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What is conceptual understanding?
The International Baccalaureate (IB) defines conceptual understanding as understanding that connects factual, procedural and metacognitive knowledge. It results from a process in which one consciously organizes connections between prior and new knowledge into networks, then further develops or reconfigures those networks. This is a non-linear, ongoing process throughout which understandings evolve and misconceptions are identified and dispelled. (IBO, 2025).
Concepts vs facts
In many early years settings, learning is experienced through topics such as homes, transport or dinosaurs which focus on facts. By contrast, in the IB’s Primary Years Programme (PYP), learning is experienced through inquiring into concepts. Concepts are abstract ideas, which are broad, universal, transferable and timeless and allow learners to connect their thinking to other contexts, expanding their ideas and understandings.
Facts
- Knowledge base
- Content-heavy
- Skills related
- Supported by evidence
- Frequently topical
- Encourage recall and comprehension
Concepts
- Open-ended
- Enable exploration of complex issues
- Highlight opportunities to compare and contrast
- Explore contradictions
- Lead to deeper disciplinary and transdisciplinary understandings
- Promote transfer to familiar or less familiar situations, issues, ideas and contexts
- Encourage analysis and application
Facts versus concepts (IBO, 2018)
A concept-driven curriculum is the means through which learners develop their conceptual understandings. Learners co-construct meaning and mental models about how the world works based on their experiences and prior learning. They connect and integrate new knowledge with their existing knowledge and apply these understandings in a variety of new contexts. They learn to recognize patterns and see the connections between discrete examples to strengthen conceptual understandings. (IBO, 2025)
Working in this way requires a shift in thinking about how you plan, moving from planning activities (what learners will do) to thinking about the concepts we want the learners to explore.
Concepts and young learners
Some people may question whether young learners can explore and understand abstract ideas (think conceptually). In the PYP, we acknowledge and value the capability and competence of young learners, viewing them as sense makers, pattern seekers, theory builders, careful observers and capable communicators. They are naturally curious, constantly exploring the world around them and are already thinking about and exploring concepts. Through this process they are developing conceptual understandings about the people, places and things around them. This is not to say that facts do not have a role to play, rather it is how the facts are used, talked about, played with and connected that is different.
Planning for conceptual understanding
Of course, this way of thinking does not happen by chance. Learners’ conceptual understanding is developed through intentional planning alongside careful observation, documentation, and reflection on what learners are showing us in both educator-planned and child-led experiences.
The following learning example* took place within the unit of inquiry described below.
Unit of inquiry for 3-4 year olds
Learning example
In a class of 3- and 4-year-olds, a selection of photos from a recent trip to the park were displayed on the whiteboard. One of the photographs was of a collection of rubbish bins. The children were asked, “What do you notice?” and” What are you wondering?” One of the children explained that they could see the rubbish on the ground near a bin and this meant that someone had not been responsible. Another child made the connection between being responsible with litter and putting it in the correct bin and saving the planet. This is a great example of the powerful conceptual thinking young learners can do, when the conditions are set to support them.
The conceptual understanding expressed by the learner (connecting the concept of responsibility to disposing of rubbish correctly to saving the planet) was the result of careful planning, concrete experiences, intentional questioning and careful scaffolding.
To introduce the unit and the concept of responsibility in a meaningful way, adults took photos of the children being responsible; when they were hanging up their coats, putting equipment away, or clearing their plates away after snack. These pictures were shared, and the children were invited to share what they noticed. Using what the children noticed, the word responsibility was introduced and modelled by the educator. An abstract idea – responsibility – was linked to concrete actions that had been taken by the children. This meant, when the children were in the park and noticed rubbish on the ground, some were able to make a connection to this also being a time when people needed to be responsible.
*I would like to acknowledge and thank Sean Walker and The International School of Paris for allowing me to visit their school to observe first-hand how young children are capable of powerful, conceptual thinking.
