Areas of Learning and Development: Specific area: Understanding the World

NEW EDUCATIONAL PROGRAMME

'Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.' (Revised statutory Framework, paragraph 1.6)

Understanding the World remains much the same as it is in the current EYFS, focused on the beginnings of history, geography, science and technology. This is currently a catch-all area, so it is much clearer as a result of the recent revision. Perhaps the most significant difference relates to the points reflecting children's experiences of the world, covered in 'People and communities'.

ASPECTS

The creation of three aspects has ensured that each is focused on only one or two things. So, 'People and communities' is about the child's (his) story and about similarity and difference. This is much more appropriate, because it is about helping children to think about their own lives and experiences before expecting them to understand those of other people.

This changed emphasis is based on the idea of a concentric approach which radiates outwards from the child to the family then to the place they live and which, over time, should enable children to reflect positively on their own lives and those of other people. Such an approach makes good sense because until a child is confident in knowing their own 'story' and community, they cannot fully understand other people's lives, cultures or beliefs.

As with other areas of learning, generic points relating to dispositions have been assigned to the Characteristics of Effective Learning and points linked to design technology have wisely been placed within Expressive Arts and Design.

ESSENTIALS FOR PRACTICE

Effective practice in this area will focus on helping children to develop narratives about their own lives, whether these are about big events such as a birthday party or everyday occurrences such as buying food.

Helping children piece together these narratives supports their sense of who they are at the same time as encouraging them to develop their recall of past events - this is greatly enhanced by creating picture books or photo sequences which act as a scaffold for memories.

A sense of place can be developed in much the same way through making visits, taking and looking at photographs and identifying features of the environment of particular interest - such as roadworks, a new block of flats or local monument. Helping children to 'see' and appraise these features of place encourages them to be observant and to care about what happens in the environment.

Technology is featuring more and more in our lives, so it is likely that most young children encounter mobile phones and other ICT devices on a daily basis. A good starting point here is to identify with parents the technology that the children use at home, such as a TV remote control or electronic toy.

In settings, the prevalence of whiteboards, PCs and other simple devices will ensure that every child can find out about the uses of everyday technology. Many children may be at least as competent as the least confident adults in using technology, so let children lead the way. By taking such an approach, learning can become genuinely collaborative.

EYFS CONSULTATION FEEDBACK

1st consultation: Do you agree with the early learning goals relating to Understanding the World? Yes (56%), No (12%), Partly (28%) and Not sure (4%)

EARLY LEARNING GOALS: NEW AND OLD

NEW

Understanding the World

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don't always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

OLD

Knowledge and undertanding of the world

By the end of the EYFS, children should:

Exploration and investigation - now in Characteristics of Effective Learning

• Investigate objects and materials by using all of their senses as appropriate

• Find out about, and identify, some features of living things, objects and events they observe

• Look closely at similarities, differences, patterns and change

• Ask questions about why things happen and how things work

Designing and making - now in Expressive Arts and Design

• Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary

• Select the tools and techniques they need to shape, assemble and join materials they are using

ICT - now under 'Technology'

• Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning

Time - now in 'People and communities' and in 'Mathematics

• Find out about past and present events in their own lives, and in those of their families and other people they know

Place - now in 'The world'

• Observe, find out about and identify features in the place they live and the natural world

• Find out about their environment, and talk about those features they like and dislike

Communities - was also covered in PSED.

• Begin to know about their own cultures and beliefs and those of other people.