An 'environment for citizenship' is one that helps children to be independent and self-reliant by encouraging them to make choices, express ideas, discuss and negotiate. At the same time it supports their understanding of responsibility and co-operation by providing opportunities to work and play with others, to listen to different points of view and to be open-minded and reflective.
Opportunities to foster the skills, dispositions and attitudes that help children develop as responsible young citizens occur on a daily basis in settings. Careful planning will help you maximise the learning that such situations provide. In your planning, include regular reviews of:
* how indoor and outdoor spaces are organised
* how the children's time is structured
* your expectations of children's interactions with one another, and adults
* how individual and group activities are managed
* how you consult with children.
The importance of consulting with children to find out their opinions on different aspects of the setting is an activity that has been largely ignored in this country until recently. However, the few studies that have been done show that consulting with young children and listening to their opinions increases their self-esteem and social competency and gives them an insight into the decision- making process (Clarke et al, 2003).
The following six activities show how the aspects of citizenship contained within the personal, social and emotional early learning goals can be fostered in different areas of your setting.
DISPOSITIONS AND ATTITUDES
Be confident to try new activities, initiate ideas and speak in a familiar group
(Curriculum Guidance for the Foundation Stage, page 32)
Holidays
The theme of holidays will help children to reflect on their place in the wider world, to communicate their ideas and preferences and to listen to and co-operate with others:
* If possible, arrange a visit to a travel agency, or invite someone who works in the travel industry to visit your setting and talk with the children about their job.
* Collect brochures and posters from a local travel agent. Try to include winter and summer, city and country, abroad and at home. Use these to turn the communication area into a travel agency. Include a telephone and computer, booking forms and notebooks, a globe, a map of the world, timetables and tickets.
* Talk about holidays and places that the children have visited. Include day trips and shorter local visits. Expect everyone to contribute and use sensitive questioning to encourage the less confident children.
* Talk about passports and why we have them. Provide mirrors and drawing materials for the children to draw self-portraits for their passports.
* Help children to think about arranging holidays. Ask questions such as: Where will I go? (Hot or cold country? Seaside, countryside or city?) How will I get there? Where will I stay? (A tent, caravan, hotel?)
* In the role-play area, provide a range of different holiday clothes and accessories, bags and cases to pack, money to spend and postcards to write.
The children can then 'go on holiday'.
Extension ideas
* Ask the children to send postcards to the setting when they are on holiday.
* Set up a holiday camp outdoors. Use pop-up tents, and dens the children can make. You could add an outdoor cafe.
Aspects of citizenship developed
* Self-awareness and self-confidence
* Developing initiative and creativity
* Enthusiasm and helpfulness
* An awareness of the wider world
* An introduction to the world of work.
Links to other ELGs
* Communication, language and literacy
* Knowledge and understanding of the world - sense of time and place SELF-CONFIDENCE AND SELF-ESTEEM
Respond to significant experiences, showing a range of feelings when appropriate Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others Have a developing respect for their own cultures and beliefs, and those of other people'
(Curriculum Guidance for the Foundation Stage, page 34)
Special days
The theme of special days will help children to value different cultures and beliefs and create a resource to look back on and recall events and traditions.
* Encourage the children to bring in photographs of themselves and their families at celebrations, such as naming ceremonies, weddings, New Year celebrations and religious festivals. Explain to parents that the photographs will be kept as a permanent resource.
* Talk to the children about the traditions associated with these celebrations - what happens, what people wear, what they eat. Make sure the children are aware of a wide range of celebrations and traditions which reflect different cultures and beliefs. You may wish to show the children clothes, artefacts and music that link to different celebrations.
* Make a 'big book' to record the celebrations through the children's photographs. The book could be called 'Special Days'. Make sure you include the staff's special days too. Work with each child to produce a page in the book. This could include: photograph, mark-making, a transcript of the child's description of their special day, a drawing or painting and ICT.
When the book is finished, put it in the book corner for all to read. Keep the big book to use as a resource so children can remember their own special occasions and share in the experiences of others. Invite family members to visit your setting to look at 'Special Days' and to reminisce with their children.
