Parental involvement can be the best route to helping children think about their environment. Penny Tassoni suggests ways to get there
Most early years practitioners agree with the child-centred approach of the Foundation Stage curriculum. It works well especially in the Knowledge and Understanding of the World area of learning, where children are encouraged to think about their own lives, environments and beliefs as a prerequisite for later learning.
Jennie Lindon, author of What it means to be four (Step Forward Publishing, 12.50, plus 2.50 p&p) is clear about the need for children to see things in context as she explains, 'As adults, we look for connections when we are presented with something new. We think about previous experiences. This helps us to absorb new information. Children are no different, and beginning with things that are familiar to children makes sense.'
As part of the Knowledge and Understanding area of learning, practitioners are encouraged by the Foundation Stage guidance to plan activities based on the child's local environment. While this makes sense, in view of the idea of starting with the child, it's not necessarily an easy thing to do. The guidance suggests that children may be able to go out for walks and observe at first hand their local environment. However, what happens if your staff:child ratios will not allow you to take them out?
The answer, of course, lies with parents. Involving parents in the aspect of learning entitled 'Sense of place' is an easy way of helping children to become familiar with their local environment, and naturally it is excellent practice.
Some parents may volunteer to join you on short trips to explore the area around the nursery. Out of the nursery, parents can ask if a child can point out specific features in the local surroundings, or stop at a zebra crossing when walking to the shops.
Some nurseries also use a 'Take Home Teddy' so that teddy can be taken to the local park, shops and places that are important in a child's life. These kind of activities are not only popular, but helpful to children's learning. As Jennie Lindon explains, 'Bringing something into the setting acts as a hook or visual prompt for the child. Children are far more likely to be able to remember what they did when they bring a photo or an object into the setting with them. This helps them to make the connections between what they have been doing with their parents and the display, books or activities that are being done in the nursery.'
Learning everywhere
As well as helping children's learning, involving parents provides other important benefits, says Wendy Beeton, early years manager at Harrow Early Years Development and Childcare Partnership. 'Involving parents in delivering aspects of the curriculum is empowering. It embeds the principle that parents are children's first and enduring educators and that learning does not stop at the door of a nursery or school.'
She also believes that working actively with parents to promote children's learning can be a reassuring process for the parents. 'Some parents feel that learning can only take place if a child brings home something for them to see.
Involving parents by, for example, asking them to point out to their child the name of the road in which they live may mean that the child then starts to point to the word "road" on other signs. Parents can see that learning can take place without the need for a pencil and paper.'
So how can you involve parents? Ms Beeton points out some simple approaches that will work well. 'In nurseries where a planning sheet is posted up, a list of suggested ideas for parents can be added, or better still, make contact directly with parents if they collect their child.'
Finally, she emphasises that efforts to involve parents will be partially wasted if we do not recognise the learning that has taken place at home when the child comes in. After all, a child-centred approach does require that children's experiences and thoughts are listened to.
