Poverty is a problem that many young children in our settings experience or are aware of, particularly during the Covid pandemic. It is also the first of the problems addressed in UNESCO’s 17 goals for sustainable development.
Poverty can be measured in many ways, but one definition is having less than £1.70 a day to live on.
What is important is that we do not shy away from having conversations with young children about these complex problems.
IT’S A NO-MONEY DAY
It’s a No-Money Dayby Kate Milner provides an excellent springboard for discussion about food poverty.
In the story, a mother, despite working hard, finds there is no money left and no food in the cupboards, so is forced to visit the local food bank. While she feels ashamed that she has to rely on the kindness of others, her young daughter can still see all the good in her day, such as reading and drawing, and even the food bank.
Extension ideas
Visit a supermarket or shop that has a food bank and let the children donate some tins.
- Start a food bank in your setting and invite a local food bank charity to become involved.
- Explore ‘people who help us’. Rather than exploring only popular roles such as firefighters, why not celebrate new heroes, such as footballer Marcus Rashford, who is campaigning for free school meals for underprivileged children during school holidays. Such heroes also recognise the diversity of our communities.
- Discuss the notion of heroes with the children. What is a hero? Who are the children’s heroes? Suggest the children draw or paint their heroes, perhaps to decoratethe food bank in your setting.
Learning links
Development Matters (2020)Provide ‘books and play materials that reflect the diversity of life in modern Britain’.
Understanding the World There is an expectation that children consider cultural and social diversity. It also highlights the learning that can come from children ‘meeting important members of society such as police officers, nurses and firefighters’.
MADDI’S FRIDGE
Maddi’s Fridge by Lois Brandt is another great story addressing food poverty and how to help. This is the story of best friends Sofia and Maddi. They may live in the same area, but while Sofia’s fridge at home is full of food, Maddi’s is empty. When Sofia discovers the problem and wants to help, she is faced with a dilemma: keep it a secret, as promised, or ask her parents to help. (To hear the story, visit:www.youtube.com/watch?v=Iy9nP5Xqv1M.)
Extension ideas
- Discuss why we have fridges and reflect on Maddi’s empty fridge. How do you think she felt?
- Sit a teddy on a chair with an empty lunchbox. Ask the children to open the box. Why do they think it is empty?How do they think Teddy feels?
- Explore other ways of keeping food fresh. Introduce the words ‘perishable’ and ‘non-perishable’. Let the children taste fresh and tinned carrots and discuss the differences. Why do food bank organisers favour tinned goods over fresh ones? Let the children peel and chop some carrots, then leave them and observe the changes in them over days and weeks. What happens to the fresh carrots and why?
- Education for economic sustainability encourages children to use ‘real’ money, so buy £1.70 worth of food from a local greengrocer. Cook the food bought and discuss how many children it could feed.
Learning links
Characteristics of Effective Learning Education for sustainability is all about critical thinking and problem-solving.
Sustainable development goals
This series explores meaningful and practical ways to introduce young children to UNESCO’s 17 Sustainable Development Goals (SDGs).
To support your understanding of the SDGs and how to integrate them into your practice, the series provides links to the three interconnecting pillars of education for sustainability (economic, environment and socio-cultural); the EYFS and its guidance; and British Fundamental Values.
MORE INFORMATION
‘All about… Early Childhood Education for Sustainability’ by Dr Diane Boyd, www.nurseryworld.co.uk
Diane Boyd is a senior lecturer, early years, at Liverpool John Moores University, d.j.boyd@ljmu.ac.uk.