In a world of screens and global influences, local culture still offers some of the most powerful lessons of belonging. As early years educators, we know how vital it is for children to see themselves reflected in the stories, songs, and experiences that shape their early learning.

During our recent webinar with Alasdair Hoswell – a Cornish author, teacher, and storyteller – we explored how embedding local heritage in the EYFS can help children develop a deeper sense of identity, curiosity, and pride in where they come from. Alasdair’s work celebrates Cornwall’s rich culture, language, and history, showing how stories, rhymes, and creative play can bring the Understanding the World, Communication & Language, and Expressive Arts & Design areas of learning to life.

 

 

Starting with Belonging – Building Identity and Representation

When we talk about embedding local heritage in the EYFS, it all begins with belonging. As Alasdair beautifully put it, “The key is to start with belonging; every child needs to feel that who they are and where they come from truly matters.”

Before children can appreciate the cultures of others, they need to understand and value their own roots. This sense of identity gives them the confidence and curiosity to explore the wider world with empathy. “Connecting them with local heritage – the stories, places, and people around them – builds confidence, empathy, and curiosity about the wider world,” Alasdair explained during our conversation.

Representation, he reminded us, goes far beyond simply displaying diverse books or posters. “Representation isn’t just about what books are on the shelves; it’s about the voices we welcome and the value we place on every child’s unique background.”

In practice, this might mean exploring local landmarks, learning about regional traditions, or sharing stories that connect directly to the children’s environment. When we reflect the community within our curriculum, we send a clear message: every child’s story belongs here.

This approach aligns perfectly with the EYFS goals in Understanding the World, Personal, Social and Emotional Development, and Communication & Language. By weaving local heritage into everyday learning, we don’t just teach facts – we nurture pride, identity, and a sense of place that lasts well beyond the early years.

 

The Role of Families – Home as the First Heritage Space

Families are at the heart of every child’s understanding of culture, belonging, and identity. As Alasdair reminded us, “Children’s first understanding of culture and community comes from home – from the stories, celebrations, and traditions shared with them.”

When we invite families to bring those experiences into our settings, learning becomes personal and powerful. Whether it’s through photos, recipes, songs, or stories, each contribution helps children see that their family story is an important part of the wider community story. Alasdair encourages us to create simple ways for families to get involved: “Invite parents to bring learning to life through photos, diaries, or small ‘heritage albums’ children can share.”

This collaboration between home and setting doesn’t just enrich the curriculum – it strengthens relationships. Families could be invited to share local customs, introduce traditional foods, or help children document visits to meaningful places such as harbours, moors, or town landmarks.

When we build these bridges, children begin to connect their home lives with their learning experiences. As Alasdair said, “When home and setting work together, children build a rich sense of identity, pride, and belonging that stays with them throughout their learning journey.”

 

Storytelling and Song in a Digital World

In an age of constant screens and digital distractions, storytelling and song remain timeless tools for connection. As Alasdair shared, “Storytelling and songs are timeless – they connect us in ways that screens can’t.” These shared, human experiences spark imagination, rhythm, and emotion in a way no tablet or app can replicate.

He reminded us that storytelling shouldn’t be treated as a one-off event, but as part of the natural rhythm of the day. “Settings can keep these traditions alive by making storytelling part of daily life, not just a planned activity,” he explained. That might mean singing together at tidy-up time, using puppets or props to bring Cornish legends to life, or encouraging children to retell their favourite tales in their own words and voices.

Technology can still play a supporting role – for instance, using short clips to introduce a song in Cornish or showing photos of local landmarks that appear in a story – but it should never replace live, expressive storytelling.

When children hear a familiar voice tell a story or sing a local song, they don’t just listen; they feel, imagine, and connect. And that, as Alasdair said so warmly, “is where the magic of learning truly begins.”

 

Heritage as a Pathway to Diversity and Empathy

Exploring local heritage isn’t just about celebrating the past – it’s about helping children understand who they are while learning to value others. As Alasdair explained, “When children first explore their own local stories, language, and traditions, they build a strong sense of identity and pride. From there, it becomes easier for them to appreciate and respect the heritage of others.”

By starting close to home, children develop a foundation of empathy and curiosity that supports true inclusion. When we celebrate what makes our community unique – and then invite families to share their own customs, foods, and songs – children begin to see how traditions may differ or overlap. Alasdair described this beautifully: “Through stories, celebrations, and curiosity, children learn that difference isn’t something to divide us, but something that makes the world richer and more interesting.”

In practice, this might mean exploring Cornish legends alongside folktales from other cultures, or comparing local festivals with celebrations around the world. These experiences don’t just teach diversity – they help children feel that every culture, including their own, is valued and worth sharing.

As Alasdair reminded us, “By valuing every child’s background equally, we help children grow into compassionate learners who see diversity as a source of connection, not separation.”

 

Starting Small – Advice for Practitioners

For practitioners beginning their journey with heritage learning, Alasdair’s advice is simple and reassuring: “Start small, and start with what you know.” We don’t need elaborate plans or vast resources – the best place to begin is right outside our door.

A walk to a nearby landmark, a story about a local hero, or a simple song in a regional dialect can all spark children’s curiosity and sense of belonging. As Alasdair reminded us, “You don’t need to have all the answers; just begin by exploring the stories, places, and traditions around you, and let children’s curiosity lead the way.”

Most importantly, he encouraged us to enjoy the process: “It’s not about teaching facts; it’s about helping children feel connected, curious, and proud of where they come from.” When we approach heritage learning with genuine excitement, that joy becomes contagious – and children will feel it too.

 

Conclusion – The Bigger Picture

Alasdair’s message reminds us that helping children discover their local heritage is about much more than history – it’s about belonging. When we root learning in the stories, songs, and places that shape our communities, we nurture empathy, pride, and curiosity that extend far beyond childhood. As he wisely said, “We can’t expect children to truly value other cultures if they haven’t first discovered the story of their own.” By celebrating where we come from, we help every child feel they truly belong.