Introduction

This is my educational blog, in this blog I have written four posts, the topics of my four posts are Forest Schools, Memory and The Human Brain, Jean Piaget and The Foundation Phase. I chose memory and the human brain because it is something that interests me. I found it fascinating how the different parts of the brain worked. The foundation phase was chosen because it is something fairly recent and affects children today. I chose Jean Piaget because even though some people argue his theory is old, it was a massive stepping stone in how we can understand how learning takes place. Forest schools were chosen because it has shown that children can develop all of their skills while exploring the outside world. Also children are more motivated to go to school because they are enjoying themselves. All of these posts are labeled with their respective titles.

Jean Piaget

Jean Piaget was born in Neuchatel, Switzerland on August 9th 1896 and died on September 16th 1980. Piaget believed that all children learn in stages, it is called the stage theory of cognitive development. Piaget said that the thought process in children was different to adults. He believed that children learn best through action such as manipulating objects.

Piaget says that there are four stages in the cognitive development of children. The first stage is called the sensory motor stage, the second is the pre-operational stage, then the concrete operational stage and finally the formal operations stage.
While in the sensory motor stage the child explores using his/her senses, and they initially have a sucking or grasping reflex. This stage is based on schema. Schemas are mental representations about what things are and how to deal with them. Piaget said that the first schema is to do with movement. A few weeks after birth a baby begins to understand information which comes from its senses and begins to use some muscles and limbs for movement.
In the pre-operations stage the toddler can understand language and the use of symbols. The child develops Animism, this is where the child believes that inanimate objects have feeling. For example if a child hurts them self on a chair, they would say 'bad chair'. They also develop ego-centricism. so they only see the world from their point of view and believes that everyone shares this view. During this stage is when decentering occurs, which is when the child stops believing they are the center of the world and that someone or something could be the center of attention.
The concrete operational stage is where the child starts to think more maturely and act more rationally. The child can develop logical thought about an object, if they can manipulate it. Animism and ego centric thought usually starts to decline during this stage. The child can also learn about reversibility which is where they understand that if you move objects around they will still be the same as before. For example they understand that if you spread a group of objects out, they are still the same in quantity.
The formal operations stage is where most of the characteristics that were mentioned have now fully developed. The child starts to develop logical thinking and is able to work through problems without concrete manipulation. The child also starts to use trial and error before trying something out in the real world.
There are two characteristics of the formal operations stage, one is hypothetical-deductive reasoning. This is where adolescents come up with a general theory of factors that may affect the outcome and understand what might occur.
The other is propositional, this is where adolescents can evaluate statements by considering them against concrete evidence.

This is a video about Piaget's Stages of Development

Memory and the human brain

There are four parts to the human brain, the first is called the reptilian brain or brain stem. We share this primitive brain with reptiles and it deals with basic instincts such as our breathing and heartbeat. It also deals with fight or flight.
The second part of the brain is called the mid or mammalian brain, which is the brain we share with mammals. This is our emotional brain and deals with bonding and memories. This part of the brain is also vital for our learning.
The third part is the two sided cerebral cortex, which is our thinking and communicating brain. This part of the brain is split into two half's, the left side deals with numbers, math, logic and words. While the right side deals with music, pictures, imagination and rhyme. When you use both sides of the brain together you learn much faster.
The final part of the brain is called the cerebellum or little brain. This part deals with muscle memory and is vital for storing memories linked to action such as swinging a bat. It is also the balancing brain and grows cells after birth.

There are 100 billion cells in the human brain and each one of these cells can grow up to 20,000 dendrites. Dendrites are what helps us to recall stored information and memories.

Here is a diagram of a brain cell

There are three types of memory. There is the sensory memory, the short term memory and the long term memory.
The sensory memory is the initial start of storing information, it only holds the information for a short time however and then passes it to your short term memory.
Your short term memory can hold about six or seven items at a time but unless you plan on rehearsing the information it will be forgotten in around thirty seconds. Any information which does get remembered is passed to the long term memory.
This memory is like a storage system which can hold millions of pieces of data. The long term memory can be split up into three parts, one is your visual memory, one is your auditory memory and the last is your motor memory.

It is said that you remember the first and last thing you hear. This is called the primary recency effect. We remember things when we go over them several times or when it is heard several times, this is called repetition. We also remember the unusual.

