Module 3
Make a list of the things that may be needed, include toilet paper, spare money (for emergencies), camera, refreshments, etc.
Te morning before the departure every group leader receives a list of things which she and her group are advised to look out for. Provide the necessary equipment, for example a magnifying glass. Groups should not be large. Rather have extra adults and smaller, controllable groups of children.
Every child receives a paper bag with his/her name on, to put the “treasures” found on the trip into, in order to bring them along to the centre.
Take them to the toilet before the departure. Discussion before and aſter an expedition enables the children to consolidate new experiences. Teir experiences can also be recorded through other media, for example art, music, movement and large-scale constructions.
3.2 How outings stimulate language and creative activities
A book made from computer paper can be made aſter the outings. Te children can draw what they saw and experienced. Te book can be sent to the official who helped the children, for example to the postmaster when a post office outing took place. Tis book is then a “Tank you” book or the book can be a record of the outing and kept at school to encourage discussion and memories of the outing.
Take time to talk to the children before, during and aſter the outing. Talk about what the children will see, hear, smell, may/may not touch, etc. Talk about safety, manners and responsible behaviour.
Listen to the children’s experiences of similar or the same place.
Answer the children’s questions. Help them to see what is around them by pointing out things they may not see. Encourage them to describe and explain what they do and what they see. Help them learn new words. If a child finds something interesting, it is important to stop, watch and talk about it. Tere could be some children who may be afraid to go on outings. Tey need our special attention. Tey will feel better if we stay with them during the trip. Hold their hands and talk to them about what they see.
During the trip creative activities are not always easy, unless the educarer is very well organised and the children will be safe in the situation, for example do rubbings on trees, manhole covers. Te discussion that outings stimulate can be developed into creative activities which then happen at the centre, for example observing stained glass windows.
Children really enjoy looking at nature carefully and should be encouraged to use all their senses in investigating natural phenomena in their immediate environment, for example trees, plants, birds, insects, water, soil and rocks. “Natural material” – pine cones, seeds, twigs and pebbles – collected during such outings can be used in many ways. Remember to provide each child with a bag to carry their own treasures back to the centre.
3.2.1 After the trip (the follow-up)
When the children return, the follow-up by the educarer is very important. First allow the children free time to play and talk. Tereaſter the educarer can: Look through books related to the outing.
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