The Importance of Holistic Learning for Children
Children learn in a number of ways. These can be thought of as the physical, cognitive, emotional, social, spiritual and cultural parts of that learning. To take a holistic approach simply means that all aspects of a child’s learning are integrated and interconnected, rather than an emphasis being placed simply on the academic aspects of that learning.
Children learn holistically [1], which is why it is so important to take account of the whole, rather than merely parts in isolation. In addition, a holistic approach to children’s learning means that they grow up able to contribute with confidence and effectiveness to their local community and the wider world. It teaches them to care for others, and the environment as well [2].
This understanding is supported in New Zealand by both Te Whāriki [3], the early childhood curriculum, and The New Zealand Curriculum [4], which underpins primary and secondary school learning.
Listed below are some simple activities that can be undertaken with children and that take account of the holistic way in which they learn.
1. Scavenger Hunt: This can be items from nature, or around the house, or anything really. About 10 items is a good number to collect. There are lots of websites that have templates for scavenger hunts, or you can devise your own. You can then use the items collected for the memory game activity in number 9.
A selection of natural materials collected on a walk. (Copyright: Vivienne McMurtry)
2. Ephemeral Art: Ephemeral art is just what the word means - temporary or transient. It derives from the Greek word, “ephemeros”, which means living for a day, or short-lived.
2. An ephemeral art picture made from some of the materials collected. It is useful for children, to take a photograph of the arrangement, so that they may revisit it later on. (Copyright: Vivienne McMurtry)
It is easily constructed using items such as those collected on a walk or stroll. All that are needed are the items collected plus a base or frame to place them on to. A flat tray, large plate or even a placemat or small board could be used as the base for an ephemeral art picture. As the pictures will not be permanent, no glue, sellotape or staples are required. However, you can take a photograph of the picture for children’s future reference.
This activity teaches children to be observant, when they are searching for materials to use, about patterning and design as they experiment with the materials, and develops mathematics skills such as sorting and grouping similar materials together. Children also learn about the characteristics of the items they have found, such as size, shape, texture (rough, smooth, or somewhere in between), and colour.
A form of ephemeral art can also be made by arranging manufactured items, such as lids, beads, buttons, ribbons, paper scraps, ticket stubs, coupons, straws, matchsticks (without the burnable tip), pop sticks, and yarn - the list of possibilities is almost endless - on a base. These items can also all be tidied away once the art project has been finished with.
A bonus of ephemeral art being made with natural materials is that the materials themselves can be returned to the environment when the art is finished with. This is also an opportunity to teach children about respect for the natural environment and its importance in everyday life.
3. Drawing, Tracing and Rubbing: Using the objects they have found, children can either draw them, trace around them, or if they are flat enough, place a piece of paper over the top and make a rubbing with a crayon or pencil.
4. Collage: Items collected from nature can also be made into a collage, using strong craft glue or a hot glue gun. All that is needed for this activity are the items you have collected, a piece of strong card (even the side of a cardboard box would be effective) and the glue.
Art activities such as those outlined in numbers 2, 3 and 4 above are open-ended and engage children’s senses. Through such activities, they also develop powers of observation, learn to concentrate and problem-solve with different materials. Art activities are also a powerful form of self-expression for children.
5. Plant a Seed: …in a glass jar and watch it grow. This is another activity that melds natural science concepts with care for the environment. Children also learn patience while waiting for the seed to grow.
Use tweezers to wiggle the seed down the side of the jar. Try to keep it clear of potting mix so that the seed development can be clearly seen. (Copyright: Vivienne McMurtry)
Carefully water the seed. Try to keep the potting mix damp but not wet. Put the jar in a warm place with lots of natural light and watch the seed grow. (Copyright: Vivienne McMurtry)
6. Keep a Diary: Children can draw and/or write down what they see happening to the seed. They should date the entries so that they can note progress over time. This is an activity that builds on children’s scientific understanding, and develops their descriptive and literacy skills as well.
