One of the dispositions we aim to develop in our children is curiosity. Some are naturally inquisitive, while others need encouragement.
A few years ago, we carried out a self-assessment audit looking at children’s curiosity and language. We were surprised that we didn’t hear many children asking questions. In response to this, we set about reflecting on our provision, discussing ‘hot spots’ for communication and curiosity.
BEING INQUISITIVE
We know that children need to feel secure, safe and confident to begin exploring and being inquisitive. So, when children start at Rachel Keeling, we make sure they are greeted with warmth and love.
We have routines that children can easily fit into and our rules are carefully worded. For example, instead of saying to a child who is climbing on the piano, ‘Don’t climb indoors!’, staff may suggest, ‘Let’s climb outside on the tree.’
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