- December 8, 2021
Using the local environment enables children to develop a sense of belonging to the local community. It helps them to develop a sense of place which in turn will develop their feelings of security, and “strong bonds to a particular place endure” (Hay, 1998 in Jack, 2010). Through developing this sense of place, it leads to having a pride in their local community. As MacIntyre (2007) says, “place marks us all and leaves its traces”.
By developing a sense of place, children can begin to take some responsibility for looking after certain aspects of it. They can be included in problem solving and to learn about environmental issues in meaningful situations. By having repeated visits to the same place they can begin to identify features that change over time as well as those that remain the same. For example, a deciduous tree will alter as the seasons progress over time, however an evergreen tree will more or less remain the same. The built environment provides many opportunities to think about the different professions people are involved with.
Children learn best through first-hand experiences and going out into the local environment, or even further afield, enables children to explore and experience the different features found locally to them. Using these first-hand experiences enables children to develop a deeper comprehension of the Understanding the World Area of Learning particularly People and Communities and The World.
Stoke, like many places, has a richness of geographical features from the canals, factories both old and new, to open spaces. It is this richness that provides so many different opportunities for learning outside the setting. By using these spaces with interested and motivated adults will enable children to “catch” the interest and gain a sense of ownership of being part of the local environment, and a pride in their locality.
Further reading
Exploring the Wider World Project
The Exploring the Wider World Project was funded by the Stoke-on-Trent Opportunity Area and was delivered by Early Education between April 2019 and March 2020.
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Rationale for the project
The direction of the project has been dictated by three key factors: a deep understanding of how young children learn best, developing sustainability for practice,
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What constitutes an outing or visit?
Rethinking our consideration of what an outing or a visit may be has been central to the project. Children need to build up their knowledge
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Overcoming barriers
An early task for the Exploring the Wider World project was to identify the barriers to taking children out and about beyond the setting. Only
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Taking risks
Risk is a natural part of our existence, as we look to explore and make sense of the world around us. What is key is
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Planning trips out
This page brings together all the key project elements of thinking through a trip or a visit in one handy place, with downloadable resources for
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Your resources
Meaningful learning opportunities relating to understanding the world rely on rich and stimulating resources. Consider what you have Rich and well thought out resources make
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Making trips out meaningful
A reflection based upon rich and varied experiences of taking young children out into the Wider World by Kathryn Solly, Early Education Associate. Beginnings There
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Taking 2-year-olds out
It is important to remember that the world of a 2-year-old is very different to ours. They are hugely fascinated by the things that we
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Taking 3-year-olds out
By the time children get to be 3 years of age, they are, generally, better at walking and so can walk for longer periods of
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Taking 4-year-olds out
Most 4-year-olds can walk faster and further than their younger counterparts. This means that they can venture further afield than the three year olds in
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Benefits of walking
Walking is a great way to stay active for people for all ages. Particularly for children, walking: is fun and interesting – you get to
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Using public transport
Using public transport can be really exciting for young children, especially for those who spend lots of time in cars, being ferried from place to
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Using social media
Social media is a powerful tool for sharing examples of good practice and celebrating achievements – but there potential pitfalls, particularly relating to consent. We
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Supporting families to support their child’s learning
Since the introduction of the EYFS framework in 2008 there has been a huge emphasis upon encouraging parents to become engaged in their children’s learning.
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Cultural capital
This article by Early Education Associate Anni McTavish explores the term “cultural capital”, and what it might mean for early years practitioners and their settings.
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Transition
Transition is part of the maturation process.Most children and their families find moving from one stage to the next seamless.Transitions need careful planning and will
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Understanding the World and links with Communication, Language and Literacy
We know young children appear to be starting settings with less developed language than in previous years due to a range of reasons. Understanding the
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