Learning & Development: National Strategies series - part 9 - Time, Place and Community - Day to day

Children are born explorers. Their investigation of the world begins from birth. Each sight, sound, smell, touch and taste is new. Each experience is a first. Children take the images and sounds, the feelings, scents and tastes of each moment to create their unique picture of the world.

As early years practitioners we need to share in each child's voyage of discovery. We also have the responsibility, as set out in the requirements of the EYFS, to support children 'in developing the knowledge, skills and understanding that help them to make sense of the world' (Statutory Framework for the EYFS, p14).

Each of the four themes of the EYFS is vital to supporting children's understanding of time, place and community. The positive relationships we make with each child and their family enable us to build on their unique view of the world as it develops through their experiences at home, in the setting and the wider community.

Creating an enabling environment is key to 'offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations' (EYFS card Knowledge and Understanding of the World).

Through daily rhythms and routines and practical 'experiments', children gain an understanding of time, discover new meanings and create new connections between people, places and things.

Time

A baby's understanding of time is formed through predictability and things that are consistent in their lives each and every day. Toddlers often appear to have all the time in the world to follow their interests. They have no understanding of 'time' as governed by adults or the clock. We need to build on these rhythms.

By following the same sequence in our daily routines and using the language of time in our conversations, we continue to support this aspect of development. For example, a young child gains a growing understanding of time when the practitioner explains that 'daddy will come back after lunch time'.

Three- and four-year-olds explore time in a personal sense. Their idea of time centres on significant events such as birthdays and seasonal celebrations. They recall familiar sequences such as washing their hands before snack time. Visual timelines, stories and personal books about family and setting events engage children's interest and increase their understanding of time. Words such as yesterday, today and tomorrow become understandable when linked to a specific event or activity that has meaning for each child. In your conversations with children, take opportunities to include words such as soon, later, early, morning, evening and next week, illustrating the word with a real experience.

Towards the end of the EYFS, most children can begin to compare their present-day objects with the 'old' things of their parents and grandparents. Their understanding of the past can be extended by widening their knowledge through visitors who come to the setting to talk about the 'olden days', or visits to local museums. This is especially beneficial when children have the opportunity to have hands-on experience with old objects (see box, facing page).

Place

Children's sense of 'self' is rooted in the places where they live and play. The sights, sounds and smells of the indoor and outdoor spaces in the setting and the surrounding area are the base from which the youngest children gain a sense of 'place' beyond their home environment.

Regular outings to explore the local area foster children's ability to comment and ask questions about the places where they live. A visit to the local shop, library or park will stimulate their interest in the wider community. Practitioners can build on these experiences to provide more meaningful play opportunities back in the setting. Adults who support this play can help children to rehearse and reflect upon their new knowledge of different places and practise new vocabulary through posing carefully framed open-ended questions (EYFS card Knowledge and Understanding of the World.)

Towards the end of the EYFS children will become increasingly curious and observant about the natural world around them. They will begin to notice the differences that weather and the seasons can have on their favourite places. They will offer opinions on what they see, supported by adults who provide them with appropriate vocabulary, such as quiet, peaceful, steep, untidy or overgrown (see box, p22).

Community

Families are the foundation of each child's sense of community. Children need to learn about their own background and place in the family before they can begin to understand how they also fit into their early years setting, the local and world community.

Every family has a unique culture. Celebrations, ceremonies, holidays, birthdays and gatherings, relationships and lifestyles, as well as ethnicity, race, religion, or home language frame children's understanding. Cultural diversity includes the music, stories, clothes, food and everyday objects that are the fabric of children's lives. Practitioners should work closely with families to build on children's personal experiences, gradually helping them understand, accept and celebrate the diversity of people through daily play experiences.

A sense of community should be reflected throughout the setting. It is not an add-on activity or specific event. In an enabling environment, all children will see themselves reflected, share a sense of belonging and develop an appreciation of the similarities and differences between them.

For older children who already have a strong sense of their immediate family and friends, practitioners should explore ways to involve the local community. This will broaden children's sense of belonging and help them to value the diversity that exists within their own neighbourhood.

At the end of the EYFS, practitioners are required to complete the Early Years Foundation Stage Profile, which is a summary of a child's development and learning achievements, to be used by Year 1 teachers to ensure continuity of learning responsive to children's needs.

