and explore these more fully moving on
from our original concern with the rich curriculum diet that children need.
While on every alphabet page of the first hand experience book we included
a number of active verbs (such as: find, investigate, collect, visit, make),
which we see as activities that would naturally arise in the study of any
particular topic, we did not discuss their significance, or consider how
educators can best support and value the characteristic behaviours of active
In this book, we identify a selection of these behaviours, these ways of
being a learner, and discuss their importance, drawing on our own work with
children, our work with educators, our reading, our research, evaluation and
development projects. We enrich these discussions with a variety of ‘learning
stories’, first-hand accounts of learners who, in their spontaneous activity,
play, enquiry and interactions, illustrate the ideas we are examining. We draw
on and expand the key elements of our approach -what matters to children; big
ideas in children’s learning; the metaphor of food and exercise. We include
books and stories relevant to each concept.