Curiosity is important in all areas of learning within the Foundation Stage curriculum. Children who are curious will be willing to develop their imagination through stories and role play, confident in solving mathematical problems and enthusiastic about investigating and constructing.
Here are some examples of how early years practitioners can stimulate children's curiosity across various areas of the curriculum.
SCIENTIFIC DISCOVERY
Curiosity is a crucial disposition in developing scientific thinking and investigation. It is stimulated by young children's interest in new and unusual things and through their careful observation of detail.
Close observations encourage children to concentrate for long periods of time, while also developing hand-eye co-ordination and fine motor control.
Example activity
* Encourage the children to collect natural materials from your outdoor area or during a visit to a local park.
* Include common materials such as leaves, flowers, seeds, cones, bark, leaf skeletons and stones, and some unusual objects such as giant cones or tropical fruit, nuts and seeds. You may also like to include some minibeasts, which can be set free again later.
* Provide hand-held magnifiers and, if possible, a table-top version so children can look closely at pattern and detail.
* Talk to the children about what they think the magnifier does.
* Talk about the shape, texture, colour and patterns of the natural objects.
* Remember to discuss the need to handle objects and live animals with care.
* As the children investigate the objects, encourage them to make close observational drawings. Try using different drawing materials or types of paper, and investigate the different effects produced.
* Make a display of the children's pictures and drawings alongside photographs or examples of the objects they have been observing. You could include transcripts of the children's comments and descriptions.
* At the end of the investigation, make a book to share with parents and with the children on future occasions.
Sample questions to ask
* How does the magnifier help you?
* Have you noticed the patterns on the leaves?
* What do the shells feel like?
* What shapes can you see?
* Which (item) do you like best, and why?
DESIGN AND TECHNOLOGY
In design and technology children can judge what things are for, and how fit they are for a purpose. Providing a range of common and unusual objects and materials will stimulate in the children curiosity and other dispositions such as appreciation, evaluation and a willingness to propose ideas.
Example activity
* Gather together about 20 spoons - large, small, old, new, of different materials and for different purposes.
* Include spoons with holes in them, with unusual features (such as a honey spoon), measuring spoons and a variety of ladles.
* Make the collection available to the children near the sand tray or outdoor sandpit. You could bury the spoons in the sand to provide added interest and excitement.
* Try to include in your collection spoons that are old or from abroad to prompt conversations about the past and different parts of the world.
* Place near the sand tray/sandpit containers full of peas, beans, lentils and marbles to encourage the children to investigate which spoon best fits the purpose of moving the items.
* Encourage the children to speculate on how and by whom the spoons might be used. They may link their thoughts to imaginary worlds, stories and poems or to their thoughts about life now, in the past and in other places.
* Use the children's ideas about the spoons as starting points for further investigative and imaginary play.
* Record the children talking about the spoons, on tape or in writing.
* Revisit the conversations on another occasion to allow the children to reflect on the discussions they had, to develop their ideas and theories about how things work and how they could be improved. They may wish to design and make their own special spoons from recycled materials, construction kits or malleable materials, such as clay or dough.
Sample questions to ask
* What do you think the spoons are for?
* What are they made of?
* Can you sort the spoons? How have you sorted them? (The children will choose their own sorting criteria, which are not always obvious to adults.)
* Which spoons are good for transporting sand/separating mixtures?
* Which spoon would be best to feed a baby with?
* Which ones would a giant use?
MATHEMATICAL DEVELOPMENT
Spark children's curiosity and they will be motivated in practical mathematical experiences to develop problem-solving skills and to begin to think logically and in abstract ways.
Discovering patterns, symbols and large numbers and finding connections can also stimulate moments of excitement, joy and wonder.
Example activity
* Position mirrors in ways that provide opportunities to explore similarities and differences, movement, symmetry and practical problem solving.
Parallel mirrors reflect images back and forth to infinity. They allow children to experience the excitement of large numbers and develop an awareness of position, distance and direction.
A mirrored cube produces intriguing multiple reflections that stimulate young children's thought and discussion. It enables children to look closely at everyday objects from unusual, and seemingly impossible angles.
* Working individually, or in pairs, children will become absorbed in their discoveries for long periods of time, so developing spatial awareness and communication.
* Set up a 'mirror area', in a well-lit area, where children can explore reflections of themselves and of resources you provide.
* Provide 2-D and 3-D shapes, small-world toys, construction blocks and natural materials for opportunities to develop curiosity in number, pattern, position, shape and space.
* Encourage children to work in pairs, or with an adult, to develop mathematical language and problem solving.
Sample questions to ask
* How many fir cones can you make appear?
* How many cubes can you see?
* Can you use the mirrors to make this pattern longer?
* What can you see behind the yellow block?
* I wonder how many images of me there are?
IMAGINARY WORLDS
Curiosity is fostered by providing stimulating, motivating and challenging experiences. Providing opportunities for children to create and explore imaginary worlds will foster speaking and listening skills, self-confidence, storytelling and making links between areas of learning.
Interesting additions
* Provide mirrors so children can create fantasy worlds such as a seascape, jungle or farmyard using just a few resources.
* Use an overhead projector to project images on to a wall or screen to create backdrops for imaginary worlds.
* Use light boxes to enhance small-world play by putting ordinary play resources such as Playmobil characters into an unusual environment.
* Add unusual items to the role-play area to give an extra dimension to the children's play. For example, introduce an old typewriter (the older the better) into the office or a skeleton to the hospital!
Example activity
* Fantasy play, where children explore their own ideas, can stem from an unexpected item or experience.
* Provide an old suitcase containing three seemingly unrelated objects to stimulate much interest and speculation. You might find a battered case or a nurse's bag in your loft or at a car boot sale. A suitcase is a versatile resource as it can be used indoors and out and can prompt children to develop their fantasy play individually or as a group.
* Think carefully about what to put in the bag - perhaps a hat, a piece of fabric and a notebook. Limiting the number of props will focus the children's thoughts and give you, and them, the opportunity to change items as stories unfold.
* Leave the case in an unlikely place, and wait for the children to find it and their curiosity and imagination to take hold.
* Prompt them to investigate the case and its contents with a few carefully chosen questions.
* Capture the interaction, discussion and fantasy play that occurs on camera, video, tape recorder or notebook.
Sample questions to ask
* I wonder who...?
* I wonder why...?
* Where do you think...?
* I wonder what would happen if...?
