Early Years Foundation Stage

Early learning Goal – Understanding the World - People and Communities

  • In EYFS, pupils follow the strand in the framework: Understanding of the World - People and Communities. They talk about past and present events in their own lives and in the lives of family members.  They know that other children don't always enjoy the same things, and are sensitive to this.  They know about similarities and differences between themselves and others, and among families, communities and traditions.

 

Learning

Foundation Stage History is part of the National Curriculum’s learning objectives for developing children's understanding of the world, so they will learn through experiences that introduce the concept of time and change. By encouraging them to discuss important personal events, they will discuss what, and when, enriching their vocabulary and developing into learners who know how to talk about things. This engages the children and shows them how to connect the past and the present. It will also encourage children to learn about interpretations of the past.

 

Examples of Topics

Toys from the past, Circus, Neil Armstrong and Moon Landings, Homes from the past, Fire of London,

Mary Seacole, Titanic, Brunel, Washdays from the past

 

Helping your Historian at home!

  • Encourage your child's awareness of features in the area you live. Point out how some buildings look older than others. Take your child to museums and history-themed events.
     
  • Discuss events that occur regularly within your child's experience, for example seasonal patterns, daily routines and celebrations. Read stories that introduce a sense of time and people from the past.
     
  • Help your child to develop a sense of change over time and help them to differentiate between past and present by growing plants or looking at photographs of their life. Talk about past and present events in their own lives and in those of other members of the family or friends.
     
  • Encourage investigation and raise questions such as, ‘What do you think?', ‘Tell me more about?', 'What will happen if..?', ‘What else could we try?', ‘What could it be used for?' and ‘How might it work?'
     
  • Use language relating to time in conversations, for example, ‘yesterday', ‘old', ‘past', ‘now' and ‘then'.