7. Challenge Course: A challenge course can be created easily from objects around the house. It could be undertaken either indoors or outside, depending on the weather, how much space you have and how energetic you want it to be.
Use items such as boxes, planks, cushions, cones, shapes drawn on cardboard or on concrete, hula hoops, and the garden hose to lay out the course. You could also add some extra challenge by adding tasks such as throwing a ball into a bucket (tennis balls are good for this) to add extra challenge. You could also add a skills task such as doing five star jumps, or balancing on one leg for a few seconds, to up the ante.
A challenge course is a good way to engage children in physical activity, and develop their large muscle skills and stamina, which are precursors to develop the fine muscle skills needed for writing. It is also a good way to encourage social skills such as turn-taking, as well as providing a sense of achievement and all the physical and mental benefits of getting out into the fresh air if the weather permits.
8. Balloon Skills: Using a balloon is an easy way to further develop children’s concentration and hand-eye coordination. Indoors, it could be as simple as using their hands to keep the balloon from touching the furniture or the floor. Outdoors, the balloon could be tied to a post, or even the clothesline, for children to hit, a gentler and easier version of swing ball.
9. Memory Game: This is a simple activity that develops children’s concentration, memory, and turn-taking skills. It is also a good way for children to recall and describe what they have seen, important skills in developing comprehension.
About 10 objects - or fewer, maybe six for younger children - are placed on a tray. Children are given a few moments to observe the objects before they are covered with a cloth. The children are then invited to name the objects they have observed. With practice, children can become very proficient at this activity.
Arrange the items on a tray, using a piece of cloth as a base. A tea towel is useful for this activity, as half can be the base for the items and the other half can be folded over the top while the items are to be hidden from view. (Copyright: Vivienne McMurtry)
10. Bake a Cake/Make a Pizza: Baking and cooking are activities that most children enjoy. They learn mathematics concepts when weighing and measuring ingredients, and see science concepts in action as ingredients are transformed from liquid to solid (or vice versa) and change from being cool or cold to hot. They also develop skills in learning to care for themselves and others and develop a capacity to share what they have made with others who will enjoy it too.
11. Go for a Walk: A walk around the neighbourhood, in a park or by the river or sea is a good way to get children moving in the fresh air, and working their big muscles. It is also a good way to stimulate their imaginations by encouraging them to make up stories about some of the things they see, develop their memory skills by encouraging them to recall what they did last time they were here, and develop their stamina and physical strength.
12. Count the Items that you See: A walk or stroll is also a good way to develop children’s powers of observation. For example, it could be decided at the beginning of the walk to count the number of letterboxes that are blue, or the number of cats sitting on fences. On nature walks, items for ephemeral art (see number 2 above), or to make Christmas decorations - or both - could be collected.
The activities and experiences outlined above are just a small selection of those that take account of the way in which children learn holistically, and build upon it. Such activities and experiences give rise to learning outcomes that are not simply academic, but which also support children to develop into balanced, well-rounded human beings, who can care for others and the world around them.
As can be seen, none of the activities require expensive resources or materials, and many can be sourced from items around the house. Furthermore, many of these experiences incorporate what has traditionally been viewed as academic learning, such as mathematics, science and literacy skills.
Using these kinds of activities and experiences also teaches children about the value of “free” things and that you do not need costly items or experiences in order to have fun.
References
Ministry of Education (2017) Te Whāriki He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum Wellington Ministry of Education
https://helpfulprofessor.com/holistic-education/
Ministry of Education (2017) Te Whāriki He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum Wellington Ministry of Education
Ministry of Education (2007) The New Zealand Curriculum Wellington Learning Media Limited
Books
Brownlee, P. (1983) Magic Places Auckland New Zealand Playcentre Federation
Ministry of Education (2007) The New Zealand Curriculum Wellington Learning Media Limited
Ministry of Education (2017) Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum Wellington Ministry of Education
Somerset, G. (1958) Work and Play Auckland New Zealand Playcentre Federation Playcentre Publications
Websites