Extension ideas
* Use the resources of the role-play area to re-enact the special days.
* Provide the opportunity for the children to make cards and invitations, perhaps using your computers.
Aspects ofcitizenship developed
* Playing and working well with others
* Recognising their place in the wider community
* Developing multicultural understanding
* Self-awareness
* Empathy and generosity.
Links to other ELGs
* Knowledge and understanding of the world - cultures and beliefs, ICT
* Communication, language and literacy
* Creative development.
MAKING RELATIONSHIPS
Form good relationships with adults and peers
Work as part of a group or class, taking turns and sharing fairly, understanding that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously
(Curriculum Guidance for the Foundation Stage, page 36)
Guess whose shadow
As adults, you will be very familiar with shadows - remember that many of the children will be experiencing this excitement and wonder for the first time. Playing 'Guess whose shadow' is a good way to help a group of children negotiate the rules of a game.
* Choose a dark place in your setting. Draw the blinds and use screens or drapes to block out the light in an area of the setting.
* Secretly gather together a torch and a collection of everyday objects that you think will make interesting shadows. You might choose a large key, a model dinosaur, a pair of scissors or a hat.
* Clear an area for the children to sit facing a blank space on the wall.
* Tell the children that you are going to play a game called 'Guess whose shadow?' To play the game they have to follow the instructions carefully.
* Tell them that the game will only work if they sit facing the wall and don't turn round when you switch the torch on.
* Explain that one person will act as the 'shadow maker' and the others have to guess whose shadow it is. They will each be able to have a turn at being the 'shadow maker'.
* Ask the children to sit facing the wall.
* Switch on the torch and turn out the lights.
* Stand behind the children and shine the torch on the wall. Hold an object in front of the torch so that a shadow falls on the wall. Ask the children 'What do you think this is?' How do you know?'
* Now let the children take turns in being the shadow maker.
Extension ideas
* Experiment with making shadow shapes with your hands - birds, insects, animals, monsters.
* Make shadow portraits or silhouettes with the children.
Aspects ofcitizenship developed
* Making choices
* Understanding rules and taking turns
* Working with others in a group
* Curiosity and co-operation.
Links to other ELGs
* Knowledge and understanding of the world - investigation and exploration
* Communication, language and literacy
* Mathematical development - shape, space and measures
* Physical development.
BEHAVIOUR AND SELF-CONTROL
Understand what is right, what is wrong, and why
Consider the consequences of their words and actions for themselves and others
(Curriculum Guidance for the Foundation Stage, page 38)
Recycling
Involving the children in creating an outdoor construction area introduces them to the importance of recycling as part of taking responsibility and caring for the environment.
Sometimes trikes and bikes can dominate outdoor play and cause friction between children, but this activity also creates a working context for the bikes and provides opportunities for children to negotiate and agree how and when they are used.
* Help them to think about access, building space and storing building materials in their construction area.
* Discuss the sorts of building materials they might collect and use in this area. These could include cardboard cylinders from carpet shops; short lengths of plastic guttering; offcuts of wood; bricks and stones; wheels and tyres; bottle crates and cardboard boxes; carpet, fabric and plastic sheeting.
* Make sure you have considered the storage of these reclaimed construction materials so the children can access them easily. Help the children to draw up some rules for the area. They might want to make signs that show these rules and also include some safety warnings.
* Talk about the different vehicles that might visit the construction area - a recycling lorry, delivery truck, plumber's or electrician's van. Help children design and make 'accessories' to customise the bikes. Talk about responsible driving, speed limits and respect for pedestrians and building workers!
Extension ideas
* Devise a 'Highway Code' for the setting and link it with your setting's work on road safety.
* Develop the children's understanding of recycling and care for the environment by setting up a compost bin.
Aspects ofcitizenship developed
* Playing and working well with others
* Making friends and building relationships
* Understanding safety and rules
* Taking responsibility for care of the environment
* Make choices and selecting resources
* Co-operation and leadership
* Persistence and diligence.
Links to other ELGs
* Knowledge and understanding of the world
* Creative development
* Physical development
* Mathematical development.
