When the Curriculum Guidance for the Foundation Stage was first introduced in 2000, the promotion of health was conspicuous by its absence. Although there were two Early Learning Goals relating to the aspect of Health and Bodily Awareness within Physical Development, further coverage of health was hidden within the other five areas of learning (QCA, 2000). However, as concern has grown over the increasing rate of childhood obesity and perceived decline in children's health, the focus on promoting health and well-being for children has become increasingly important. The introduction of the five outcomes from Every Child Matters (DfES, 2003) has also meant that settings now have to demonstrate how they are actively promoting health and well-being as part of their routine, everyday practice.
Pouring out
At the start of the Healthy Children are Better Learners project, the staff at Stanmore Baptist Church Playgroup conducted an audit and established their key area of focus. They wanted children to build their self-confidence and self-esteem, to take increasing responsibility for themselves and to take responsibility for the environment and for others.
The staff asked the rising-fours to take a particular role in tidying the playgroup on a rota basis. The group was called Kangaroos, and two children were chosen each day to be Very Important Kangaroos (VIKs) with additional duties. They prepared drinks for the other children by finding the correct number of cups, calculating how many more to bring or how many to take away, pouring the drinks and serving them.
The staff noted that the children became more independent. Those who were waiting for their day did so with excitement. They took an interest in the rota and were supportive to the two VIKs of the day, anticipating what they would need to do and co-operating with them. The VIKs demonstrated excitement, pride and satisfaction in their role.
Since then the snack time has evolved further. Each child chooses when they want their snack, makes their own drink and prepares their own fruit. Sometimes children prepare more fruit to share with others. Their sense of independence and well-being has increased.
As the project developed, the staff began to set learning objectives from all six areas of learning. The Healthy Children are Better Learners project helped them to reflect on their practice and provided examples of how routine activities, such as providing drinking water, can be linked to the Foundation Stage guidance (see diagram) and adapted for the Early Years Foundation Stage. Such a simple routine was developed into a wide-ranging learning experience for the children, such as becoming aware of their own bodies and identifying when they were thirsty, learning the names of body parts associated with drinking and understanding how water is needed to survive, not just by us but also by animals and plants.
The staff found that, as they were more confident in delivering some areas of learning than others, they needed to attend training and to feed their new knowledge back to the group. They are now becoming familiar with the EYFS in-depth guidance on observation, assessment and planning and are interested in identifying, supporting and extending children's interests or schemas in play and in highlighting next steps for children's learning.
The setting is now well prepared for the EYFS in September, ensuring that all children's learning needs are met at an appropriate level of challenge.
Cath Alderson is early years advisory teacher for Harrow Early Years Childcare and Parenting Services. Gill Roberts is curriculum leader for Harrow's Access and Inclusion division People First. Alison Tonkin is NVQ manager for early years care and education at Stanmore College.
Knowledge and understanding of the World
- Develop an understanding of growth, decay and changes over time
= Talk about the need to drink water for healthy growth
Creative
- Imaginary play set up as a hospital or Doctor's surgery
- Begin to make-believe by pretending
Problem solving, reasoning and numeracy
- Match some shapes by recognising similarities and orientation
- Identify the shape and position of the organs linked to drinking
Communication, language and literacy
- Extend vocabluary, especially by grouping and naming
- Introduce names of the internal organs associated with drinking
Personal, social and emotional
- Pour own water using controlled physical skills
- Take pleasure in gaining more complex skills
Physical
- Notice when thirsty and pour own water
- Show emerging autonomy in self-care.
