The Advantages and Disadvantages of the Outdoor Learning Environment into the Britain Early Years - Essay Example

It is an obvious assumption that the early years of childhood education are fundamentally formative and governments across the globe have invested resources and funds to ensure this part of their education system is effectively provided for. In many nations across the globe, early childhood education has been prioritized in terms of the provision of recommendations and allocation of resources. Educational bodies across the globe have also played an important role in ensuring early childhood education is effectively delivered. According to Watson (2000), the significance of childhood education cannot be underestimated since it may shape most character traits and behavior a child adopts (34).

However, this depends on the activities involved in the curriculum implemented. In an argument by Leavers (2000) girls acquire more skills in indoor activities than boys (67). Girls at this early age tend to avoid physical activities due to their sexuality. Sylva, Siraj-Blatchford & Taggart (2003) argue that the modern-day girl child is more connected to their sexuality at an early and this hinders their participation in physical outdoor (97). As much there is so much opposition to the outdoor activities being involved in the curriculum, there are numerous advantages of the system. In other words, by Sproule et.al (2003) outdoor learning stretches the imaginative range of a child (112). This is because outdoor activities and learning involve a lot of imaginative and creative thinking activities. A child is exposed to a world where they can relate to the natural environment. This according to Sproule et.al (2002) makes their spirit become more jovial and free (107). Additionally, physical activities aid in the development of a child’s cognitive abilities. Their psychology is given a boost in terms of strength and length of their thinking capacity. Another advantage of the outdoor education system is that it gives a child the best opportunity to realize their talent at an early age (Sheehy et.al, 2000; 123). This is because outdoor activities allow a child to explore more and apply their abilities at different angles (Leavers, 2000; 34).

The disadvantages of the outdoor education system revolve around denying a child the opportunity to grow their formal education knowledge faster and at an early age. In other words, by Moyles, Adams & Musgrove (2002) it is important for a child to have an early and effective formal education system since the system will be used all through their lives (90). The author further argues that this makes it important for them to adapt to the system earlier before they develop their complete mental and psychological abilities.

In a nation like Sweden, the early childhood curriculum is based on the involvement of the outdoor environment. The curriculum bases its formal education on tangible and enjoyable factors in the outdoor environment (Claxton & Carr, 2004; 111). This move has been highly praised by educationalists and theorists for arguing that this is the best way that a child could acquire enough intelligence and knowledge at their age. Another hailed inclusion of this education system is the involvement of the forest schools. In words by Leavitt, Tonniges & Rogers (2003) the exposure of children to the natural environment during studying and learning makes them feel indented to learn and enjoy the procedure altogether (139). The same sentiments are shared by Rheingold (2000) who argues that forest schools enable a child to learn through remembering memories and scenes that are pleasing to their psychology (89). The author further argues that this makes education interesting and easy to comprehend in the long run.

This system is different from the system used in the U.K. The U.K uses formal education as a start-up educational tool for children. Children are exposed to more formal education like learning languages, simple arithmetic, and painting. Comparing this system to the system used in Sweden one could easily argue that the Swedish system is way better than the U.K system in terms of developing a child’s psychology and mental abilities. To support this claim, Callister (2008) argues that the probability of a child acquiring knowledge is much higher in an outdoor education system than in the formal system (109).

In the early childhood education system, children have poor mental and cognitive abilities. This is between the ages of 1 to 5. At this age, they need less formal means of acquiring knowledge. Their mental ability allows them to learn through the attachment of interesting activities they encounter. This psychological stage only makes it simpler for them to have an outdoor learning environment with less formal education.

In creating learning environments for children, the recommendations should consider that child:
• Should be actively engaged and interested in what they are learning.
• Must learn through a holistic system with the inclusions of numerous skills and knowledge.
• Should be allowed to measure the depth of their own learning and be independent
• Should feel secure in their learning environment.
• Should acquire knowledge in the company of others

From the above analysis, it is clear that learning in the outdoor environment gives children an opportunity to acquire more from what they are exposed to. In words by Leavitt, Tonniges & Rogers (2003) children learning in the outdoor environment prepares them for the life after school (65). This also helps them develop characteristics to interact with people in the outside world (Watson, 2000;145)