Developing young children's awareness of geographical features in the world around them, and a sense of their position within that world, starts with activities and experiences in their immediate environment.
To a three-year-old just starting nursery, finding their way around a new and unknown building and outdoor space can be challenging and overwhelming.
But when they are familiar with key features of the setting, and are able to locate areas independently, they will begin to feel more confident and secure in that environment.
This two-part project focuses on developing children's language around a 'sense of place'. It aims to offer them experiences that raise their awareness and deepen their understanding of the world in which they live and meaningful contexts in which to explore less familiar environments.
Approach
The Curriculum Guidance for the Foundation Stage (page 11) emphasises the importance of providing children with a balance of adult-led and child-initiated learning opportunities. This project, therefore:
* identifies adult-led activities, to introduce or develop children's understanding of the topic through stimulating, meaningful experiences which offer challenge
* suggests ways to enhance areas of core provision, to consolidate children's learning about the theme. It is the practitioners' role to make daily observations of children's learning which inform individual child profiles and future planning. Children should be encouraged to use the resources to support their own learning. This means that the possible learning outcomes will be wide-ranging and varied
* advocates that settings should be organised and resourced using a 'workshop' approach so that children can access resources autonomously and independently.
Adult-led
Time for changes
Involve the children in reviewing and developing provision within their nursery environment.
Key learning intentions
To show confidence in initiating ideas and to understand that they can expect other to respect these ideas
To talk about features of their environment and to take a part in developing that environment
Adult:child ratio 1:4 to 6 for focused discussions
Resources
Digital cameras ,video cameras ,clipboards ,paper ,pens ,time to observe and consult with children
Preparation
* Discuss, as a staff team, a responsive approach to developing provision and the importance of consulting with and listening to children.
* Plan time for the adults to observe the areas highlighted for development within the nursery. The use of still and video photography can help in the reflective process.
* Document incidental observations and children's comments that will inform later developmental practice.
Activity content
* Where an area of provision has been highlighted by adults for development, work with the children in the area, talking with them about current features and possible improvements in terms of organisation, resources, activities and position. (Always be aware of the need for continuity of play provision and guard against too many changes across provision at one time or too frequent changes within one area.)
* With the children, draw up plans and lists as you discuss developments.
* Where a new area is being set up, for example, a digging area in the outdoor area, talk with children about a suitable position (taking into account the nature and purpose of the area) and necessary resources.
Suggest that they photograph their choice of position for the area and bring photographs to group discussions.
* Take opportunities as they arise to discuss the environment with children.
Extending learning
Key vocabulary
Near, next to, behind, in front, here, there; names of areas of provision and equipment
Questions to ask
* Where do you think would be a good place for a digging area? Why?
* How could we get water from the tap to a digging area at the other side of the outdoor area?
* Can you find a suitable place nearer to the tap?
* What do we need to think about when planning a wildlife garden?
* What do woodlice need to live happily? Where, then, do you think would be the best place for a minibeast garden?
* You like to build garages in the construction area, but the cars are in the small-world area across the other side of the room - so what could we do to help your 'garage play'?
* We are thinking of improving the book corner. How do you think we could make this area better? (For example, add cushions, change the shape of the space to accommodate group story sessions, introduce puppets.)
* Where do you think we could put the pencils so that you can reach them easily?
* What don't you like about this area?
Extension ideas
* Introduce ongoing 'development' sheets in each area and encourage staff and children to contribute to these as issues arise. For example, a child may tell a practitioner that the children are walking through an area, disrupting existing play, as they access the toilets. The practitioner may note down this comment and take it to the children's group time and the staff meeting. Staff and the children will then agree a solution, perhaps after a further period of observation. This may be to reroute children on their way to the toilet or to move the area slightly to allow children more space to walk around it.
Following Rosie
Organise an activity based on the popular story Rosie's Walk.
Key learning intentions
To enjoy a story and listen attentively
To talk about, and sequence, key events in a story
To use appropriate language to describe position and land marks
To show control and co-ordination when following a pathway
Adult:child ratio 1:4
Resources
Rosie's Walk by Pat Hutchins (Red Fox, 5.99) ,playground chalk ,large cardboard packing box and smaller cardboard boxes (to represent Rosie's hut and the beehives) ,paddling pool or builders' tray (pond) ,tyres and crates (haycock) ,sheets of stiff card (fence panels) ,wooden blocks (to build the 'mill') Preparation
* Model use of key vocabulary in a variety of contexts.
