What Effects does the Summerhill Education have on a Childs Learning and Development - Case Study Example

Summerhill Education Task What Effects does the Summerhill Education have on a Child’s Learning and Development? Education This is the act of conveying or attaining general information, developing the influences of reasoning and adjustment, and generally preparing someone or others intellectually for mature life. Summerhill School As one of the greatest well-known School in Britain, Summerhill School founded by A.S.Neill is known internationally as exemplifying method to Education. The School was instituted in the year 1921, it is situated within the village of Leiston, in Suffolk, England which is about hundred miles in London. Summerhill initiated as an investigational institute. It is no longer such; it is nowadays a demo institute; for it validates that freedom works (AYERS & NEILL, 2003). Summerhill School is known to have proved controversially because of its methods especially in relation to its policies of non-compulsory lessons.Summerhill school has always been subjected to various inspections by HMI’s which has always varied from perilous to complimentary, however, in 1999 the school was granted a right to exists by secretaries of states and the education minister ,this was after a complain made by Ofsted’s report on the school inspection which raised alarm in consideration to non-compulsory lessons policy and toilet provision. About the Summerhill pupils, some are admitted to the school at the age of five years whereas others are admitted as late as the age of fifteen (Hinchey, 2004). The children remains in school until they are sixteen. They are divided into three age groups where the youngest ranges from five to seven years, the intermediate from eight to ten, and the oldest is from eleven to fifteen years old. There are housemothers that take responsibilities for each age group of children. There were stone buildings situated for intermediates group as there dwelling place, and the senior group dwelled in huts. Only one of grown-up pupils have accommodations for themselves (Rourke,2012).In Summerhill School pupils are granted freedom of not standing any room inspection, they had to carry out themselves since no one had to pick up after them, and a decision of choosing what to wear. Success of children at summer school has a broader meaning as compared to the other schools since in summer school the children are given opportunity to strengthen or develops their areas of interest. The children are allowed to develop freely from authorities, moralization, and determinations and pressure (EBERT & CULYER, 2007). These are made possible since in the summer school children are free and attends lessons only at their wish thus a great importance on children as they have time to play which is a significant part in the child’s growth .In Summerhill the enthusiasm for knowledgeable learning originates from the child, when they are prepared for it. Summer hills enables that opportunity for every person that is, children or adults to get an equal votes in the community run set up. Since they always hold weekly meeting which allows them to represent their thoughts, hence, learning how to vote on the society and develops responsibilities in the society and socially. Children study the value of this method of communal authority, and also that they can, as persons, through this dogmatic process influence alteration. These doctrines of liberty and sovereignty, and the real-world experience of them, help create uprightness, genuineness, and friendliness and create self-assured children who are enthusiastic, operative decision-makers, and are at comfort with adults. This tactic has prospered since 1921, and has had marvelous inspiration on education throughout the sphere. Summerhill endures to provide a conflicting and stimulating method to education worthy of study and contemplation. Efforts to impose the values of a one belief method as standards of success in another, is like classifying an English paper with the solutions to a Math exam. Thus Summerhill does not aim at producing certain type of young people with some certain assessed skills or knowledge but objects at proving an environment that allows children defines who they are and what they want to do since they are free from pressure (BRIGHOUSE & VAUGHAN, 2006). All persons generate their own set of standards grounded on the communal within which they live. Summerhill is a society which takes accountability for itself. Hitches are argued and decided through openness, equality and social action. All members of the society, grown-ups and children, regardless of age, are identical in terms of this procedure. Curriculum The school curriculum is exclusive of the subject content of lessons but inclusive of all the opportunities students have outside the normal lesson timetable. The curriculum at Summerhill: is well-adjusted, relevant and distinguished stimulates the spiritual, ethical, cultural, societal and physical development of all students formulates students for the accountabilities and chances they will encounter in adult life is distributed in a diversity of ways, identifying that not all students learn in the same way delivers a unified passageway from primary through to education post 16 offers chances for students to work at a speed best suitable to their own wants With the assistance