Recently, I’ve been reflecting on whether we give enough thought to the culture of childhood. We readily acknowledge the cultures of countries, communities, workplaces and even teenagers. Yet young children also have their own culture, shaped by their language, humour, interests, friendships, routines, unwritten social rules and unique ways of making sense of the world.

Knowing the curriculum is only part of effective Early Years teaching. It raises an important question: how often we, as educators, take the time to truly understand the world our students inhabit? Do we observe before we direct, listen before we explain and recognise that what feels obvious to us is often very different through the eyes of a five year old?

This reflection also echoes the philosophy of Reggio Emilia and the work of Loris Malaguzzi, who challenged educators to see children as capable, curious and competent learners. Rather than viewing children as empty vessels waiting to be filled with knowledge, the Reggio Emilia approach encourages us to first understand children’s thinking, relationships, interests and the natural ways of learning they create together.

At times, I wonder whether our increasingly crowded curriculum leaves enough room for this. With so much to teach and so many outcomes to achieve, it can feel difficult to slow down and follow children’s curiosity. Yet some of the richest learning doesn’t happen because we planned it. It happens in the moments when children have time to explore, ask questions, test ideas, negotiate with others and think aloud. These moments reveal far more about their thinking than any worksheet or assessment ever could.

From a cognitive psychology perspective, these moments are powerful. As children explain their thinking, question one another, make connections and reflect on their ideas, motivations and engagement often increase because learning becomes more meaningful and personally relevant. Peers become valuable learning partners, exposing each other to different ways of thinking and solving problems. In these conversations, children monitor, justify and sometimes revise their thinking – metacognition in action as its very best.

The Science of Learning reinforces that learning is not simply about receiving new information but making meaning by connecting new knowledge to prior experiences. If children’s culture is the lens through which they understand the world, then it is not something to move away from but something to build upon. Their interest, experiences, language and ways of interacting provide the foundation for deeper, more memorable learning.

Perhaps, in our determination to meet curriculum expectations, we unintentionally ask children to leave their culture at the classroom door. Structured tasks can help us cover the content efficiently, yet early childhood is inherently active, social and hands on. Children arrive at school expecting to move, manipulate materials, talk through ideas, play, question and discover. While developing attention, self-regulation and independence is important, our expectations should reflect children’s developmental stage rather than requiring them to immediately adopt the culture of formal schooling.

As educators, we can’t do everything and the demands of the curriculum are real. However, I believe our first obligation is to begin with the culture children already have and intentionally build from there. Rather than expecting children to immediately conform to the routines of formal schooling, perhaps we should first provide opportunities to move, explore, collaborate, wonder and learn through authentic experiences. Maybe effective Early Years education isn’t about replacing the culture of childhood with the culture of school but thoughtfully helping children bridge the two.

When we approach children with genuine curiosity and respect for their perspective, we build stronger relationships, create greater engagement and make learning more meaningful.

Perhaps this is something we need to keep at the forefront of our thinking through the Early Years, from Foundation to Year 2. As children grow, their perspectives naturally evolve, but their need to move, explore, create, question and collaborate does not disappear. While explicit teaching and increasing independence are essential, purposeful opportunities for children to wonder, investigate and discover remain equally valuable.

Maybe one of the most important things we can bring into an Early Years classroom isn’t just our expertise, but a willingness to remain students of childhood. We must recognise the culture children bring with them, respect it and intentionally build upon it rather than expecting them to leave it at the classroom door.