Jerome Bruner referred in 1960 to the need of education practitioners to respect the ways of thought of the growing child. He developed this idea further in 1977, proposing that any subject could be taught to a child at any age, provided the information was presented in a form the child could engage with. This is the foundation of one of Bruner's major educational concepts - the spiral curriculum. Bruner recognised that knowledge and skills are acquired by extending prior experiences. Understanding, knowledge and skills then develop further as the child grows older and concepts are repeatedly revisited.
The spiral curriculum approach is embedded in the Early Years Foundation Stage. The first, simple, health-related messages are delivered through developmentally appropriate experiences. The EYFS Practice Guidance (Health and Bodily Awareness, pages 98-99) indicates that as children begin to develop preferences for foods, effective practitioners respect their choices, encourage them to try something new and healthy, and involve them in food preparation. As children practise and develop what they can do, effective practitioners establish routines that enable children to look after themselves. As children show their awareness of a range of healthy practices, effective practitioners talk to them about why they are encouraged to rest.
Although children may not remember the details of what they have learned, they may assimilate the information and the experience into their habits and behaviour. When a concept is reinforced or re-visited later on through the spiral curriculum, children build on these habits and behaviours, developing and enhancing positive attitudes towards healthy choices. Pre-school children can make informed decisions and healthy choices, for example to drink water, particularly following exercise or in hot weather.
REASONS WHY
In one example with children at Honeypot Pre-school who were all two to three years old, they became familiar with the setting's routines, although they did not understand the reasons for them. As part of the Healthy Children are Better Learners project, the staff encouraged each child to choose their bread for the toaster, choose their topping and spread it on the toast. Through this the children expressed their preferences, grew in self-confidence and made healthy choices, although they could not yet explain the reasons for those healthy choices.
At All Saints Pre-school in Harrow Weald, the children represented a wider range of ages and experience. Children could explain the reasons for wearing protective clothing, (aprons at the water tray, Wellingtons and ponchos outdoors, sunhats in hot weather.) They could explain why they washed their hands after the toilet and before eating ('wash the germs away'), say that they could feel their hearts pumping with blood after exercising, talk about the sources of some foods (cows, chickens, fruit trees) and identify foods that are 'better for you' than others.
The staff have provided an Enabling Environment and consulted the children about their preferences. They have tried different routines, including a cafeteria-style snack routine and one where all the children and staff have their snack together. The children have also made an informed decision and chosen the routine they prefer. They know the staff value their opinions.
The spiral curriculum will provide health-related information again at a later stage in the children's education, when they examine germs and blood pumping in greater depth. The nature of spiral learning means that the message will have increased in complexity, and early concepts will be built upon further.
The staff in both settings have also experienced the spiral curriculum. Their research and discussions have extended their earlier experiences and developed their practice, from making decisions on the children's behalf, to empowering the children to make decisions themselves.
Children gain from experiences that are fun and enjoyable, with practitioners who respect them. They form positive views about looking after their bodies and set up healthy patterns of healthy behaviour that will sustain them throughout their lives.
Cath Alderson is early years advisory teacher for Harrow Early Years Childcare and Parenting Services in London. Gill Roberts is curriculum leader for Harrow Access and Inclusion division People First. Alison Tonkin is NVQ manager for early years care and education at Stanmore College
REFERENCES:
- Bruner, J (1977) The Process of Education. Cambridge, Mass: Harvard University Press
- Department for Children, Schools and Families (2007) The Early Years Foundation Stage Practice Guidance.