of the team members they encourage students to be innovative in their subject areas, the Summerhill curriculum is always flexible to meet the needs of students. The children at Summerhill always aims at creating their own schedule though there is a timetable and a formal arrangements of lessons (MORRISON, 2007).They believe that it is of no necessity to conform to the National curriculum since it is a private school. Policies Summerhill school general statement policies included: Providing choices and prospects which could allow the children to progress at their own speed Children were granted freedom of choice that is, freedom from imposed assessment since they got the opportunity to decides and develops their own goals. Children had the opportunities to play as much as they desire Children were allowed to be free from adult intervening their lives. They had that freedom to generate their own set of morals. At Summerhill teaching is seen as a creative challenge since children do not have to come to class but as a teacher you offers an exemplary schedule for the children who wish to come to or attend classes this is always done so as to enable or provides a neutral ground to those who do not wish to attend classes. Thus teachers had to show enthusiasm for their subjects, teachers at Summerhill had to show an example to their children that is, showing they value playing in the field with children as well as the classroom activities. Therefore children could easily develops a good and close relationship with their teachers, this proofs to be of great importance to the school since the classrooms are very small (SUISSA, 2010). Like any other teacher in any school the Summerhill school teachers had to make the classroom environment friendly and environmentally conducive, this is by creating humor. Every teacher is, in effect, the chair of a department. As such, it is his accountability to be conversant with applicable exam board material, variations in his program, and, at inferior Key phases, with the National Curriculum. The curriculum nature may be from an administration syllabus, however, in non-exam lessons it may be generated by the teacher. It is well to converse student welfares but the teacher do have the last say (LEGGE & HARARI, 2000). The teacher’s curriculum will first and notably appeals to the students though at the same time links with forthcoming necessary skills when essential. Just basic entertainment in the topic is also great. Social life The social life of children at Summerhill education center can is said to be well granted to the them, taking into consideration the Piaget theory of the last stage where children develops the aptitude to think more sensibly and analytically about intellectual ideas which can be seen in the Summerhill school as the children have the freedom to do things on their own and makes their own decisions (SUISSA, 2010). Also taking Vygotsky theory into consideration ,Summer school employs a mechanism of enhancing a relationship between teachers and children thus, enables and helps children through their growth and decision making in life as well as learning new tasks and activities. The students at Summerhill School have a positive attitude towards their school life that is for both day and boarding, they are pleased to be associated with the school and always promotes their school’s philosophy. The school always object at a philosophy which manages how the students live and relates with each other, and helps develop them maturely and becomes responsible individuals in the community (SUISSA, 2010). They also have freedom in the school like attending meetings with the staff members to discuss the School progress this not only helps them morally but also enhances their decision making abilities. Intellectual and emotional development Children learn how to play cooperatively with each other and adults that is, their teachers. This helps in enhancing a positive relationships with the teachers and other children. They chooses the activities and resources, and develops confidence to try and adventure new things (LEGGE & HARARI, 2000). Playing and cooperating together aids the children in sharing their feelings and upsets to each other or to their teachers which helps them emotionally. Though the children at Summer school have that opportunity to think and do what they want, still they are always encouraged on how to follow instructions that is, listening and responding accordingly to situations a rising. Children will cultivate good governor and organization in large and small actions.  They will study to move assuredly in a diversity of ways (LEGGE & HARARI, 2000).  They will study to handle tools and equipment efficiently. Children will study about the significance of physical workout and fit eating.  Children always chat concerning historical and current events in their individual lives and in their domestic lives.  They look at in what way they have transformed since they were a baby. They find out comparisons and dissimilarities in relation to objects, resources and living things, through subjects.  They make interpretations of animals and plants and clarify why some things happen. Children talk about the structures of their own instantaneous environment and how surroundings might differ from one another. They study how a variety of technology is used in places such as institutions and departments.  