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.
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 time. The distance children walk can be built up over time: the more they do it, the better at it they become.
Like 2-year-olds, 3-year-olds are also fascinated by “treasure”. The journey provides interest as well as the destination. They often enjoy talking about the experiences they have had. This helps them to consolidate their learning. Resources can be developed by you that will help the children to talk about their trips, such as photo books, games, etc as well as using commercially produced resources. They also love to balance and spin on street furniture such as cycle railings.
In the same way that 2-year-olds will need clear expectations as to their behaviour, so will 3-year-olds. They can be given be given reminders before and during the outing: consistency from the adults with them will be important.
Children will need to be given time to walk or have things to occupy them if public transport is being used. Being on public transport can be very exciting for young children, especially if they spend most of their time in cars or walking. These outings can help expand the world of a young child. It will be important to consider the children’s interests or possible interests, the distance that has be travelled, and the cost when deciding on where to go. The children can be included in deciding where to go and in completing the risk assessment.
It is important to have a balance between new places and places children feel familiar with. It may be worth thinking about and talking with families about the type of experience you could offer which would extend their learning and experience. For example, if you take the children to the shop, using real money rather than a card would enable the child to understand there are different ways to pay. They can also start to learn what the different coins are in a meaningful way.
It will be worth thinking about completing the mapping activity to see where you could take your 3-year-olds.
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
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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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
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