* Gather together resources for creating Rosie's walking route.
Activity content
* Gather the children in a quiet, comfortable area such as the book corner.
* Read the story Rosie's Walk, encouraging the children to talk about features and landmarks on her route and to anticipate events.
* Invite a child to retell the story using picture clues in the book.
* Suggest to the children that they recreate Rosie's route in the outdoor area.
* With the children, use the resources to build or represent landmarks on Rosie's Walk.
* Draw a chalk line to connect the landmarks and create a circular route.
* Explain the rules of the game with the children: 'Rosie' sets off from her hut and follows the pathway. The watching children quietly count to 20 (depending on the length of the path) and then the child selected to be the fox sets off to follow her, trying to make as little sound as possible. If Rosie hears the fox, she can turn around and the fox must stop in his tracks. The aim is that Rosie arrives back at her hut before the fox catches up with her. If the fox does catch her, he must tap her on the shoulder and the game is over.
Extending learning
Key vocabulary
Near, next to, in front, behind, far, further, near, nearer, follow, across, over, around, past, through
Questions to ask
* What do you think will happen next?
* Where do you think Rosie will go next?
* Where is the fox?
* Who can you see next to the mill?
* Can you remember what Rosie passed on her walk?
* How far did 'Rosie' get before the 'fox' caught up with her?
* Do you think 'Rosie' will get to the mill before the fox catches her up?
Extension ideas
* Introduce a time element to the game by providing a sand timer. Challenge 'Rosie' to get back in time for dinner - that is, by the time the sand timer finishes!
* Give the children access to the book and other resources over time to enable them to retell or modify the story in their own way and to make up their own games.
Child-initiated learning
Outdoor area
Additional resources and adult support
* Provide maps of the outdoor area showing permanent features such as climbing frames, trees or storage sheds, and support children in identifying their position on the map.
* Make sure that mark-making tools and materials are available, including large sheets of paper or card.
* Provide 'treasure boxes' (for example, decorated tins containing 'jewels'). Bury these around the outdoor area and mark their position on a map. Where space and digging areas are limited, troughs filled with soil can be used instead. Also offer digging tools.
* Make 'arrow' direction cards for the children to use in outdoor area.
Model the use of these by making signs to indicate, for example, in which direction to ride the bikes or where to find the outdoor tap.
* Provide baskets of pebbles and stones and playground chalk.
* Make a digital camera available and support the children in taking photographs of each other in the outdoor area. Look with the children at the photographs they have taken, asking questions such as 'Where were you when this photograph was taken?', 'How can we tell that you were in our outdoor area?', 'What were you standing next to?'
Play possibilities
* Matching 'landmarks' in the outdoor area to symbols or pictures on the map
* Creating own maps and making own marks on copies of the map provided
* Digging for buried treasure and developing imaginative play scenarios
* Burying own 'treasure' and giving directions or making maps to enable other children to find it
* Laying and following trails
* Marking out routes for wheeled toys
* Making and using signs to support their play
* Exploring the functions of a digital camera and using it to record experiences
Possible learning outcomes
Makes marks to communicate meaning and attempts to give meaning to marks made by others
Uses directional and positional language
Operates a digital camera independently
Engages in imaginative and role play and plays alongside other children who are engaged in the same theme
Small-world area
Additional resources
and adult support
* Provide a large shallow tray (for example, a builder's tray).
* Provide a selection of small-world animals.
* Offer resources such as sand, gravel, pebbles, stones, imitation grass (or pieces of real turf), small imitation plants, plastic saucers and water, a range of papers and fabrics.
* Model imaginative play and follow children's play themes.
* Support the children's ideas and learning through reading information books about, for example, jungle environments.
* Ask questions that challenge the children's thinking - for example, 'What is different about this environment from where we live?', 'Why would these crocodiles find it difficult to live in our town?', 'Where will the elephants find water to drink?', 'Where will you make a river?'
Play possibilities
* Exploring materials and other additional resources
* Building and modifying environments and habitats for animals
* Looking at books and talking about pictures
* Playing imaginatively and making up own stories about their 'animal world'
Possible learning outcomes
Talks about and negotiates plans
Understands that print carries meaning and uses books to find out information
Talks about features of the natural environment and compares features of environments
Manipulates and positions small objects with control and precision
Uses one object to represent another
Introduces a storyline into play
Areas of learning
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development
