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How learning outside can support mental wellbeing?
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- 49 The aims and value of out-of-classroom learning are
48. How learning outside can support mental wellbeing?
Outdoor play encourages children to use all of their senses. This gives children the opportunity to learn new descriptive words andphrases to describe what they can see, hear, touch, taste and smell. You can take the time outdoors to introduce your child to new adjectives and adverbs. Research has even suggested that outdoor learning boosts confidence, social skills, communication, motivation, physical skills, knowledge and understanding. It has also been found to boost children's self-esteem, self-confidence, ability to work cooperatively and positive attitude to learning. Outdoor education could be a key factor in supporting the UK’s current child mental health crisis. Recent studies have illustrated that outdoor environments provide stress relief, remove children from classroom norms and increase serotonin levels. These factors have a beneficial effect on child mental health in education. The World Health Organisation finds that children raised with exposure to green space are as much as 55% less likely to develop mental health problems such as substance abuse, stress-related illnesses and eating disorders. Outdoor education is therefore key during the child mental health crisis in the UK. The study suggest that greener neighbourhoods and outdoor education reduce stress, encourage exercise and boost the learning process. With increased outdoor activity, serotonin is increased. This hormone produces feelings of well-being, happiness and safety. Outdoor education plays an integral part in increasing these chemicals in the brain, which acts as a hormonal stress buster. Learning outdoors and carrying out activities such as rock-climbing and water rafting pushes oneself in challenging circumstances. 49 The aims and value of out-of-classroom learning are: ■ providing experiential and active learning in the environment; ■ motivating children through novel, stimulating and enjoyable experiences; ■ initiating or extending enquiry skills through ‘real world’ investigations; ■ developing observational, recording and analytic skills in situ; ■ developing knowledge and understanding in a ‘real world’ context; ■ encouraging and enabling children to work cooperatively and develop relationships; ■ fostering a ‘feel’ for the environment, through examining values and attitudes; ■ building children’s self-esteem and self-confidence through first-hand engagement and involvement in learning. Inevitably, there are challenges in undertaking out-of-classroom activities. Figure 3. indicates some of these. Such challenges need to be resolved when organising working outside the ■ Off-site fieldtrips are often memorable for children, even into adulthood. ■ Younger children seem well motivated when working outside the classroom. ■ For many children out-of-classroom activities enhance their knowledge and understanding of the topic(s) studied . ■ Where children undertake environmental studies and/or become involved in school-based ‘green initiatives’ over time using the school grounds and/or off-site, their knowledge, understanding and valuing of the environment develops positively, enhancing their sense of environmental responsibility. ■ Field Trips to particular sites may enhance children’s positive attitudes to that site/area. ■ Younger children’s social and interpersonal skills can improve through ecological and field studies, particularly where they engage in collaborative tasks requiring cooperation, perseverance, initiative, reliability and leadership qualities; these tasks can also enhance children’s self-esteem and self-confidence, supporting their emotional well-being. ■ Children’s involvement in school grounds ‘greening’ activities may have an overall positive impact on their general cognitive achievement. Download 268.64 Kb. Do'stlaringiz bilan baham: |
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