Learning example
In a class of 4- and 5-year-olds, the children have been discussing the arrival of Sinterklass, who arrives in The Netherlands by boat in early December. They are all excited about his arrival and a group of children begin to build a boat for him in the block play area. Working together, the group design, build and re-build the boat. At a surface level, it could be said that the children are simply constructing a boat, but through careful observation and sensitive interactions, educators uncover more about the children’s thinking and the concepts they were exploring. There was much discussion about the properties of shapes and which ones worked best or fitted together well to make a strong boat. The children wanted the model to be large enough and strong enough for them to sit in. The discussions led to changes in design as they tried different options.
After reflecting on what they had seen and heard, the educators decided to build upon the children’s interest in the concepts of the properties of shapes, and structures. They did this through a class circle time discussion and by modelling some of the language the children needed to describe the shapes. This scaffolding enabled the children to talk about the shapes of the bricks more effectively and helped them consider which bricks would work best. The children continued their exploration of the properties of shapes, and structures even after Sinterklass was over, taking their learning and understanding into new building projects.
Conclusion
Helen Hedges talks about going beyond the activities of the moment and how we owe it to children to look more deeply at their motivations and learning. (Hedges, 2022). It is here, that we can begin to uncover and understand the concepts our learners are exploring and the conceptual understandings they are developing.
Here’s what we often miss: movement isn’t just about milestones. Movement regulates. When babies lie on their backs, free to move and explore, they’re doing more than kicking or gazing. They’re discovering rhythm. They’re shifting between movement and rest, between activation and integration. This is self-regulation in its very first form. It’s the baby learning how to feel something — and then pause. How to explore — and then reflect. This back-and-forth is how the nervous system matures. And it begins on the floor. Quiet. Natural. Without intervention. That’s the real magic. Not just gross-motor strength — but the roots of emotional strength. And when we see it that way, the whole conversation about tummy time changes. It’s no longer ‘What should we do to babies?’ It becomes:
How can we hold space for them to move so that they can become fully integrated in their reflexes and emotionally regulated and ready to learn and explore the world with ease and confidence?
Key takeaways
- Young children are capable of complex thinking
- Our view of the learner as competent and capable is critical
- Observation, documentation and reflection with an authentic curious stance is needed to uncover children’s thinking
- Planning needs to shift from what learners will do to what learner will think about
- Sensitive scaffolding can support learners to articulate their conceptual understanding
Critical considerations
- Through the PYP educators approach children’s thinking with curiosity and a desire to uncover what lies beneath the surface
- Flexible and responsive planning allows educators to respond to the children’s explorations and developing understanding of concepts.
- The environment provides opportunities for children to play, experiment and explore concepts through educator-planned experiences and child-led play.
- Open-ended materials and opportunities allow children to play with ideas and test theories, helping them to build and connect ideas and develop conceptual understandings.
Explainer
International Baccalaureate Organization: The IB offers 4 education programmes for learners from 3-19 years of age. The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect. (WEBSITE)
Primary Years Programme: The PYP is a framework for learners from 3-12 years of age. The early years within the PYP are learners from 3-6 years of age. Learning in the PYP takes place through concept-based inquiry.
Unit of inquiry: A method for organizing learning, comprising a central idea, specified concepts, and lines of inquiry.
Central idea: A broad overarching conceptual statement which invites inquiry
Specified concept: The IB specifies 7 concepts: change, connection, causation, form, function, perspective, responsibility. When planning, educators select from a number of concepts to give shape or direction to their unit. Other concepts are also explored.
Lines of inquiry: Statements or phrases that define the scope of a unit of inquiry
References and further reading
Hedges, H. (2022). Children’s interests, inquiries and identities : curriculum, pedagogy, learning and outcomes in the early years. Abingdon, Oxon ; New York, Ny: Routledge.
IBO (2025) PYP: From Principles into Practice – Conceptual understanding. Geneva: International Baccalaureate Organization
Concept based learning PYP nano resources – International Baccalaureate®
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