• Help children to notice and discuss patterns around them, e.g. tree bark, flower petal or leaf shapes, grates, covers, or bricks.
  • Examine change over time, for example, growing plants, and change that may be reversed, e.g. melting ice.
  • Use appropriate words, e.g. town, village, path, house, flat, cinema, skyscraper, hydrant, cirrus, cumulonimbus,  temple  and synagogue, to help children make distinctions in their observations. 
  • Help children to find out about the environment by talking to people, examining photographs and simple maps and visiting local places.
  • Encourage children to express opinions on natural and built environments and give opportunities for them to hear different points of view on the quality of the environment.
  • Encourage the use of words that help children to express opinions, e.g. busy, quiet and pollution.
  • Use correct terms so that, e.g. children will enjoy naming a chrysalis if the practitioner uses its correct name.
  • Pose carefully framed open-ended questions and prompts, such as How can we…?What would happen if…? I wonder…