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Tipolo, Mandaue

The Tipolo is a barangay in Mandaue, Philippines. Tipolo is the second southernmost barangay of Mandaue; the first being Subangdaku which bounds Tipolo in the south and southwest. In the east it is bounded by The Mandaue Reclamation Area. In the north by barangay Guizo and in the northeast by Banilad, Mandaue. Barangay Tipolo was named after the Tipolo, or Antipolo, tree; the tree related to breadfruit under the family Moraceae. These monstrous trees were once abundant in the area. On 7 April 1521, Ferdinand Magellan landed and founded a settlement in the "Cove of Cebu". Five decades after the death of Ferdinand Magellan, Miguel López de Legazpi came back to the Philippines; the year was 1565, upon reaching the Philippines, he established the country’s first dry-dock complex in the said cove. A few meters from the cove is a spring surrounded by trees of tipolo. People from other places flock to the spring to take a bath. Close to the spring and in between the tipolo trees laid the old railway. In the 1960s San Miguel Corporation was expanding its operations in Cebu province.

Mandaue was picked the location of the new brewing complex. The complex was built in Tipolo due to its strategic location; the industrial complex was started in 1964 and inaugurated on 8 February 1968. The 27.1-hectare SMC complex occupied. Since the brewery has been a landmark in the barangay and in the City of Mandaue. In recent times, not a single tipolo tree can be found in the barangay and the spring has dried out. In the site of the spring passes a canal where the wastes from SMC flows. Above the canal is the Tipolo bridge connecting the highway, M. C. Briones St. were the railway once laid. The shores of Tipolo, the root of barangay Tipolo, is now gone, it was reclaimed in the late 1990s. College of the Immaculate Conception Tipolo Elementary School Tipolo National High School ACA Learning Center SPM Academy Inc. NBA Academy Inc

Forest kindergarten

Forest kindergarten is a type of preschool education for children between the ages of three and six, held exclusively outdoors. Whatever the weather, children are encouraged to play and learn in a forest environment; the adult supervision is meant to assist rather than lead. It is known as Waldkindergarten, outdoor nursery, or nature kindergarten. A forest kindergarten can be described as a kindergarten "without a ceiling or walls"; the daycare staff and children spend their time outdoors in a forest. A distinctive feature of forest kindergartens is the emphasis on play with objects that can be found in nature, rather than commercial toys. Despite these differences, forest kindergartens are meant to fulfill the same basic purpose as other nurseries, namely, to care for and educate young children; each forest kindergarten is different because the organisations are independently minded. But typical activities and goals may include: Forest kindergartens operate in woodland. There should be a building.

They may spend a small part of each day indoors, although, more to be for administrative and organisational reasons, such as to provide a known location where parents can deliver and collect their children. If the woodland is too far away to walk, a vehicle might reluctantly be used for transport. Children are encouraged to dress for the weather, with waterproof clothes and warm layers, according to the climate. In rural areas, historical times, access to nature has not been a problem. Over the last century, with increasing urbanisation and "nature deficit disorder", there have been many changes in stance on outdoor education; the first forest Kindergarten was created by Ella Flautau in Denmark in the early 1950s. The idea formed as a result of her spending time with her own and neighbors' children in a nearby forest, a form of daycare which elicited great interest among the neighborhood parents; the parents created an initiative to establish the first forest kindergarten. In Sweden in 1957, an ex-military man, Goesta Frohm, created the idea of "Skogsmulle".

"Skog" means wood in Swedish. "Mulle" is one of four fictional characters he created to teach children about nature, along with "Laxe" representing water, "Fjällfina" representing mountains and "Nova" representing an unpolluted nature. Forest schools based on Frohm's model, called "I Ur och Skur" moved the idea from occasional activities to formal nursery schools, being set up by Siw Linde in 1985. Juliet Robertson's review of Skogsmulle is a valuable modern-day summary. Nature kindergartens have existed in Germany since 1968 but the first Forest Kindergarten was first recognized as a form of daycare in 1993, enabling state subsidies to reduce the daycare fees of children who attended Forest Kindergarten. Since the forest kindergartens have become popular; as of 2005 there were 450 forest kindergartens in Germany, some of which offer a mix of forest kindergarten and traditional daycare, spending their mornings in the forest and afternoons inside. By late 2017, the number of forest kindergartens in Germany surpassed 1500.

Childminder Cathy Bache opened the Secret Garden in Scotland in 2008 with support from funding authorities and private donors. From 2018 on all forest kindergartens are invited to celebrate the "International Day of Forest Kindergarten" every year on the 3rd of May; the fact that most forest kindergartens do not provide commercial toys that have a predefined meaning or purpose supports the development of language skills, as children verbally create a common understanding of the objects used as toys in the context of their play. Forest kindergartens are generally less noisy than closed rooms, noise has been shown to be a factor in the stress level of children and daycare professionals. For inner-city girls, having sight of a green space from home improves self-discipline, while the same effect was not noted for boys in the study as they were more to play further from home. Although still not widespread. Playing outside for prolonged periods has been shown to have a positive impact on children's development in the areas of balance and agility, but manual dexterity, physical coordination, tactile sensitivity, depth perception.

According to these studies, children who attend forest kindergartens experience fewer injuries due to accidents and are less to injure themselves in a fall. A child's ability to assess risks improves, for example in handling fire and dangerous tools. Other studies have shown that spending time in nature improves attention and medical prognosis in women. Playing outdoors is said to strengthen the immune systems of children and daycare professionals; when children from German Waldkindergartens go to primary school, teachers observe a significant improvement in reading, mathematics, social interactions and many other areas. Forest kindergartens have been recommended for young boys, who may not yet demonstrate the same fluency in typical school tasks as their female counterparts, to prevent negative self-esteem and associations with school. Roland Gorges found that children, to a forest kindergarten were above average, compared by teachers to those who had not, in all areas of skill tested. In order of advantage, these were: Helicopter parenting is becoming more recognised in the culture of fear of today's risk averse society.

While some parents rush to'wrap their children in cotton wool', others see outdoor play and forest kindergartens as a way to develop a mature and healthy outlook on life, as well as practical s