Pedagogy

Which Came First, the Forest or the School?

Sep 6th, 2011
Sara Knight, Senior Lecturer in the Faculty of Education at Anglia Ruskin University, discusses the historical meanings of "schooling" and their relevance to today's young children. She outlines four ways in which we learn, and explains her concerns regarding an over-reliance on one of these ways: instruction. Sara argues that the Forest School approach helps children acquire the learning skills and dispositions essential for them to adapt to an uncertain future in the 21st century.
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Using the TASC system in EYFS Settings (Available to visitors)

Jan 11th, 2011
Belle Wallace, creator of the TASC framework for developing children's thinking and problem-solving skills, explains how significant the relationship is between the acquisition of language and the development of thought.
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Educational Pioneers: Maria Montessori, 1870-1952

Dec 18th, 2008
In her lifetime, Maria Montessori was regarded as one of the foremost female educationalists and her legacy continues today in many Montessori schools worldwide.
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Educational Pioneers: John Dewey, 1859-1952

Aug 8th, 2008
Dewey partitioned childhood into different stages of development, the first stage being from the ages of four to eight years. He believed that during this period the key factors for successful learning were play, conversation, physical activity and storytelling.
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Educational Pioneers: Rudolf Steiner, 1861-1925

Aug 8th, 2008
Like other educational theorists before him, Steiner divided childhood up into distinct phases. They fall in seven year cycles and are marked by physical changes in the child. He explained that the early years of childhood are a time of learning by being shown as opposed to being told.The importance of play imitating real life is still key to Steiner-Waldorf kindergartens today.
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Educational Pioneers: Friedrich Froebel, 1782-1852

Jun 28th, 2008
As the name of his system of schooling suggests, the 'kindergarten' or 'children's garden' allowed time for outside play and experiencing nature. Froebel felt that play should have a purpose if the child was to learn from it. He devised specific playthings and activities for young children, which he called the 'Gifts' and 'Occupations'.
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Educational Pioneers: Johann Heinrich Pestalozzi, 1746-1827

May 14th, 2008
Pestalozzi realised that children feel safe and secure at home and that it was this atmosphere that was most conducive to learning. However, he founded a number of educational establishments as he was aware that not all children could spend time learning in the comfort of their homes. Pestalozzi believed that the early years were a time of influence in children's lives and that a safe, loving and stimulating environment would ensure a successful start to their education.
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Educational Pioneers: Loris Malaguzzi, 1920-1994

Apr 21st, 2008
A brief history and summary of the theories and practical aspects of the Reggio Emilia approach. Malaguzzi had a deep sense of respect for children's ability to be partners in their own learning, and this is at the heart of the Reggio approach to education. He is well known for his expression ‘the hundred languages of children', by which he meant that children understand the world and communicate their thoughts in so many different ways.
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Educational Pioneers: Jean-Jacques Rousseau, 1712-1778

Mar 21st, 2008
Rousseau's understanding of the early years of child development as being a profound time in our lives is still relevant today. His appreciation of how much a child learns through finding things out for themselves, and of the role of observation and thoughtful interaction with the child in facilitating this kind of learning, are central to our current understanding of good practice in the early years.
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Educational Pioneers: Susan Isaacs, 1885-1948 (Available to visitors)

Mar 12th, 2008
Isaacs had a passionate belief in the place of nursery education in society. She felt that attending a nursery school should be a natural part of a child’s early life: the early years setting was a place that should both mirror the family through love and warmth, as well as offering new and exciting opportunities and resources that might not be available at home.
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