An innovative approach to preschool
A new phenomenon, which is not as you may imagine, has been gaining momentum for the past few years. It can be considered an innovative approach to preschool education. It is well known and incorporated in various countries such as Great Britain, Australia, New Zealand, and even Romania, which has started this concept of outdoor education. All we need to consider is one fact: this is gaining recognition, but it’s not fully integrated into the educational framework.
The research we are going to consider today analyzes and investigates preschool teachers and their perspectives on outdoor education, exploring its practical dimensions while understanding the theoretical approach to outdoor education.
Experimentation in preschool education
The study took place in Romania, where 198 preschool teachers from 7 countries participated. This is a PhD thesis promoting experimentation in preschool education. The title is ‘Formative and Developmental Benefits of Outdoor Activities for Preschool Children,’ which analyzes children in the age group of 5-6.
The major goal here is to explore the emotional connection, physical activity, and offer a valuable addition to how the Roman preschool education system can be improved.
Education where adaptability, creativity, and intricate art
When we analyze the theoretical perspective on outdoor education, it consists of various factors based on distinct environments and dynamic learning opportunities highlighted by Gilbertson, who stated that educators involved in the outdoor framework of education are required to have diverse competencies.
Meaningful learning and experience can take place because of the support provided by the educator, according to kolb and kolb (2017). They highlighted the experience of teaching, which emphasizes outer education where adaptability, creativity, and intricate art correlate with reflective practices to give students a proper understanding of their environment.
Teachers regarding their opinions about education
Any preschooler who has just left their home to understand and take formal steps towards socialization can find a great opportunity to engage more effectively with their environment, where holistic development can take place.
These activities can be quite distinct from the traditional indoor lessons, and they would be based on transforming the natural environment into a landscape where learning can take place, along with personal growth.
The research tries to gain more insight from the preschool teachers regarding their opinions about education, their personal definitions of the concept, how they will be able to implement outdoor teaching, and what strategies and perceived challenges were discovered and analyzed by the resource scholars.
Implement such innovative methods
Educators acknowledge that outdoor activities can provide hands-on learning for young people. It also supports their social-emotional abilities and creates simulated curiosity among these young individuals. Nevertheless, challenges are quite significant in the field when it comes to outdoor teaching frameworks, where resources, training, and education systems may not yet be prepared to implement such innovative methods.
There are various benefits highlighted by the research scholar of outdoor education. First of all, when children are involved in the environment, it captivates their attention and sense of exploration, along with the interactions they have with the world around them.
Improved with outdoor natural settings
Whenever we take young students outside in an open space, it creates a great opportunity for movement, contributing to the physical health of young children. When young people go outside, their collaborative outdoor tasks will emphasize various skills that are needed for the modern age. Communication, problem-solving, and teamwork can be improved with outdoor natural settings.
Where these pupils remain, they may experience reduced emotional stress, which can have a lasting effect on their brain.
By analyzing the phenomena of outdoor education, specifically in the Romanian preschool education system, a new avenue for teachers has emerged. They can experiment with and integrate learning methods where holistic development among preschoolers can be observed.
Systematic changes in the current phenomenon
Although we have seen that outdoor education needs to be incorporated, this can only happen if there are systematic changes in the current phenomenon of schools. Additionally, there is a requirement for resource allocation along with shifting educational priorities.
The suggestions made by Gilbertson et al. (2016) along with Kolb and Kolb (2017) highlighted a few of the systematic changes that are required to be incorporated into experiential education, where science and art can be collaborated. There should be a commitment to innovation not just from educators but also from policymakers.
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References
Gilbertson, K., Bates, T., McLaughlin, T., & Ewert, A. (2006). *Outdoor education: Methods and strategies. Human Kinetics.
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. *ELTHE: A Journal for Engaged Educators*, 1(1), 7–44.