Themes such as exploration of space, community helpers, seasonal change, and special occasions such as birthdays and holidays provide a means for sharing experiences and integrating learning. Through having visitors to the classroom, going on excursions and collecting things of interest to themselves, children gather considerable information about the natural, physical and social elements of the community in which they live. They also broaden and deepen their understanding of the world around them, and gradually develop the capacity to feel that the world outside themselves and the world within are related.
There are many times in school when children can share in the traditional celebrations of their community by making decorations, issuing invitations, cooking and joining together in appropriate songs and dances. When planning these activities, teachers should be sensitive to, and at times, make allowances for differing views. This may involve excusing children from certain activities such as Halloween festivities or adapting the activities to accommodate special requests.
Long term planning enables the development of themes around special topics and occasions. The most successful themes grow from the children's experiences and provide for learning experiences at different levels of complexity. Themes should increase a child's sensitivity to the environment and lead into other related experiences. Thematic or planned unit activities need to come to a satisfying conclusion before the children's interest has waned.
For more information on themes please refer to :
As children are interested in the work, hobbies and experiences of their parents/caregivers, Elders, grandparents, older brothers and sisters, and other members of the community, it is a good idea to invite guests to visit the class to talk, show things, give a demonstration or to answer questions. Bringing people to the classroom is an excellent way to increase children's awareness of the variety of lifestyles and cultures in their community. (When inviting Elders, teachers should become familiar with and adhere to local protocol.)
School is part of the whole environment of the child--a living thing drawing vitality from its contribution to and its reflection of the community it serves. A sense of belonging grows from firsthand knowledge, so small conducted tours should be arranged to accustom children to the layout of the school building and yard, and to introduce them to the work of various members of the school community.
There are many places and people within the school that young children are curious about: the furnace room, the staff room, the offices, the gym, the yard, the library, the principal, the teachers, the nurse, the teacher-librarian, the secretary, the caretaker, etc.
Any street in any city or town is full of possibilities for exploration--there are so many things there of immediate interest to young children: the houses, apartments and shops; the materials used in their construction; the colour and texture of the bricks and wood; the shape, size and arrangement of the doors and windows; the layout of the streets; where the children live; the reflections seen on a wet day; the texture of the snow; the shape of lamp posts and their methods of lighting; shadows on the ground. Children can look at the trees, plants, birds and animals, identify them, find out where they grow or live, and try to describe them. All young children enjoy watching the traffic--they can note the cars, trucks and buses that pass the school and observe the traffic signals. Teachers can encourage the use of senses other than vision. Children can shut their eyes and listen, trying to identify the sounds around them. They can feel the vibrations made by traffic, people and animals passing along roadways and over bridges. They can feel the difference when walking on various substances. All these visits can be made near the school, but further excursions can be made to many places including: