Give opportunities to record and creatively represent findings by, e.g. drawing, writing, making a model or photographing, through music, dancing or dressing up. Provide stories that help children to make sense of different environments. Provide first-hand experiences to support children in making sense of micro environments, the specific conditions which enable each plant or animalContinue reading “UW W EE R6”
Use the local area for exploring both the built and the natural environment. Regularly take small groups of children on local walks, taking the time to observe what involves the children’s interest. Provide opportunities to observe things closely through a variety of means, e.g. magnifiers and photographs, phone apps to listen to and recognise birds.Continue reading “UW W EE R5”
Make use of outdoor areas to give opportunities for investigations of the natural world, for example, provide chimes, streamers, windmills and bubbles to investigate the effects of wind. Provide story and information books about places, such as a zoo or the beach, to remind children of visits to real places.
Develop the use of the outdoors so that young children can investigate features, e.g. a mound, a path or a wall, and experience weather, large spaces and seasonal change. Provide a collection of sets of items for children to explore how objects can be combined together in heuristic play sessions.
Provide lift-the-flap books to show something hidden from view. Play hide-and-seek outside. Provide a variety of interesting things for babies to see when they are looking around them, looking up at the ceiling or peering into a corner. Display and talk about photographs of babies’ favourite places. Take babies on regular outings to a rangeContinue reading “UW W EE R2”
Provide a range of everyday and natural objects to explore such as in treasure baskets for sitting babies. Provide additional interest – make small changes in the predictable environment. Provide spaces that give young babies different views of their surroundings, such as a soft play area, under a tree, on a lap, looking at bushesContinue reading “UW W EE R1”
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,Continue reading “UW W PR R6”
Use parents’ knowledge to extend children’s experiences of the world Support children with sensory impairment by providing supplementary experience and information to enhance their learning about the world around them. Arouse awareness of features of the environment in the setting and immediate local area, e.g. make visits to shops or a park. Use conversation withContinue reading “UW W PR R5”
Tell stories about places and journeys.
Talk with children about their responses to sights, sounds and smells in the environment indoors, in playgrounds, with nature in gardens and parks and discover what they like about playing outdoors. Encourage young children to explore puddles, trees and surfaces such as grass, concrete or pebbles. Introduce principles of recycling, planting and care for ourContinue reading “UW W PR R3”
Play hiding and finding games inside and outdoors. Plan varied arrangements of equipment and materials that can be used with babies in a variety of ways to maintain interest and provide challenges. Draw attention to things in different areas that stimulate interest, such as a patterned surface.
Encourage young babies’ movements through your interactions, e.g. touching their fingers and toes and showing delight at their kicking and waving. See also Characteristics of Effective Learning – Playing and Exploring, and Physical Development
Looks closely at similarities, differences, patterns and change in nature Knows about similarities and differences in relation to places, objects, materials and living things Talks about the features of their own immediate environment and how environments might vary from one another Makes observations of animals and plants and explains why some things occur, and talksContinue reading “UW W UC R6”
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world Talks about why things happen and how things work Developing an understanding of growth, decay and changes over time Shows care and concern for living things and the environment Begin to understand the effectContinue reading “UW W UC R5”
Notices detailed features of objects in their environment Can talk about some of the things they have observed such as plants, animals, natural and found objects Enjoys playing with small world reconstructions, building on first-hand experiences, e.g. visiting farms, garages, train tracks, walking by river or lake
Is curious and interested to explore new and familiar experiences in nature: grass, mud, puddles, plants, animal life Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking Remembers where objects belong Matches parts of objects that fit together, e.g. puts lid on teapot
Closely observes what animals, people and vehicles do Watches toy being hidden and tries to find it, watches intently where a spider has scuttled away under leaves Looks for dropped objects Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers Knows things are used in different ways, e.g. a ballContinue reading “UW W UC R2”
Moves eyes, then head, to follow moving objects Reacts with abrupt change when a face or object suddenly disappears from view Looks around with interest when in a room, garden, balcony or park, visually scanning the environment for novel, interesting objects and events Smiles with pleasure at recognisable playthings Repeats actions that have an effect,Continue reading “UW W UC R1”