Understanding the world is a specific area of ​​learning within the Early Years Foundation Stage (EYFS). According to the EYFS framework “Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and discover people, places, technology and the environment”. It provides children with the tools, knowledge and skills needed to solve real-life problems. Understanding the world is divided into three aspects: people and communities, world and technology. This allows children to engage in a wide range of experiences, enhancing their skills and understandings which help them develop as individuals with a broader understanding of the context in which they live. Early Years Matters (2012) outlines the following aspects of understanding the world; exploration and research; children investigate objects and materials, learning about changes and patterns as they look for similarities and differences. This enhances their questions about how and why things work. Design and build where children learn about the building process and the tools and techniques used to assemble materials. ICT is used so that children learn how to use appropriate technology such as computers and programmable toys that support and enhance their learning. Time is the time when children discover events that happened in the past or present that are relevant to their lives or the lives of their families. Place is the time when children become aware of and show interest in the natural world. They begin to discover their area, knowing what they like and what they don't like. Finally, communities are about how children start out… middle of paper… with fewer interdisciplinary connections. Structurally, the difference between understanding the world lessons in EYFS and 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 defined and specific criteria to meet with key stages one and two, it can tend to leave less room for interpretation in these sessions. The main aim is to ensure that children achieve their expected outcomes. The Department for Education (2012) states that “high-quality geography education should inspire in pupils a curiosity and fascination with the world and its people that will stay with them for a long time. the rest of their lives. Teaching should provide pupils with knowledge of different places, people, resources and natural and human environments, together with a deep understanding of key aspects of the Earth