In so doing, practitioners will help achieve a key aim of the foundation stage, for the Curriculum guidance for the foundation stage states that: 'To give all children the best opportunities for personal, social and emotional development, practitioners should give particular attention to:...providing opportunities for play and learningthat acknowledge children's particular religious beliefs and cultural backgrounds' (page 28).
It is important that practitioners explore the religious and cultural diversity in the UK today, whether or not it is reflected in the immediate locality. Wider media coverage of festivals such as Divali, Eid and Chinese New Year mean all children are becoming more familiar with these festivals.
Practitioners, however, need to avoid the danger of tokenism, when they respond purely to dates on the calendar, and so fail to provide children with some appreciation of the important nature of religious beliefs.
It is to be hoped that increased awareness among practitioners will enable future generations of children to develop greater understanding, tolerance and interest in each others' cultural and religious beliefs.
Involving children's families in celebrating the various festivals of light is vital, as they provide a powerful starting point for learning about one's own and others' culture and religion, and practitioners will need to respond sensitively to their cultural, spiritual and religious backgrounds and beliefs.
There may be implications of focusing on religious festivals for some families (and practitioners). Children in Jehovah's Witness families, for example, may not be allowed to take part in birthday or religious celebrations of any kind. Fundamentalist families (in any religion) may be anxious about children exploring religions other than their own. Atheist or agnostic parents may also have concerns about children exploring religious celebrations.
Children's families can also provide valuable, and often very specific, information about local customs, religious events and practices, and are less likely to be suspicious of discussion about beliefs other than their own, if they feel confident that their religion is accurately portrayed and reflected in the life of the setting.
Similarly, in a monocultural setting, it is vital that practitioners discuss the subject with children's families to arrive at the best ways for their children to heighten their understanding of our multi-religious society. This needs time and sensitivity, and may be problematic in the short term, but will be profoundly beneficial in the long term.
Above all, there can be a spiritual context to the topic of light and dark that transcends religious connotations, and that is the way in which light in the midst of dark can inspire awe and wonder in all of us.
As practitioners, we can provide opportunities and time for children to just stand and stare, to reflect on the thoughts and emotions provoked by such images, to communicate what they see and its importance in our daily lives and to begin to understand the processes and technology involved in creating light from dark.
The topic, therefore, includes a range of activities across the curriculum, providing a balance of adult-led activities that provide direct teaching and modelling of investigative and exploratory behaviour with plenty of opportunities for child-initiated play and exploration at all experience levels throughout the foundation stage. Opportunities for exploring purposeful uses for early literacy and numeracy are plentiful, but don't forget the importance of oracy, too. The topic will prompt practitioners to encourage children to talk for a wide range of purposes, expressing ideas to others as descriptions, explanations, instructions, and justifications, and to explore new vocabulary.
Traditionally, Christmas has been the time of year when settings 'go to town' with the glitter, sparkle and fairy lights, but all things shiny can have a profound effect on very young children or those with sensory deprivation. So don't save the tinsel and twinkly lights just for December. Use them all year in ways to promote exploration and a sense of awe and wonder.
* Nursery Topics - Light and dark is written by Anne O'Connor, an early years specialist whose previous posts include co-ordinator of an early years unit, deputy head and associate trainer for a local authority.
