Module Details

Module Code: EDUC7020
Title: Montessori Principles Outdoors
Long Title: Applying Montessori Principles Outdoors
NFQ Level: Intermediate
Valid From: Semester 1 - 2023/24 ( September 2023 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: This module applies Montessori principles encompassing freedom, responsibility, movement beauty and intrinsic motivation to outdoor learning experiences for children between birth and 12 years of age. National and international frameworks encompassing the view of the child as a citizen with rights in the here and now, are drawn on to support children's outdoor learning dispositions for culture, creativity, literacy, numeracy and scientific discovery learning. Knowledge on safety and risk assessment is balanced with promotion of positive risk taking outdoors. Special emphasis is placed on supporting independence and interdependence, and promoting care of the outdoor environment as well as nurturing community engagement that builds sustainable practice and fosters children's holistic development.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Appraise practice frameworks and spiral curricular approaches, as applied to children's outdoor play and learning experiences, across the first two planes of development described by Montessori to encompass birth to age six and ages six to twelve.
LO2 Determine challenges to outdoor learning and how such learning can be developed to support inclusive and sustainable practice.
LO3 Connect affordances for children's emergent and evolving learning motives and interests within the outdoor environment to the concept of 'spiral curriculum'.
LO4 Devise child-initiated outdoor experiential learning opportunities to enable individual and group participatory identities to develop.
LO5 Establish sensorial engagement with nature, and nurture sustainable practice, through discussions with children that enable questioning and development of hypotheses, actions (through the mediums of photography, art, maps and recordings etc) to develop projects and inform conclusions.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Application of Montessori principles, theory and philosophy
Exploring children's intrinsic motives and learning dispositions with the more sensory, expansive and transitory aspects of outdoor spaces across the first two planes of development identified by Montessori (birth to 6 and 6 to age 12). Foster sensory engagement with nature and cosmic education' (Polk-Lillard 1988). Collaborate with children to document and share outdoor learning motives and interests within their local and wider communities.
Outdoor learning - Emergent and spiral curricular approaches.
Drawing on national and international frameworks to promote children's sense of well being and belonging and collaborative meaning making in the outdoors. Apply principles of Montessori emergent and spiral curricular approach to children's outdoor learning. Display documented learning to develop meaningful links between children's home, school and local social and cultural environments.
Safety in outdoor environments
Safety in outdoor environments covering general health and safety, group management, communication strategy, safe use and teaching of tools and equipment use in the outdoors. Identify affordances and challenges to outdoor play at a regulatory, policy and practice level and assess safety and risk in outdoor environments.
Promoting positive risk taking
Promoting positive risk taking - risk benefit assessment, promoting emotional intelligence and self esteem, supporting independence and interdependence.Consult with, support and facilitate children individually and in groups to promote child initiated experiential learning. Encourage children to explore, find creative solutions/ strategies to challenges, to self assess and take positive risks as their individual and group senses of identity grow and evolve.
Outdoor affordances
Adult role in supporting children as citizens in the here and now to experience both freedom and responsibility. Supporting children to document their emergent and naturally evolving play and learning interests. Following the child in order to better lead and enable affordances for inclusive learning opportunities in the outdoors.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Reflective Journal % of Total Mark 20
Timing Week 4 Learning Outcomes 2,3,4
Assessment Description
Key learning- Environment affordances and provocations, learning opportunities. Promoting freedom to explore, positive risk taking and self assessment
Assessment Type Written Report % of Total Mark 30
Timing Week 10 Learning Outcomes 1,2,4
Assessment Description
Report based on presentation from expert guest speaker.
Assessment Type Other % of Total Mark 50
Timing Week 12 Learning Outcomes 1,2,3,4,5
Assessment Description
Portfolio based on practical experiences in the outdoors. Ongoing feedback provided
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Supporting theories and international practice models Every Week 1.00 1
Lab Contact outside instruction experiential learning Every Week 2.00 2
Independent Learning Non Contact Independent study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Supporting theories and international practice models Every Week 1.00 1
Lab Contact Outside instruction experiential learning Every Week 2.00 2
Independent Learning Non Contact Independent study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Paula Polk Lillard. (1988), Montessori A Modern Approach, Schocken Books, New York, [ISBN: 9780805209204].
Supplementary Book Resources
  • Edited by Tim Waller, Eva Arlemalm-Hagser, Ellen Beate Hansen Sandseter, Libby Lee-Hammond, Kristi Lekies and Shirley Wyver.. (2017), The SAGE handbook of outdoor play and learning, 1. Sage, Los Angeles, [ISBN: 9781473926608].
  • Clare Healy Wallis. (2008), At the Heart of Montessori 2 Core Principles in Action, Original Writing Ltd, Dublin, [ISBN: 9781906018658].
  • Trisha Maynard, Jane Waters. (2009), Raising Children Who Soar: A Guide to Healthy Risk-Taking in an Uncertain World, 1. New York, Teachers College Press, [ISBN: 9780807749982].
  • Sydney Schwartz and Sherry Copeland. (2015), Connecting emergent curriculum and standards in the early childhood classroom, 1. Columbia University, New York, [ISBN: 9780807751107].
  • Edited by Tim Waller , Edited by Eva Ärlemalm-Hagsér , Edited by Ellen Beate Hansen Sandseter , Edited by Libby Lee-Hammond , Edited by Kristi S. Lekies , Edited by Shirley Wyver. (2017), The SAGE Handbook of Outdoor Play and Learning, 1. Sage Publications Ltd, London, [ISBN: 9781473926608].
  • Amy Thornton Editor. (2022), Teaching the primary curriculum outdoors; Learning through Landscapes, 1. Sage Publications, London, [ISBN: 978-152978044].
Recommended Article/Paper Resources
  • Emilia Fägerstam. (2012), Space and Place: Perspectives on Outdoor Teaching and Learning, Department of Behavioural Sciences and Learning, [ISSN: 1654-2029],
    http://www.diva-portal.org/smash/get/div a2:551531/fulltext01.pdf
  • Annie Cummins and Belinda Walsh. (2019), Land Art as creative practice that celebrates Nature and the Outdoors, An Leanbh Óg The OMEP Ireland Journal of Early Childhood Studies, Volume 12 Issue 1 2019.
Supplementary Article/Paper Resources
  • Justin Dillon, Mark Rickinson et al. (2006), The value of outdoor learning: evidence from research in the UK and elsewhere, School Science Review, 87(320).
  • Frances Clerkin. (2016), Play affordances in early childhood education and care, Children's Research Digest, Volume 3 Issue 2.
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMOED_8 Bachelor of Education (Honours) in Montessori Education 5 Mandatory