When we learn, we will learn more if we use more of our senses, this makes it easier for us to recall the information, also if you act on the information it will be even easier to remember. The brain needs nourishment and plenty of oxygen to speed messages around your body.

This is a website I found which has some good information about memories.

Forest Schools

Forest Schools were introduced in Sweden in the 1950s and some Schools in Britain have taken the idea and adapted it to thier own Schools. Forest Schools are based on outdoor learning, and learning through exploration of the environment. All of the national curriculum subjects are met in Forest Schools, it is just done in a way that stimulates the pupils learning by using the environment around them.
It is made sure that the children have appropriate clothing for the current weather as even if it is raining the pupils still go out. Enough food and drink needs to be brought and also to ensure that the children feel safe in the environment. To keep the pupils safe, some Schools have an area in which the children are to stay in. This area may be outlined by tying rope in an area, and telling the children that they are to stay inside the area and to not cross the rope. This is just one of the ways in which Forest Schools make it safer for children to learn outdoors.
The teacher will carry out a daily risk assessment, this is where the teacher will check to make sure each pupil has suitable clothing and footwear. The teacher will give a safety brief for the children and accompanying adults. The adults will also be aware of the site entrance and the safety evacuation point.

Here is a video I found which shows some children learning outdoors

The video shows how the children have a natural curiosity for exploring the outside world. They usually stay in small groups and learn together. The pupils often help each other through encouragement, once one child accomplishes something, for example climbing a tree, they can help the other children do it as well.
When the pupils are learning for themselves, the teacher will go around the groups helping some of the children or giving them ideas that they can try.
One of the benefits of learning in an outdoor environment is that the childrens visual, auditory and kinesthetic skills are all being used. This means that it is a great way to help those who suffer with any of these skills.

Some of the activities involved are tool skills, lighting fires, shelter building, climbing and even fletching with some supervision. There are lots of different games that can be played and all of them help to enhance the pupils learning.
For many of the activities, team work is essential so the pupils will have to use thier communication skills. Working in a team is one of the most important skills, it is beneficial for both work and to develop yourself. Through working as a team you start to understand your own strengths and weaknesses yourself.
Many of the skills the students will learn are transferable to many different situations this will come to later. and the self esteem of the pupils has raised.

Foundation Phase

The Foundation Phase was implemented on August 2008 for 3-5 year olds, August 2009 for 5-6 year olds, and August 2010 for 6-7 year olds. The Foundation Phase made learning for children become much more practical and creative. This means that the children will learn more from doing, which is called kinesthetic learning.
Much of the learning is done through play and through this the children will experiment, take risks, work individually or in groups with other students and solve problems. All of this is to ensure that the child can work on thier intellectual, emotional, physical and personal well being. Also thier creative and observational skills, as well as developing self worth and self esteem which is a very important factor in the Foundation Phase

This is a photo of a typical Foundation Phase classroom.

This photo shows us what some of the activities in the Foundation Phase could be. We can see an electronic white board, children can use any number of different programs which will help with thier learning. The learning mat on the floor tells us that children will be sitting down while they are learning which is a much more relaxed atmosphere for them. There are also toys, books and stationary which the children can use to further thier own learning.

The Foundation Phase ensures that children who are ahead of thier peers will have something to do which will be stimulating for them and progress thier learning while those students who are behind, will not be singled out or pushed forward. These pupils will also be given something suitable for thier development. The outdoor environment is important to the Foundation Phase as it promotes the childrens curiosity to explore and learn from first hand experience.
This learning has a balance between child initiated activities and activities which are directed by a teacher.

The Foundation Phase plans to reduce social and environmental barriers to inclusion. For example A student who is disabled must be able to access the school via his/her wheelchair. If a school has no disabled access and a disabled student will be attending the school, then they need to make sure that the barriers are removed to make the school inclusive. The school can get advice regarding appropriate equipment, resources and activities to make sure that all the students are fully included.

The schools need to ensure that lesson plans and material are suitable for the childrens age, experience and understanding. The material should also be relevant and motivating for the pupils.
The Foundation Phase develops childrens communication skills through reading, writing and oracy. There are also other communication skills which include gesture, mime, signing and expression through art and music. These communication skills usually develop after reading writing and oracy.

There is much more information on the Foundation Phase which can be found on the Welsh Assembly Government website here.