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- Help children to notice and discuss patterns around them, e.g. tree bark, flower petal or leaf shapes, grates, covers, or bricks.
- Examine change over time, for example, growing plants, and change that may be reversed, e.g. melting ice.
- Use appropriate words, e.g. town, village, path, house, flat, cinema, skyscraper, hydrant, cirrus, cumulonimbus, temple and synagogue, to help children make distinctions in their observations.
- Help children to find out about the environment by talking to people, examining photographs and simple maps and visiting local places.
- Encourage children to express opinions on natural and built environments and give opportunities for them to hear different points of view on the quality of the environment.
- Encourage the use of words that help children to express opinions, e.g. busy, quiet and pollution.
- Use correct terms so that, e.g. children will enjoy naming a chrysalis if the practitioner uses its correct name.
- Pose carefully framed open-ended questions and prompts, such as How can we…?What would happen if…? I wonder…