Indoor classroom materials include natural objects like small stones and shells, which have multiple uses and encourage kids’ natural imaginations.
This school also respects the hard work of the teachers, with an onsite cob sanctuary that was built to provide a quiet place for teachers on break. This beautiful cob structure is also used as a special story-telling place for the kids.
As Richard Louv explains in his book Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder: “An increasing number of parents and a few good schools are realizing the importance and the magic of providing hands-on, intimate contact between children and nature as a large part of children’s education.”
As Louv shows in his book, studies have shown that children diagnosed with ADHD or depression are improved tremendously through daily contact with the natural world. The same goes for schools that cater to children’s natural inclinations, as oppose to the conventional school curriculum which bores kids out of their minds! Is there really something wrong with a little kid who cannot sit still for 6 hours a day under fluorescent lights, indoors, forced to do abstract assignments, or is there something wrong with the system?
This movement towards experiential, place-based education is mostly a grassroots effort in the USA; Louv points out that most current progress in education is coming from “principals, teachers, parents and community volunteers. Committed individuals and service organizations can accomplish a great deal…”
Lagt i Citater, Kreativ læring, Læring og pædagogik, Uddannelse og undervisning, Udeskole - læring i det fri | med emneordet den legende skole, læring, naturlig læring, pædagogik, udeskole |
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