Reggio Emilia Italy with the aim of the community parents and children becoming active participants in the learning process | The learning within the schools is a process which is socially reconstructed through the adult and children’s co-constructing meanings (P.G.176). The schools were not purpose-built however the physical and material environments were essential to delivering the learning experience. A pedagogical approach was used meaning a great emphasis was put on the physical environment and not just the learning process |
| The emphasis is placed on daily life reflecting intergenerational activities in which both children and adults can engage on an equal level. Vecchi (2010) states the importance of it not being “babyish” and therefore it reflects adult life in its design and layout | For example central courtyards were created to recreate the Piazza’s in the heart of towns and cities to serve as a meeting place for both children and adults. In addition key emphasis was placed on the more in stringent details of everyday life such as the decoration, furniture and design of the rooms. For example beds for some of the youngest children were designed like baskets on the floor so even young children could get up and crawl when they |
| Learning and the emotional health and well-being of pupils in the school environment is also influenced by the everyday practices surrounding school life | School is a place where intergenerational spaces bring together children and adults where they spend many hours of their daily lives together. Therefore the practices within schools can provide a great insight into the relationships between adults and children. |
| One essential everyday practice in all schools is the consumption of food | The practices associated with food and having lunch in school can provide a good insight into the everyday experiences of children and the social practices that surround eating. One example of a social practice that occurs with food is in the preparation. For example in Iceland the children in the playground were able to see the kitchen staff and have conversations with them when they required |
| The packed lunch seems to be a combination of social contexts from the home, which is eaten within the cultural context of the school | There is also a connection with how the food was prepared and by who normally a family member this is often seen as boundary crossing. |
| School uniforms are arguably in between official and informal narratives of school life | Gewirtz (2001) mentions that school uniform creates an instant image of discipline and conformity which suggests a more serious attitude towards school and learning |
| School councils are one way children can get their voices and opinions heard | The decision-making between teachers and children can cause disputes as they identify different topics for discussion that they deem important. For example many of the teachers describe some of the topics as to childish or not serious. |
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