- UW is to lose its early learning goal on technology.
- The new inspection framework may shine more of a light on UW practice.
- Specific training for UW is hard to find.
Understanding the world we live in has never been more crucial. The next generation must be equipped to face challenges affecting the environment, society and technology. However, Understanding the World (UW) is one of the most neglected areas of the EYFS, according to Laura Hoyland, chief executive of Hopscotch Early Years Consultancy.
‘When early years settings look at the specific areas of learning, maths and literacy tend to be the ones they focus on, and Understanding the World tends to be right at the bottom of the pile,’ she says.
UW involves guiding children to make sense of their physical world and their community through opportunities to explore people, places, technology and the environment. There are links to all of the other areas of learning: finding out about new things can widen a child’s vocabulary and communication skills, for example.
Understanding the World has three strands: People and Communities, The World and Technology. However, the Government says the current Early Learning Goals (ELGs) are too vague and wants to change them to Past and Present; People, Culture and Communities; and The Natural World. In the process, the current technology ELG, which it says has little value as a standalone goal, will be lost. The proposed goals emphasise the importance of gaining information from books, stories and maps as well as from observation and experience.
PRIORITIES
Talking about differences between communities, cultures, environments and individuals is fundamental to Understanding the World, but practitioners can sometimes feel uncomfortable with this. Taking children out of the setting can also cause anxiety, says Kay Rooks, early years learning and teaching adviser at Focus on Learning. ‘Practitioners have a lot of anxieties about roads, and interacting with strangers,’ she says. ‘In training we talk about the benefits rather than the challenges, and try to get them to go beyond their setting walls. You don’t have to do a big trip of 60 children to the park – taking five children to the Post Office to post a letter is just as useful a visit.’
Changes to the Education Inspection Framework make it more important than ever for practitioners to prioritise UW in their setting. ‘Understanding the World doesn’t get picked up as much as it should do in inspections, often because inspectors become focused on other areas,’ says Ms Hoyland. ‘However, Ofsted’s new Early Years Inspection Handbookputs promoting an understanding of people, families and communities right at the top of the criteria for Outstanding in the grade descriptors for personal development. Ofsted’s emphasis on cultural capital will also hopefully raise the profile of Understanding the World.’
The revised Education Inspection Framework looks at how well a setting’s curriculum provides children with cultural capital, enhancing the experience and opportunities available, particularly for the most disadvantaged. A strong approach to Understanding the World can help nurseries to ensure this requirement is being met.
TRAINING
Training on UW as a specific area of learning is hard to come by, although there are courses that look at certain aspects. ‘The world’ ELG, for example, includes observations of animals and plants and changes in nature, and courses focusing on science can help early years settings strengthen this aspect of their provision.
‘Often training in other areas will cover aspects of Understanding the World, but that link is not always made,’ says Ms Rooks. ‘Literacy training might look at visits as part of widening a child’s vocabulary, for instance.’
Stoke-on-Trent settings have had access to training delivered by Early Education funded by the local Opportunity Area. This included Rich Continuous Provision for Understanding the World, delivered by Kay Rooks and Denise Kilner, head teacher at Bensham Grove Nursery School. ‘Under the new inspection framework, people have to be very aware of what they are putting into their spaces and why,’ says Ms Rooks. ‘We looked at resources on The World and People and Communities, and particularly at the importance of stories and non-fiction books. Not every child has been to an airport, but a book can give them an idea of what it is like.’
Training also covered small-world play, for example farm animals, role play and loose parts, such as shells and stones. ‘If you have particular cultures represented in your setting, make sure your home corner reflects that, perhaps with pots and pans which look like those the children have at home,’ advises Ms Rooks. ‘Then the children can demonstrate they understand about cooking.’ Natural loose parts bring the wider world into the setting and help children understand where the objects come from.
Practitioners at Giggles and Wiggles nursery group attended a number of training courses. Laura Davidson, room leader, attended sessions encouraging practitioners to take a closer look at their local area, to identify potential discussion points with children. ‘There are sculptures, for example, that children might see as they travel to the setting – now we have pictures, and we can talk about them,’ she says. Practitioners are taking children out into the community more often following the training sessions, including time spent litter-picking and trips to the local museum on a bus. ‘Our biggest barrier is staffing, but we are trying to get over that and get out more, even if it is just a trip to the Post Office,’ says Ms Davidson.
Laura Hoyland, chief executive, Hopscotch Early Years Consultancy
I have been going through the assessments at a setting I am working with, and it is very clear there is a huge gap in staff knowledge around Understanding the World. A lot of settings don’t spend time working out if practitioners are strong across all seven areas. They see children have a gap in UW but they don’t look to see if that is caused by a practitioner training gap.
These gaps can be due to the location of a setting. For very rural settings there may be gaps in People and Communities: a rural North Yorkshire setting, for example, may be attended predominantly by white middle-class children. Practitioners have to work harder on People and Communities because they don’t see the different communities in the setting.
I would build training looking at whatever aspects a setting is weak in. Some settings make champions for each area of learning, and that can work well, but if you are a practitioner who has been given Understanding the World, don’t just look at pre-schoolers, start from the littlest ones and work up.
Practitioners are often unable and sometimes frightened to take their children outside. After speaking to some settings, it’s clear it is because parents are concerned about children’s safety if they are not within nursery premises. Funding and staffing is also an issue. It is having a negative impact, especially for full-time children as they are not getting to go to the library, the park, the shops.
In terms of the proposed new ELGs, we built training on what we thought was going to happen in the past, and then it has been knocked out of the park, therefore we will build training as soon as the changes are confirmed.
Resources and Guidance
Early Education resources include tools to audit your existing practice and map your local area for ideas.
STEM Learning has a number of free EYFS resources including: The Eden Project Collection
What Does This Piece of Kitchen Equipment Do?
Ways in which the arts enhance learning and development
Darwin’s Adventurers – activities including ‘thinking walks’
Off to the… series by Early Vision. Videos to inform and inspire role play in children, giving a fly-on-the-wall glimpse into the world of work.
training
Enhancing Understanding of the World. Delivered by Kathryn Solly for Early Education, this course covers how UW links to the Prime areas, extending learning by following children’s interests and bringing visitors into the setting.
Exploring Technology and Digital Media in the early years.
Delivered by Debi Keyte-Hartland for Early Education, the course explores case studies that use a range of free or inexpensive apps and digital hardware.
Developing and leading excellence in the Early Years Foundation Stage,
14-15 January, 6-7 May, National STEM Learning Centre, York. This four-day residential course is aimed at science subject leaders and early years practitioners, and aims to demonstrate good teaching in science.
Inspiring Young Scientists in Early Years and KS1, 22 January, Stevenage; 12 March, Hassocks. This three-hour course explores how to take play-based learning to the next level, identify next steps in development and incorporate a range of resources.
