Understanding the World – Area of Learning

About this project

• Education for Social Justice

This study explored effective practice and provision in early years settings to support children’s learning. 

The research investigated the experiences and perceptions of early years practitioners in relation to the Understanding the World Area of Learning which incorporates three of the seventeen Early Learning Goals contained within the Early Years Foundation Stage. These Early Learning Goals are; ‘People and Communities’, ‘The World’ and ‘Technology’.  The study was conducted within the city of Stoke-on-Trent in England where official published data reveals only 71% of pupils achieve or exceed the expected standard against the Understanding the World area of learning where the national average is 83%.  A mixed methods approach was adopted comprising an online survey and semi-structured interviews with practitioners working with children in private and maintained day nurseries and primary school reception classes where good and outstanding results are achieved for the city’s disadvantaged children.  The findings of the study include the identification of best practice examples along with features of effective provision.  Barriers to children’s progression and attainment of these specific Early Learning Goals were also ascertained.  The project’s recommendations are now being put into practice in the city’s early years settings.

Fully funded by the Stoke-on-Trent Opportunities Area programme.

• FORRESTER, Gillian, HUDSON-GILL, Ruth and PUGH, Jim (2019) “Understanding the World”: a pilot study of effective practice and provision in early years settings. In: International Insights: Equality in Education. Waxman Publishing Co, Münster, pp. 85-98. ISBN 978-3-8309-4022-7 )