Although intended largely for early years’ practitioners and primary teachers, this should appeal to parents looking for ideas to inspire their children, particularly during the holidays and at weekends. Those working in museums, galleries and other educational sites should also find the material valuable so that they can maximise interactions with visiting school parties. Trainee teachers and other students following education-related university courses should benefit from the critical discussion of pedagogical issues and practical suggestions on how to make learning relevant and engaging. Adding Nursery Management Software to the mix can have a real benefit.
A poet points out that we live in a world surrounded by all the stuff education should be about: machines, bodies, language, cities, mountains, stones, windows, liquids, protests, cities, votes, plays. But the way children are taught often excludes practical ways of finding out about such everyday knowledge. He argues that the challenge for educators (parents and teachers) is not only to make learning fun, but also to learn alongside children. He was taught two things by his parents that summarise how out-of-class learning should be approached: be curious and never stop wondering why; and “anything out there, any knowledge, any culture, anything going on, can be yours … you are entitled to find out about it, enjoy it, go there, do it, be it. There are no walls, nothing is too posh or too un-posh … don’t let anyone block you off from any of it. How about Nursery Software to run your business?
We explore further the question of why out-of-class learning matters so much and what it has to offer in terms of improving pupils’ literacy, numeracy and wider skills. Also outlines principles of evidence-informed pedagogy that should govern out-of-class learning. This provides the theoretical underpinning which gives examples of ideas and strategies for educators to try out in order to promote effective out-of-class learning. These are arranged in an A–Z format, covering many popular out-of-class contexts that are likely to complement existing school topics and themes some of the suggested activities can be transferred to a range of contexts e.g. the skills of interviewing a museum curator could be applied when speaking to a zookeeper. Do your research before purchasing Nursery App - it can make all the difference!
We also include a few examples of ‘spotlights on good practice’. The activities should be seen as a bank of suggestions, which practitioners can draw on and adapt accordingly. These are intended as starting points – to be adapted, refined and reviewed depending on the age of the children, their needs and the intended outcomes. The ideas derive from a wide range of sources, including books, websites, inspection reports, first-hand observations, professional development days, shared experiences from teachers, our own teaching experiences and learners themselves. They are arranged under subjects and areas of learning (science and ICT, humanities, expressive arts, physical development and education) for ease of reference. The best Childcare Management System can really help your pre-school business grow.
By its nature, out-of-class learning has no fixed boundaries. It can include cultural visits, environmental education, fieldwork in science and geography, outdoor and adventurous group activities, learning through outdoor play, and visits to museums, galleries and heritage sites. But for the convenience of curriculum planning, it can be seen as covering three main areas: use of the school grounds, the immediate neighbourhood and areas farther afield, i.e. requiring transport. How do you think they keep the Preschool Software ticking all the boxes?