Everton Nursery School and Family Centre in Liverpool, show how by listening to the children in the setting, plans to improve a neglected area at the front of the building led to a range of exciting activities, including learning all about the natural world (especially worms and soil!) and identifying and then going to the shops to buy what they needed.
Nursery children were invited by their educator to reflect upon what was needed within a neglected area in front of their setting and to recreate the space as a sensory space. In the design process, the children’s ideas were considered in all stages of development.
The educator articulated that this was important, that the children were able to understand and experience the ‘real world,’ becoming both aware and empathetic of the non-human world, as we are all ecologically connected. This became apparent as the children began digging in the soil, feeling initially the characteristics of the texture and the stickiness of the soil. To their joy, they found an abundance of worms nestled in the soil and another staff member was able to provide information about the worms.
The children were fascinated by the worms wiggling and noticed that during the winter months their bodies were paler because there are less nutrients in the soil for them to eat. The staff member explained that during the summer months the worm’s bodies would be fuller, juicier and red. The children decided that they needed to protect the worms and not develop this area, saving it as the worms’ house. This is not only authentic ‘listening’ to children as they voice their thoughts about the worms, but a quality educator adapting their plans to accommodate the children.
The children were given autonomy and agency in designing their ideas for space, with their educator providing different ways to showcase them. Some children verbalised ideas providing a safe place, patience, and time to extend their cognition through sustained shared thinking. Other children needed to articulate their thinking through movements, whereas others were able to draw their ideas on large A1 paper with pens provided. All children were listened to.
One child suggested a visit to the “Fix-it-Shop” was needed to purchase the materials. The educator considered that this was a wonderful suggestion as this presented an opportunity to go into the community and see real trades people in action and highlight the real world of employment. The visit to the “Fix-it-Shop” provided economic opportunities for the children to see the real world in action through monetary trade, with each child being given a five-pound note and their own handwritten shopping list of materials to purchase.
The children were very confident when they arrived at the shop and were able to tell the shop assistants where they wanted to go. For example, one child was very keen on flowers and was given directions by the staff on how to find the garden centre in the store. Mapping skills are a precursor to early writing and reading, and this was an organic experience for the child. The child was able to listen to the staff member’s instructions and then lead the other children where to go, giving the child an agency in their learning.
The children were given further instructions such as “half guttering” to look for and this provided an opportunity for early maths. Once all the materials were gathered, the children took their trolleys loaded up to the till and were able to make a monetary exchange. The children were given change and a paper receipt, which is important because how often do young children ever see adults use real money? The children returned to the nursery and helped create the bug hotel using their newly purchased materials, creating a safe place for their non-human friends.
This case study highlights that children need to be immersed in all aspects of their learning with real world experiences.
October 2024