Out-of-class learning typically begins in the school grounds, where children spend around a quarter of their school day. Most children enjoy spending time in their surroundings and know what they would like to do. They want to feel safe, refreshed and relaxed, play with animals, access different zones to work in such as a garden or pond, and have lots of space, storage, flowers and ‘green things’; while they do not want designs based on oblongs and straight lines but ‘walls that open up to the outside’. In reality, school grounds vary considerably in quality and learning opportunities. One obvious way to compensate for this is to take children out of the immediate school grounds, perhaps to a local park or woodland. Adding Nursery Management Software to the mix can have a real benefit.
Although contexts vary, within walking distance of every school there are resources, landmarks and other features that can potentially inspire children. Every community commemorates people and events in statues, plaques or other forms. What are the stories behind these? It is reckoned that the First World War (the ‘Great War’) touched almost every community in the UK and the war memorials across the land testify to this. Children’s journeys to and from school are loaded with geographical, social, artistic and historical references. It is important not to neglect the everyday surroundings and encourage children to ask questions about taken-for-granted things such as: ‘What is the story behind the name of the school?’; ‘Why do we have a one-way system in the town?’ or, more generally, ‘What is so special about our area?’ Do your research before purchasing Childcare Management System - it can make all the difference!
Even the most mundane of ‘street furniture’ – zebra crossings, cat’s eyes, road humps, mini-roundabouts, speed cameras – have stories to tell and reflect social change. For young children, when riding tricycles and bicycles around the playground, they can be introduced to road safety signs such as ‘stop’ and ‘slow’ and navigate pedestrian crossings while preparing for their ‘driving test’. Speed cameras, police speed checks, no-entry signs and one-way arrows can all be added to the course. Such experience develops skills in starting, stopping, judging distance, following directions, using positional language (such as ‘under’, ‘over’ and ‘through’) and talking about the importance of safety. The theme can be extended to include imaginative play in the car wash, burger drive through, car boot sale or garage. Do you think Preschool Software is expensive to run?
Community-based projects provide opportunities for pupils to enrich the lives of others. For example, arranging for children to paint a mural in a local nursing home can bring pleasure to elderly people, while most schools contribute to charitable causes through shows, music concerts and other fundraising events beyond the immediate community, most primary schools arrange for their classes (usually Year 6) to enjoy a day trip to a well-known landmark or a residential stay, perhaps to an outdoor adventure site. Culture24 provides the latest news from UK museums, galleries, and heritage and archaeological sites (www.culture24.org.uk). The leading sites typically offer guidance in the form of teachers’ notes, activity packs, treasure trails and general advice on how to make the most of a visit in terms of preparation. How do you think they keep the Nursery App ticking all the boxes?
Organisations such as English Heritage and Cadw (the Welsh word for ‘keep’) produce guidebooks, information packs, maps, postcards, films and specific resources aimed at children. The English Heritage series A Teacher’s Guide to …, while produced in the 1990s, remains a good starting point for exploring the locality from different dimensions. Many historic houses offer reconstructed ‘living history’ experiences where, for example, children delight in dressing up in medieval costumes or participating in Victorian role-play events. Since the 1960s outdoor pursuits at residential adventure centres have grown in popularity. Many children enjoy rock climbing, trekking, orienteering, canoeing and other water sports at adventure centres. Research on behalf of the Field Studies Council indicates that the overall impact of outdoor adventure education on children’s interpersonal and social skills, attitudes, beliefs and self-perception is strong but there is variation between different kinds of programmes (Rickinson et al., 2004). The most successful programmes provide long term, sustainable experiences, include follow-up activities back in the classroom, use a range of carefully structured learning activities and emphasise the facilitating role of adults. The best Nursery Software can really help your pre-school business grow.