EYFS practitioners will draw on their rich knowledge of individual children to assess children's confidence and ownership of knowledge, concepts and skills - for example, their understanding of important personal and family events and differences between 'now' and 'then' (See EYFS Profile Handbook, p72.)

While providing situations, conversations and objects that motivate children to want to find out more, practitioners will observe their responses and plan the next steps in learning. This will support the child in building up a comprehensive understanding of time, place and community from birth onwards, developing a deep fascination in the world around them.

REFLECTING ON PRACTICE

Early years leaders and managers can ask themselves these questions:

- Do practitioners in your setting have time to listen to young children as they begin to talk about their families and significant events in their lives? How are children learning English as an additional language supported in formulating their thoughts and expressing feelings? Supporting children learning English as an additional language offers further advice on this (see Resources).

- How does the key person support the child's developing understanding of time through daily routines while still recognising that schedules and routines should flow with the child's individual needs? (See EYFS card 2.4 Positive Relationships - Key person and Social and Emotional Aspects of Development materials for further support.)

- Do the children have opportunities to visit a wide range of different places to broaden their understanding of a sense of 'place' beyond their home and the setting?

National Strategies resources

- The Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five. DCSF, May 2008 (Ref: 00261-2008PCK-EN)

- Supporting children learning English as an additional language. DCSF, 2007 (Ref: 00683-2007BKT-EN)

- Social and Emotional Aspects of Development - Guidance for practitioners working in the Early Years Foundation Stage. DCSF, 2008 (Ref: 00707-2008BKT-EN)

The materials are available online at www.standards.dcsf.gov.uk/nationalstrategies by searching using the reference number or title. Copies may also be available to order by telephone on 0845 60 222 60 or at www.teachernet.gov.uk/publications by quoting the reference number.

CIRCLE OF FRIENDS

Sunflowers Day Nursery in Radstock, Somerset, has devised an interesting solution to involving children in their local community. They have invited local businesses, professionals, religious groups and parents to join a 'Circle of Friends' to support children's interests.

When children have questions about their self-initiated projects, the practitioners encourage them to think about anyone in their 'Circle of Friends' who could help them find the answers. This has resulted in visits to local businesses, writing letters or inviting their 'friends' into the setting. For example, a project on parrots led to children contacting Longleat theme park, which features parrots, while an interest in celebrations was supported by a visit from a Jewish parent to talk about their cultural celebrations.

The artwork children create as a result of their interests is often displayed in the community. This helps them see their efforts are valued and gain respect for the efforts of others. The inclusion of several local primary schools in the 'Circle of Friends' has also made a positive impact on smooth transitions from setting to school.

OLDEN DAYS

Children involved in the Plymouth Museum project 'Imaginators' are given opportunities with their parents to explore old objects which they can compare to familiar everyday objects. They also have hands-on experience of old objects from the natural and man-made world and can ask questions of skilled facilitators, deepening the child's understanding of the passage of time.

For information contact Learning Team, Plymouth Museum and Art Gallery, Plymouth City Council.

STREAM ADVENTURE

Children from a setting in the Bath and North East Somerset district visited a woodland area once a week for a six-week project facilitated by the Forest of Avon.

One boy particularly enjoyed the excitement and challenges this place presented - the stream, muddy areas, dense thickets and logs for climbing. He was excited when he arrived one morning to discover a stream that had appeared after several days of heavy rain, shouting, 'There's a new stream. Look, there's a new stream'.

With several of the children he also noticed the differences in the old stream, which was much bigger and faster than usual - 'It's moving way more fast'.

He started to walk up the new stream, creating a circular route involving a steep climb, dense undergrowth and slippery mud. He explored the route several times as his fascination with this special place grew. 'It's a really long adventure. I've got my walking stick. I don't need help.'

He later used his stick to measure the depth of water at different points along the stream as he further explored aspects of this place in a way that had real meaning for him.

For more information on this project visit: www.forestofavon.org.uk/projects/woods-school

REFERENCES

- 'Involve, Enjoy and Achieve - A Forest School Evaluation Project' by Rowena Kenny (Forest of Avon Wood school coordinator), www.forestofavon.org.uk/projects/woods-school

- The Early Years Foundation Stage Profile Handbook, QCA 2008

- For information on the EYFS Profile including video clips and exemplification visit: www.naa.org.uk/eyfsp