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Free flow benefits - in a well planned environment children
experience more and can be observed by more adults. Personally I don't like
free flow, it's all a bit manic for me, but maybe that's just the setting I
experienced it in
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Posted by: thumbie 14/03/2013 at 18:57
| I think
you need to be sure what you are comparing free-flow with and what the early
years environment would be like without free-flow especially in respect of
nursery. Very often the issue, especially with parents, is about when
free-flow should be reined in and the transition to a more controlled
learning environment introduced. |
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I agree
thumbie, also, what do you mean exactly by free flow? I think some people
refer to this as choosing time and some people mean specifically going in to
other classrooms and outdoor areas of the setting. I work in a one form entry
reception class, so essentially I don't do the latter, the children have
indoor and outdoor choosing. Regarding, transition, my children have a lot
less choosing than they did when they started in September. My lessons are
more formal now. I love watching the children getting ready for year one
through the way in which you adapt the setting and planning.
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Posted by: thumbie 15/03/2013 at 16:50
|
This is
how I would answer:
The free-flow environment consists of activity
areas based on areas of learning. The children choose freely from what is
available, picking out resources they want to use from easily accessible
storage. Some activity areas are enhanced with additional materials, or
sometimes materials are deliberately limited for various reasons. Children
can choose to go outside or stay inside and move between at will.
Practitioners' roles allow for at least one practitioner to support child-initiated
play in the free-flow environment.
When contrasted with an environment in which
children are directed to specific activities the benefits include: children
able to choose independently therefore develop independence; children can
follow own interests and therefore engage with activities more fully;
activities are more open-ended allowing for differentiation; children develop
skills of negotiating with others, and can make and maintain chosen
friendships; adult input supports and extends the child in their chosen
activity rather than being focused on a specific adult aim which may not be
appropriate; adult-input is open-ended and responsive.
The drawbacks include: lack of adults available
for sufficient support, especially if 'housekeeping' duties, or behaviour
management takes over from supporting the children's learning; difficulties
in monitoring all the children and logistic difficulties in checking that all
children have equal opportunities and support; difficulties caused where
children do not have the necessary skills of concentration to focus and
engage sufficiently for good quality play/learning/ social interaction.
It is important in order, particularly, to enable
development of social skills, self monitoring of behaviour and independence.
Most parents are in favour of children enjoying
school but some worry about the class being a free-for-all in which their
child might be neglected or might not always be safe. Some parents dislike
their child getting dirty or dirtying their clothes at school. Many parents
want to see evidence of progress in measurable areas such as counting and
reading and find it difficult to see the point of play.
Some parents do not understand the philosophy
behind free-flow, especially if their education has been very structured and
they associate being well-educated with specific and discrete academic
skills.
I think there are many reasons why it is included
in the EYFS, some political and economic as well as some educational reasons
based on child development.
Occasionally problems arise with parents who are
concerned that their child is not progressing as well as they think they can.
Some parents put this down to the environment and "Too much play".
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