In these paragraphs we are not suggesting that simply taking children out of class on a regular basis is the cure-all for the aforementioned concerns. There is also a danger of over-romanticising the ‘great outdoors’ – even the best preserved castles, for example, can be cold, miserable places to visit. Attempts then to liven up visitor attractions through ‘theme park’ facilities can entertain but not necessarily educate children. When talking up the value of out-of-class learning, it should not be assumed that one follows the other – ineffective learning can occur out of class as much as in the classroom. We should take care with assuming that splashing about in puddles or collecting leaves are activities young children enjoy and learn from, given that much depends on the quality of interaction between adult, child and environment. Do you think Nursery Management Software is expensive to run?
Notwithstanding these reservations, out-of-class experiences can contribute significantly to the achievement of commonly held aims of primary education. If one of the long-term aims is to prepare children for life and improve their employability prospects then it makes sense to consider what employers currently value and the anticipated skills needed for the future workforce. While we don’t know what skill set will be needed in 15 years’ time, when current nursery school children come of age – most employer surveys reveal the same kinds of qualities they consider to be essential now and in the future. These include flexibility, commitment, trustworthiness, openness, drive, energy, honesty, and a willingness to innovate. While children need to be literate and numerate to enter the workforce and enjoy life to its full, they also need this wider set of skills and dispositions. The best Childcare Management System can really help your pre-school business grow.
If one of the broader aims of primary education is to contribute to the creation of strong communities, then learning has to be taken outside the classroom and the school opened up to those in the locality. For schools, the term ‘community’ can mean many things, including the staff, pupils, parents and others who use the school facilities, the community within which the school is located, the networks formed by schools in the nearby area, or the wider UK and global communities. Since 2007, a legal duty has been placed on schools in England to promote ‘community cohesion’ based on the notion of ‘educating children and young people who will live and work in a country which is diverse in terms of cultures, religions or beliefs, ethnicities and social backgrounds’. It is important for children to mix alongside and learn with, from and about those from different backgrounds. Central to strong community cohesion is creating a sense of belonging and shared vision. How about Nursery Software to run your business?
This can be achieved through an enriched curriculum, the promotion of equal opportunities and extended services such as partnerships with voluntary community groups, study support, childcare, evening classes, family liaison officers and parent and child courses. Various programmes have been developed to support schools, such as Communities First, Families First, Flying Start and Team Around the Family. There are many third sector (mainly voluntary) groups, societies and organisations that work closely with schools, such as Young Farmers, Food Banks, Co-operatives, community police, local authority officers, health boards, housing associations, Save the Children, local businesses and networks. Some of these organisations are small, financially vulnerable and reliant on volunteer support. By developing strategic partnerships, schools can not only enrich children’s learning experiences, but also improve the school’s image in the community. Social media such as Instagram, Twitter, Facebook and YouTube can be used regularly to publicise examples of community projects. Adding Nursery App to the mix can have a real benefit.
Most commentators agree that primary schools should try to forge strong links between teachers and parents/carers. This is more likely to happen when schools treat parents as co-educators. Community venues such as swimming pools, sports and leisure centres, theatres and museums, are often good places to make contact with parents who may lack confidence in approaching the school. When school leaders create a vision that extends into the community they are beginning to realign power relations and see parents in a different light; not only as ‘consumers’ and ‘receivers’ but ‘producers’ and potential ‘sharers’ of knowledge, skills and experiences. Out-of-class learning opens up extensive opportunities to capitalise on such expertise. Parents can be invited to join staff training events on out-of-class learning to exchange ideas. They can contribute to ‘ground force’ weeks by helping to maintain and develop the school grounds through painting, assembling new equipment, washing and cleaning of resources, planting and digging. The most effective family engagement programmes do not patronise parents but build meaningful dialogue between home and school. How about purchasing Preschool Software to manage your pre-school setting?