Knowledge and understanding of the world is closer to home ground than the wider themes parents may expect their children to be learning about, says Penny Tassoni
In some ways, knowledge and understanding of the world is the most diverse and potentially challenging area of learning in the Foundation Stage curriculum. The skills that children learn in this area will eventually form the basis of five of the statutory curriculum areas in Key stage 1: science, history, geography, ICT, design and technology. In addition, the title of this area of learning is arguably misleading. 'The world' conjures up pictures of a globe and topics of national importance, whereas in reality this area of learning is firmly rooted in the child's own environment.
The direction of the Foundation Stage towards working from children's own experiences is changing the way many settings now plan. Previously some settings planned around themes that were abstract and a long way from children's immediate knowledge. Pat Everett, a training manager, suggests that this in part was due to parental pressure. 'Some of the old style themes such as "planets" or "jungles" tended to look impressive, but were far too abstract for young children. I now advise nurseries to think about whether or not activities are giving children first-hand experiences. Bringing in granny's toys helps children to feel and touch history rather than just be told about it.'
The wide-ranging nature of this area of learning also means that nurseries and schools need to check that activities and play opportunities do encompass all of the aspects of learning. Pat Everett explains, 'We are now looking at much of the outdoor play that is on offer for children, as this can be a fantastic way of helping them to learn and observe.'
The new focus on planning activities and play around children's own environment and experiences represents a significant change of direction, particularly when it comes to the aspect of cultures and beliefs. Up until quite recently many nurseries were being told that they should be 'doing' festivals. But now the emphasis is clearly on the child's own cultures and beliefs. This is seen as a welcome change, as Wendy Beeton, early years and childcare manager at the London borough of Harrow, explains. 'There was always a danger that festivals had no meaning for children and that any learning went right over their heads. Children need to begin by understanding their own heritage and culture so that they can be ready to interpret those of others.' She goes on to add, 'The question we need to ask is how we can plan activities that encourage children's own thinking and desire to find out more about other people and ways of doing things.'
The change towards looking and building on the familiar with children may at first seem limiting to parents and practitioners. Is there an argument that children's learning will not be extended if practitioners do not introduce children to the world beyond? Not according to Wendy Beeton, who says, 'We must not forget that children have years of education before them. We should not be cramming in everything now. Their world is, after all, a component of the world.'
