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

Walking is a great way to stay active for people for all ages. Particularly for children, walking: is fun and interesting – you get to

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