SELF CARE
Dress and undress independently and manage their own personal hygiene
Select and use activities and resources independently
(Curriculum Guidance for the Foundation Stage, page 40)
Safe in the sun
The theme of going out in the sun introduces children to the idea of taking responsibility for looking after themselves.
* Prepare a collection of different hats and other headgear. These might include a straw hat, a headscarf, a visor or a peaked cap. Include some examples of parasols or umbrellas in your collection.
* Gather pictures of babies in sunhats and people in other countries wearing hats to protect themselves from the sun.
* Let the children try the hats on and encourage them to investigate the different types of fastenings, then make them available in the role play area.
* Look again at the hats and parasols and ask the children to make judgements about them: Which one do they like best and why? Who might wear the various hats? Which one do they think will be best at keeping out the sun?
* Ask the children to bring in a doll or a teddy. Discuss the best way to keep their doll or teddy safe from the sun outdoors.
* Provide a range of resources for making sun protectors - paper, card, fabric, joining materials and fasteners, and a range of appropriate tools.
Have these readily available and well organised to encourage children to make choices and develop independence.
* Ask the children to design a protective hat for their toy. Encourage them to draw several pictures before choosing which one they want to make.
* Support the children as they design their hats. Test them in the sun to see how well they keep their toy shaded.
* Use this as an opportunity to encourage the children to express opinions on the hats and to listen to others' points of view.
Extension ideas
* Take photographs of the teddies wearing their hats. Use the photos on another occasion to show the children how their skills and ideas have developed.
* invite children, teddies, dolls, parents and carers, all wearing hats, to a Teddy Bears' Picnic. Use the picnic as another opportunity to talk about keeping safe in the sun.
Aspects of citizenship developed
* Living a healthy, safe life
* Developing independence
* Expressing opinions, listening to others
* Making choices and selecting resources
* Empathy and helpfulness
* Persistence and co-operation.
Links to other ELGs
* Knowledge and understanding of the world - designing and making
* Communication, language and literacy
* Creative development
* Physical development
* Mathematical development.
SENSE OF COMMUNITY
Understand that people have different needs, views, cultures and beliefs that must be treated with respect
Understand that they can expect others to treat their needs, views, cultures and beliefs with respect
(Curriculum Guidance for the Foundation Stage, page 42)
Where we like to be
Giving children the chance to investigate their environment with all their senses opens up opportunities for them to express their opinions about what they like and dislike. It also gives you the opportunity to gain an understanding of how the children feel about the environment in your setting. Be prepared to listen and to make changes.
* Assemble any photographs you have of different areas of your setting and any maps or plans the children have drawn.
* Talk to the children about the different places in your setting, inside and outside, including things that they like and dislike.
* Talk about the different ways in which we experience our surroundings - how they look, smell, sound and feel.
* Working with small groups of children, go on a tour of your setting, inside and out. Help the children to 'experience' each area - not just what it looks like, but also how it sounds, smells and feels.
* Encourage the children to express their opinions and preferences and record these by taking notes or using a tape recorder.
* Provide a disposable or digital camera so the children can take their own photos of the areas they like and dislike.
* Provide an opportunity for each small group to share their comments and observations with the rest of the children. Use careful questioning to help children to express their ideas and share their opinions and views.
* Ask the children to make drawings, pictures and models to accompany their comments and ideas. Assemble these into a display that gives a unique 'child's- eye view' of your setting.
* Now move on to a discussion about how different areas will be changed and what effect this would have on everyone.
Extension ideas
* Use photographs of children showing different emotions and expressions to develop their sensitivity to others' needs.
* Play games that help the children to focus on all their senses, not just sight, such as sound lotto and feely bags. Encourage empathy for people with disabilities through sensitive discussion.
Aspects ofcitizenship developed
* Listening to and consulting others
* Self-awareness and self-confidence
* Critical reflection and open minds
* Empathy and respecting the views and feelings of others.
Links to other ELGs
* Communication, language and literacy
* Knowledge and understanding - sense of place, investigation and exploration.
References
* Exploring the field of listening and consulting with young children.
Clarke, McQuail, Moss 2003. DfES Research Report 445.
