Prior knowledge refers to the knowledge, experiences, skills, beliefs, attitudes, and understandings that children already possess before they begin learning a new concept or skill. In the context of Early Years and Foundational Stage Education, prior knowledge plays a central role in curriculum planning and pedagogy because young children construct new learning by connecting it with what they already know. Learning becomes meaningful when teachers recognize children's existing experiences and use them as the foundation for introducing new ideas. Children enter educational settings with diverse backgrounds shaped by their families, communities, languages, cultures, and daily interactions. These experiences influence how they perceive and interpret new information. For example, a child who has helped parents in gardening may easily understand concepts related to plants and nature, while another child familiar with markets may better understand counting, weighing, and exchanging goods. Recognizing these differences helps teachers design inclusive learning experiences that value every child's background. The constructivist approach to education emphasizes that knowledge is actively built rather than passively received. According to this perspective, children use their prior knowledge to make sense of new experiences. Teachers act as facilitators who identify what children already know and gradually extend their understanding through meaningful activities. This process supports deeper learning, critical thinking, and long-term retention. In the Foundational Stage curriculum, learning is integrated with play, exploration, and real-life experiences. Prior knowledge enables teachers to select activities that are familiar yet challenging. For