learning? And what can we do to ensure we inspire children's interests
and consolidate their knowledge? In the second of a two-part series,
Lena Engel considers the aspect The World
Cutting the number of goals under the revised Early Years Foundation Stage (EYFS) from 69 to 17 was largely welcomed across the sector. The reduction, it was hoped, would allow practitioners more time to focus on how children learn and on improving ways to promote that learning. But the cut, coupled with the focus on ensuring that children are 'school ready', meant that the breadth of each area of learning was also reduced. This begs some important questions: has the slimlining of Knowledge and Understanding of the World, which became Understanding the World', reduced the scope of how and what we teach children? And how should practitioners be approaching the aspect The World? (For part 1, focused on People and Communities, visit www.nurseryworld.co.uk.)
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