They thus tries to complete simple programmes on the computer to enhance their computer skills. Children-Initiated projects. Expressive arts and design Children will use and discover a diversity of resources, tools and methods, investigating with color, design, texture, form and function (LEGGE & HARARI, 2000). They sing songs and create music comprising a Christmas performance exploring a range of musical tools. This initiative project does helps the children in enhancing their skills and those with talents in music. All of the areas of education and growth are consistent to the features of active learning, which are ‘playing and exploring’, ‘active studying’ and ‘generating and critical thinking’ (LEGGE & HARARI, 2000). Thus, at Summerhill, there is a balance of tutor directed responsibilities and child initiated projects, which enables children to progress to their full potential. Risk taking, healthy practices and independence The training and boarding advertising of pupils’ welfare, health as well as safety can be outstanding. The national minimum amount standards intended for boarding are met. Protecting policies as well as procedures are robust. All staff are fully been trained in child safeguard at essential levels and alert to possible worries, in line using the philosophy with the school. This is clearly stated and recognized by parents whom send the children towards school. The school’s method to boarding as well as education can be all-encompassing (LEGGE & HARARI, 2000). This is between independence and permit is definitely defined to make sure individuals’ freedoms are protected. Staff recognize the pupils perfectly, leading to help highly beneficial relationships. Pupils whom spoke to help inspectors as well as completed questionnaires claimed they experienced extremely secure and taken care of. One ones said: ‘I really like Summerhill, it is a pronounced place where I feel I can be myself. I feel super-safe, it is like the second home. ’ Young people are self-assured that just about any problems as well as difficulties can be dealt with throughout the school conferences. Children have many chances to live fit lifestyles through choosing numerous physical routines, many ones outdoors. Risk tests are considered very seriously and are up-to-date as well as secure (LEGGE & HARARI, 2000). The democratic method to how the institution runs makes certain that pupils create a high level of respect for that privacy associated with others. Pupils are prepared for the future life and responsibilities well. The properties and grounds provide a safe environment to test things away. The classes meets the requirements of the Equality React 2010. Impacts associated with parents within their children choices There isnt any doubt within our minds of which parents know the schools philosophy and have like several students right now there, for example, often read A S Neills articles (KASSEM, MUFTI& ROBINSON, 2006). Given preceding decisions with the Court most of the teachers see absolutely no reason to help doubt which the parents’ convictions can be regarded as "philosophical convictions" by the European Court. Given the democracy inside school and its particular sustained concern for that rights with the children right now there - as well as the world standing and recognition of an. S. Neill and the school: that Summerhill would match the twin tests, laid along in preceding judgments. Theyre that the philosophical convictions with the parents are worthy associated with respect in a democratic society and are not incompatible using human self-worth. A small sample survey considered on Summerhill moms and dads revealed that numerous parents communicates their strongest possible support for that school. Many composed moving balances of how their child had come to be depressed, aggressive, alienated as well as ill on their preceding school, only to help flourish after a while at Summerhill. Many moms and dads were obvious that Summerhill had generated a pursuit in studying in youngsters who had previously been put off education. The college provides obvious, accurate as well as up-to-date facts for existing and would-be parents, careers, inspectors, Ofsted and the Department intended for Education (DfE) in request. Theres a clear as well as helpful prospectus and the website is it being updated. The college has really established aims and objectives which are extensively shared with parents as well as careers, young people and staff (KASSEM, MUFTI& ROBINSON, 2006). This makes certain that all moms and dads are well-informed about the education as well as boarding supply. All the questionnaires go back from moms and dads and careers were being highly beneficial. How the institution shares facts with moms and dads and careers can be clearly described. The school’s school of thought is of which any facts shared can only be performed with the pupils’ understanding. QUALITY ASSOCIATED WITH EDUCATION The good curriculum can be underpinned through effective created policies as well as schemes associated with work. Planning for lessons to all subjects is set out definitely with items of work who have clearly identified objectives as well as resources. An exceptional feature is the way learning can be closely tailored correspond individual pupil’s requirements, including those with special instructional needs and/or disabilites. A fundamental area of the school’s programs