Movement, Environment and Community

Topics: Early childhood education, Childhood, Environment Pages: 5 (1745 words) Published: April 15, 2013
Movement, Environment and Community
In an Early Childhood setting
Learning Experience One:
My first learning experience was at The Ian Potter Foundations Children’s Garden (Royal Botanical Garden). This is a place where children of all ages and abilities can explore the wonders of plants in an interactive, hands-on environment. Plants and plant-spaces stimulate children’s senses and imagination, broaden their knowledge and invite exploration and adventure. There are programs that are experienced-based, creating connections through gardening, play and stories. Learning Experience Two:

My second learning experience is the Metropolitan Fire Brigade. They annually come out to the centre; this visit is arranged by the Kindergarten teacher from the local fire station. The children are spoken to by fire fighter and taught about fire safety and this experience also allows the children to see a fire truck up close and meet the fire fighters personally. Movement

Learning Experience One:
The movement that I have learnt from the visit to the Royal Children’s Garden is that the garden is set up with a variety of trees that overhang and as you walk through the garden there is certain areas where you need to lower your body to walk through to the other side. There are also a lot of areas that have been created for adults and children to have secret places to relax, take time out of our busy lives to stop and enjoy the beautiful natural environmental around them whilst in the garden. I learnt how relaxing and peaceful it was to walk through the ground with my fellow class mates without the present of children, which made the experience quite different. I also learnt by visiting the garden, it gave me more of an insight of experiences that I would be able to then set up for children in my care that would further enhance their physical development, by doing a singing and moving song such as “Johnny in the garden digging digging, digging digging. Johnny in the garden digging digging... digging with his shovel” (Helen’s movement workshop 2011). Environment

The environment of the Children’s garden is very beautiful and full of lots of different trees, flowers etc. The Children’s Garden is an interactive educational environment in which children of all ages, backgrounds, physical abilities and cultures can play, explore and discover the natural world. I agree with (Ceppi & Zini 1988) as cited in (Greenman, 2005), that a child’s environment is an aromascape, soundscape, texturescape and lightscape ad the world one can experience through the skin, the fingers, and all the sensory receptors. It features plants, water, structures and pathways that reflect Melbourne's changing seasons. The garden has been designed to intrigue, teach and excite children from a very young age about the importance of conservation and the environment.

The Children’s Garden is scaled for children so as to create a sense of ownership, leading to care and increased responsibility for the environment and is accessible to anybody including wheelchair users, visitors with walking frames and parents with prams.

From the highly ornamental entrance garden through to the ‘parterre’ styled children’s kitchen garden, and on to water, plant tunnels and bamboo forests, there is something for every child to enjoy and marvel at. The Plants that are in the garden have been selected for their diversity, colour and form. They have been chosen for their weird and wonderful shapes and their capacity to delight, stimulate and invite inquiry into the world of plants. Environmental education provides a context by which teachers and children can construct everyday knowledge...content knowledge is intersected with pedagogical knowledge to achieve intended environmental education outcomes (such as recycling, composting and vegetable growing) with young children (Cutter-Mackenzie & Edwards, 2006). By creating a garden with all children who are willing to participate and...
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