search.noResults

search.searching

saml.title
dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
CONTRIBUTORS


Listen to young children; they think compassionately about the world


This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, Early Years Lecturer and WTEY Programme Leader at the University’s Faculty of Education, we’re delighted to hear from MEGAN BEIRNE, a second year BA (Hons) Working and Teaching in the Early Years student at Edge Hill University who is passionate about involving children in environmental sustainability.


It is widely recognised that the planet has been susceptible to years’ worth of environmental damage, but I believe that our young children can support future environmental protection. It is our duty to make their voice count. The Sustainable Development Goals


(SDGs) have recently identified that the past decade was the warmest ever, creating climate disasters across the world; and that more than two billion hectares of land has degraded, causing irreversible effects on the environment (United Nations, 2020). These changes, which Ellis (2013: 34), identifies we are ‘heedlessly’ causing, have led to the planet becoming inhospitable for many species of animals and plants (Winograd, 2016). However, it is not impossible to make a positive change, and I believe that help can come from the youngest in society. Davis (2015) identifies that children can be extremely positive about their place in supporting the environment, and further identifies children can adopt, through education, sustainable habits, and values. These habits and values will manifest into environmentally responsible living, suggesting that introducing environmental sustainability practice into Early Years settings will be engaging for and welcomed by children. Environmental sustainability practice has been promoted in past years, with the ‘Climate Change and Schools’ document suggesting schools can encourage and embed positive behaviours in children towards the environment (DCSF, 2010), recognising Early Years education as a suitable place to begin in our efforts to protect the environment. Despite this, the document ‘Implementing the Sustainable Development Goals’ (GOV.UK, 2019) fails to discuss how Early Years settings and education can support the aims of the SDGs, even though children clearly have the passion to learn about and protect the environment. Children love hands on experiences, and with every Early Years


setting providing access to an outdoors space, there is opportunity to introduce environmental sustainability activities for every child. Activities such as planting and growing vegetables, creating bug hotels, growing wildlife sanctuaries, re-using water for the garden, and simply letting children explore the nature around them, will spark a child’s curiosity for the environment, and expose children to the many ways we can all be more sustainable. These practical activities are vital to support children in understanding environmental sustainability (David, 2012), and encouraging them to act sustainably throughout their lives (Davis, 2015), clearly identifying the benefit that introducing sustainability teaching to Early Years practice will bring for the environment and children. These activities are developed from suggestions by the eco-schools programme, which supports schools in introducing environmental sustainability sessions, spreading the message that children can support and protect the environment (Eco- Schools, 2021). This message, I believe should be seen in every Early Years setting. With children today suffering from ‘Nature Deficit Disorder’ (Warber


et al., 2015), and many not accessing ‘green spaces’ which support their emotional wellbeing (Gascon et al, 2015), the introduction of environmental sustainability to every-day practice is essential. Encouraging outdoor activities, we can support children’s wellbeing, and inspire them to think compassionately about the world they live in and protect the future of the environment.


18 www.education-today.co.uk


Affordable technology in science lessons


In her regular column this month, STEMtastic! founder KIRSTY BERTENSHAW argues that classroom technology doesn’t have to be expensive or complicated to enhance learning.


Microscopes that attach to tablets and phones Mini or pocket microscopes are still undervalued in the classroom. Available for under £20 these often have smartphone adapters that clip the microscope over the cameras on smartphones or tablets, allowing the students to record video or take pictures of the magnified image. These usually magnify well enough to view plant cells such as onion skin cells stained with iodine, as well as comparing hairs and fibres. These allow each student to work independently and socially distanced, while giving them the opportunity to explore a world they can’t see with their own eyes. Combine these pocket microscopes with premade microscope slides and you have an even wider range of science to explore, from rock types to blood vessels and insect parts.


Microslide viewers If mobile phones aren’t allowed in class or there aren’t tablets available, then microslide viewers are a simple technology that are an affordable alternative. Microslide viewers, also called bioviewers, have no battery or bulbs to replace as they use the ambient light in the room on a white screen behind the samples. They are quite robust in the classroom and usually cost around £10 each. These only use special slides that resemble a strip of film, which can be costly depending on the supplier. One of the main advantages is that no microscope skills are required, so younger students or those less able to control fine motor movements associated with the focus wheels on standard microscopes can still clearly view the sample.


Virtual school trips School trips are a rarity due to health and safety constraints, cost, time available and now a global pandemic. Virtual school trips are a way to explore museums, aquariums, and art galleries in the comfort of the classroom. Carboard 3D mobile phone viewers are available from high street stores as well as online and usually cost less than £5 each. There are videos on streaming platforms such as YouTube displayed in the side by side format for 3D mobile phone viewers, including parts of the Kennedy Space Centre, shipwrecks under the sea and rollercoaster experiences. These can be useful in teaching science, especially considering the energy changes occurring on a roller-coaster by having the 3D experience of riding it, with the ability to pause along the way. Also, it’s worth considering that there are many instructions online to make your own 3D mobile phone viewer which could be a design and technology project, or a STEM club project.


Smartphone accessories for teachers There is an array of smartphone accessories on the market that can be useful in the classroom, such as a thermal imaging camera or Geiger counter. These are more costly so only suitable to be used by the teacher, but cheaper than the standard piece of laboratory equipment. For example, a smartphone thermal imaging accessory is around £200 compared to a thermal imaging camera upwards of £500. These areas of technology are rapidly evolving though!


Online quiz sites There are many online sites where quizzes can be made and personalised for your own classes. Students can also make their own quizzes using these same sites. Teacher-made quizzes can be used for the whole class or year group, whereas student quizzes could be homework tasks shared with peers before assessments. Online quizzes are a great way to revise knowledge or practise using formulas in science and maths, using technology already present in the classroom!


Kirsty is the founder of STEMtastic, an education consultancy with a focus on Science, Technology, Engineering and Maths www.stemtastic.co.uk


March 2021


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48