is of which learning happens out associated with lessons together with in these people. Pupils are absolve to choose if they attend instructions. When not necessarily in instructions, pupils can be involved with whatever exercise that catches their interest. These include making movies, organizing as well as performing with musical as well as dramatic occasions, and studying different languages. Physical routines include trampolining, skate boarding, riding motorbikes and hiking trees (KASSEM, MUFTI& ROBINSON, 2006). Pupils’ individual, social, health and education are promoted well. Pupils discuss the array of physical activities they can choose to be a part of or organize themselves pertaining to physical education. In addition towards many opportunities to be physical mixed up in grounds, sports activities include footballing, basketball and while using local amusement center. Consultations about smoking and substance abuse are supported perfectly across the education and boarding supply. Skills with information as well as communication technologies (ICT) are well supplied for using opportunities intended for pupils, if and when they so hope, to obtain qualifications. Pupils come with an extremely deep comprehension of work-related studying. There are essential roles as well as responsibilities intended for pupils which are an integral characteristic with the school the two in education and boarding. Theyre taken really seriously by the pupils. A good example is just how ‘Beddies Officers’ function alongside residence parents to make sure Accommodation on school The college and its grounds adhere to regulatory specifications. Boarding accommodation is provided with regard towards national minimum amount standards intended for boarding educational facilities (KASSEM, MUFTI& ROBINSON, 2006). Classrooms as well as boarding accommodation are usually in good ailment and suited to the programs and amounts on spin. The holiday accommodation has distinct areas, reflecting the wants of the pupils’ age groups. There are good amenities and at ease dormitory holiday accommodation areas, which carry on being developed. Right now there areas have long-established names; San, Bachelors pad, House, Shack as well as Carriages. Some bedrooms are definitely more personalized compared to others, according to individual selection. There are public places, including some sort of lounge, tunes room, as well as library. The holiday accommodation and coffee grounds form an integral part of the beliefs, culture as well as history with the school. The grounds consist associated with wooded areas, trees as well as diverse elements of paths, undergrowth, your lawn meadows, playing field as well as tarmac. Operations Leadership as well as management associated with boarding are outstanding. Boarding and the individual connection with the child lies the primary focus of Summerhill Classes. Strong neighborhood values give rise to boarders’ individual and cultural development. Many boarders chat highly with the school(LEGGE & HARARI, 2000).These people state, ‘The residence parents are brilliant’, ‘Summerhill is anything that I could ask for’, ‘I really like Summerhill, it is a great place where I feel I can be myself’, ‘and Boarding lifetime is excellent. I wouldn’t want to be anywhere else’, ‘Best school…I cannot have had a more happy, more satisfying time here’. The whole school community has a very obvious view and comprehension of the strengths with the boarding knowledge at Summerhill. Individual as well as groups can suggest upgrades or improvements by proposing them in the school meetings. The community are able to vote within the proposal as well as, if many aggress, the changes. Conclusion Generally Summerhill school is a best school for pupils and students since it results to a mature, responsible and straight forward persons ,this is due to the democracy and freedom of choice someone is granted to at an early age, hence, the capability to start learning and making of one’s own choices at such tender ages. It also enables a student to realize and enhances on his/her talents. Though for someone who wants to focus and gets a lot from books then Summerhill will not be the right place for such a person as the curriculum based on lessons is not taken that serious with the Summerhill pupils and students. References BRIGHOUSE, T., & VAUGHAN, M. (2006). Summerhill and A. S. Neill. Maidenhead [u.a.], Open University Press. References NEILL, A. S., LAMB, A., & NEILL, A. S. (1993). Summerhill School: a new view of childhood. New York, St. Martins Press. MORRISON, K. A. (2007). Free school teaching: a journey into radical progressive education. 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Keeping the whole child healthy and safe:Reflections on best practices in learning, teaching, and leadership. Alexandria, VA: Author. Hinchey, P. H. (2004). Finding freedom in the classroom: a practical introduction to critical theory. New York: Peter Lang Publishing Inc. O�Rourke, D. (2012). Letting the child work: Real Learning, Real Play in School Journal of Unschooling and Alternative Learning 2012 Vol. 6 Issue 12. Trisha Maynard , Jane Waters & Jennifer Clement (2013) Child-initiated learning, the outdoor environment and the �underachieving� child, Early Years: An International Research Journal, 33:3, 212-225, DOI: 10.1080/09575146.2013.771152 Summerhill Ofsted Report 2011 Read More