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.
Walking is a great way to stay active for people for all ages. Particularly for children, walking:
Walking enables children to look and explore as they move through the environment. It is often the smallest of things that attract the child’s attention: the curb provides huge possibilities as do the drains, leaves, and stones, which are often labelled as treasure.
Opportunities for spontaneous learning and awe can crop up whilst walking. My son used to regularly get to push the buttons on the bin lorry if we were walking along the road at the right time as he had developed a rapport with the bin men, which would then translate into role-playing when we got back home. This consisted of filling the sofa with a range of rubbish and then driving it to the tip.
Walking the same routes on several occasions aids the child to map their area and work out how one place connects with another, and gain a greater affinity with the world around them.
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.
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,
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
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
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
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
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
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
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
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
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
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
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
Social media is a powerful tool for sharing examples of good practice and celebrating achievements – but there potential pitfalls, particularly relating to consent. We
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.
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.
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
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
Early Education
2 Victoria Square
St Albans
AL1 3TF
T: 01727 884925
E: office@early-education.org.uk
