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Unit 17. Provide an explanation of three different international approaches to learning.

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CACHE DCCE UNIT 17 09/621764 306.000 Andrea Maria Fernandes [INTERNATIONAL APPROACHES TOWARDS CHILDREN'S EDUCATION ] International approaches towards children's education. E1. Provide an explanation of three different international approaches to learning. Friedrich Froebel Friedrich Froebel was born in Germany in 1782-1852. Frobel believed that children should be able to access indoor and outdoor play freely "An outdoor environment is vital to children's learning" (Tassoni.P, 2007. p280) this is because he said that children need to have stimulation to move on to the next stages of development. In practice today child centred approach is used which Frobel theory covers. Froebel also believed that children learned at a higher level through imaginative play. In addition Froebel believed that parents are a child's first educators of a child's life. This is when the child is at an early age and the parents become their educator by teaching them how to stand, talk, walk, and hold objects and to communicate. This is why in setting today they try and make is a family settings. Maria Montessori Maria Montessori was a doctor who graduated in Italy at the top of her class. Despite being ill treated because she was the only female in her class, she passed the course and became the first female doctor in Italy 1896. ...read more.


E5. Describe the materials and resources that support the children's learning in your chosen approach The materials and resources that support children's learning in forest schools are the natural environment where the Children can saw wood, whittle sticks, help to light fires, leap into puddles, climb trees and build shelters. All these resources and materials support the children's learning because it provides them with life skills. Furthermore clothing is another material for the children while out in the forest, because it allows the children to explore and get dirty without having to worry about getting their clothes. D2. Discus the benefits to children of your chosen approach A Forest school helps children enhance their confidence and self esteem, children's opportunity to explore freely and increase their kinaesthetic learning. This is by the children being able to run and move freely, using all their muscles and by doing this movement they learn that using these muscles is good for them. Their confidence and self esteem is improved because the children can learn to be safe and explore freely in the woodland without being told not to do (to an extent). The main goals of forest schools in primary age children include encouraging curiosity and exploration with all of the senses, empowering children in the natural environment, and encouraging spatial awareness and motor development. ...read more.


In the Montessori philosophy children often are in real social situations, such as that of serving dinner, cleaning the room, caring for animals, building a toy house, or making a garden. I must state here, that this is one of the main places the Montessori philosophies from fantasy come from. Many of her comments on fantasy were in regard to Froebel's teacher directed fantasy play. Both philosophers created manipulative for their students to use. The Froebelian "gifts" concretely reveal of the concepts of whole and part, through the creation of wholes from parts, and the breaking apart of wholes into parts. Although this material was designed for this purpose, it may also use for counting and any number of things that the child can vision. In contrast the Montessori manipulatives were designed for specific purposes and Montessori herself professed her belief that they needed to be used for those specific purposes only. She believed that by allowing children to "play" with the materials, a practitioner lessoned the impact of the academics they were designed to teach. The international approach I will now talk about is Te Whariki and the adult's role in the child's learning. http://books.google.co.uk/books?id=nwTDLOe2QUIC&lpg=PA24&ots=FQIL8ZmXmm&dq=te%20whariki%20the%20role%20of%20the%20adult&pg=PA23#v=onepage&q=te%20whariki%20the%20role%20of%20the%20adult&f=false B1 Evaluate the role of the practitioner in promoting children's learning in your chosen approach http://books.google.co.uk/books?id=57eIN0nNB-kC&lpg=PA4&dq=te%20whariki%20the%20role%20of%20the%20adult&pg=PA4#v=onepage&q=te%20whariki%20the%20role%20of%20the%20adult&f=false http://books.google.co.uk/books?id=Gv5Du1vGWF0C&lpg=PA396&dq=te%20whariki%20the%20role%20of%20the%20adult&pg=PA397#v=onepage&q=te%20whariki%20the%20role%20of%20the%20adult&f=false A1 http://books.google.co.uk/books?id=KyMAskSIPeUC&lpg=PA55&dq=te%20whariki%20the%20role%20of%20the%20adult&pg=PA49#v=onepage&q&f=false ?? ?? ?? ?? Andrea Maria Fernandes 09/621764 306.000 ...read more.

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This assignment has been written to achieve unit 17 of the CACHE Level 3 DCE course. Some good content has been included about the Forest Schools approach to learning; however the work lacks some of the detail and explanation needed in order to achieve some of the criteria at E and D grade. Although quotes in the main part of the work are referenced, images are not referenced nor is there a bibliography. The latter part of the assignment is plagiarised from the internet and is not acceptable for assessment.

Marked by teacher Jenny Spice 30/07/2013

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