Understanding the world is a specific area of ​​learning in the Early Years Foundation Stage (EYFS). According to the EYFS framework, “Understanding the world involves helping children make sense of their physical world and community through opportunities to explore, observe and learn about people, places, technology and the environment. It provides children with the tools, knowledge and skills to solve real-life problems. Understanding the world is broken down into three aspects: people and communities, the world and technology. This allows children to engage in a wide range of experiences, improving their skills and understanding, which helps them develop as individuals with a broader understanding of the context in which they live. Early Years Matters (2012) describes the following aspects of understanding the world; exploration and investigation; Children study objects and materials, discovering changes and patterns while looking for similarities and differences. This improves their questioning about the how and why of things. Design and manufacturing where children learn about the construction process and the tools and techniques used to assemble materials. ICT is used for children to learn to use appropriate technologies such as computers and programmable toys that support and enhance their learning. This is the time when children learn about past or present events that are relevant to their own lives or those of their family. This is the time when children become aware of and interested in the natural world. Start to discover their area, find out what they like and what they don't like. Finally, communities are about how children start...... middle of paper ... with fewer connections between school curricula. Structurally, the difference between the understanding of the world lessons in the EYFS and those of geography and history in key stages one and two can be difficult for many children to adapt to. With more specific guidelines to follow and more precise criteria to meet for key stages one and two, this can tend to leave less room for interpretation in these sessions. Much of the focus is on ensuring that children achieve expected outcomes. The Department for Education (2012) states that “high-quality geography teaching should inspire in students a curiosity and fascination about the world and its people that will stay with them throughout their lives.” the rest of their lives. Education should equip students with knowledge about diverse places, people, natural and human resources and environments, as well as a deep understanding of key aspects of the Earth.