Learning environments
The EYFS emphasises the importance of a well-planned learning environment for young children's development. Adults play a crucial role in fostering a conducive environment, responding to individual interests and needs.
The environment should be well-planned for high-quality play, with ample opportunities for young children to practice and extend their learning. In Reggio Emilia, the environment acts as the third teacher in a child's life.
The environment's perception by families and young children, its homely and welcoming atmosphere and new provocations, are essential factors in determining the learning environment.
Key questions to ask when planning an enabling environment
- Do the children have access to a range of stimulating resources which are accessible and open-ended and relevant to the children’s interests (age/stage appropriate)?
- Do the indoor and outdoor spaces give the children the resources to explore, build, move and role-play?
- Are the spaces visually calm and orderly, limiting noise and helping the children to concentrate?
- Do you plan first-hand experiences and challenges appropriate to the development of the children?
- Are the children able to have the time to explore and play, uninterrupted, becoming deeply involved in their activities?
- Do you and your staff establish the enabling conditions for rich play-space, time, flexible resources, choice, control and warm and supportive relationships?
- Are there opportunities for the children to play with materials before using them in planned tasks?
- In planning activities, ask yourself: Is this an opportunity for children to find their own ways to represent and develop their own ideas? Avoid children just reproducing someone else’s ideas.
- Is the routine recognisable and predictable yet flexible, helping the children to predict and make connections in their experiences?
- Have you and your staff developed a learning community which focuses on how and not just what is being learnt?
The outdoor learning environment
The role of the adult is often overlooked when planning the outdoor environment. It is just as important that the adult can interact with the child’s play outdoors as it is indoors. Therefore, thought needs to be given to how this can happen outdoors e.g. adult chairs, carpet squares etc. It is also important that the adults have a positive attitude, as children need attentive and engaged adults who enjoy and are enthusiastic about the importance of learning outside. Adults also need to understand the importance of risk assessment so that children can explore the area, rather than being restricted in it.
Key areas need to be considered, when planning your outside space:
- Access and Security
- Shelter and Shade
- Appropriate Clothing
- Appropriate Storage
- Variety of Surfaces
- The Four Elements
- Natural Spaces
- Growing Spaces
- Active Spaces
- Reflective Spaces
- Creative Spaces
- Social Spaces