From “Small to Big”- Elements of concept-based inquiry in Early Years 1 

Many people think that forming conceptual understandings in Early Years is not possible. As  a matter of fact, the work and thinking that students at this age experience is highly conceptual.

What helps students to create big ideas?

“Playing”  with different representations of concepts and encouraging students to find relationships can be a good approach.

Recently my EY1 students have been exploring the concepts of family. Students explored images, drawings, and other resources in their inquiry, following the Reggio Emilia philosophy of the hundred languages of children, students expressed their ideas in multiple ways, verbal, non-verbal, and artistic

Some proudly said, “This is my big brother” or “This is my small sister,” while others expressed the idea through drawings and gestures. As for me, I could not  help but celebrate my little humans. 

Documenting their voices alongside their drawings not only helped me to capture both their understanding of the concepts of size and family, but also to become aware of their sense of belonging within their families.  Needless to say, I learned so much about them.