EYFS: Enabling Environments
Module 3
Introduction
In this final module, you will look at four well-established approaches to creating an enabling environment and how
these can be used within early years learning. Finally, you will look at the importance of auditing the learning
environment and explore various, practical ways to do this.
The following approaches to creating an enabling environment will be considered.
• Loose parts play
• Forest School
• Reggio Emilia approach
• Froebel approach
Loose parts play
Loose parts are natural and man-made materials that can be manipulated, moved, adapted, built and demolished.
Loose parts create rich environments for children to play in, giving them resources and offering non-prescriptive,
almost limitless possibilities.
Possible loose parts can include:
• natural resources such as leaves, pinecones, and shells
• scrap materials like fabric, corks, and old tyres
• randomly found small objects such as keys, buttons, and wooden spoons
• larger objects such as tyres and crates.
For example, a stick may become a fishing rod near water, a spoon in a mud kitchen, or a tool to nudge a football
that is stuck in a tree.
It can be thrown, floated, snapped, pinged, bent, hidden, added to a pile, burned, tied to something else, split,
catapulted, or discarded.
Children can use small loose parts in creative play. For example, children could use loose parts to create pictures of
faces. Buttons can be eyes, a pinecone a nose, leaves as ears, sticks as hair and string as a mouth.
Children’s creativity will take over as they explore the loose parts, and they will create pictures or patterns of their
own.
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In studies of how children play outside, common themes have been identified that can increase adults’
understanding of how children play.
Outside themes
Adventure
Seeking out the unknown, stretching limits of possibility, taking calculated risks, anticipation, discovery, and
invention.
Prospects
Searching out high places, views and look-outs, surveying the landscape and mapping areas.
Hunter-gatherer pursuits
Searching, finding, and collecting, stashing and hoarding, treasure hunts, traditional games like hide and seek,
foraging, bushcraft skills and tool use.
Imaginative narratives
Making sense of the world through fantasy play, small world play and creating stories and accounts of experiences
that build connections between each other and the places they play, creating memories and reaffirming order and
meaning.
Becoming at home
Creating space, shelter, security, hiding and secret places, refuge and territorial boundaries.
Pathways and journeying
The need for exploration, mapping out an area in many ways, finding short cuts and secret routes, tunnels, knowing
the local area, making one’s mark in the landscape.
Anthropomorphism
Projecting self onto other living things, empathy with plants and animals of all kinds, developing connections to
wildlife through direct experience and fantasy and the significance of names.
Making rituals
Deliberate, ceremonial, meaningful actions invented by and participated in by individuals or groups; honouring or
celebrating events, places, features through art, music, dance and role-play; giving and receiving.
There is a link to the video ‘Playing with Loose Parts’ in the Resources section of the course. Watch this video to
review what you have learned about loose parts play.
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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Forest School
Forest School is described as a child-centred, inspirational process that offers all learners regular opportunities to
achieve and develop confidence and self-esteem, through hands-on learning experiences in a woodland or natural
environment.
The six principles of Forest School are that it:
1. is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a
one-off visit
2. takes place in a woodland or natural wooded environment to support the development of a relationship
between the learner and the natural world
3. aims to promote the holistic development of all those involved, fostering resilient, confident, independent
and creative learners
4. offers learners the opportunity to take supported risks appropriate to the environment and themselves
5. is run by qualified Forest School practitioners who continuously maintain and develop their professional
practice
6. uses a range of learner-centred processes to create a community for development and learning.
Task – Forest School
What do you think would be the benefits of Forest School sessions for learners?
Forest School and SEND
Many schools are now choosing to introduce Forest Schools into their educational provision as a way for younger
generations to appreciate and connect with the outdoors and natural environments. Studies have shown that Forest
School can be effectively used as an intervention strategy for at risk or disadvantaged students, and that children
with SEND can benefit from the multi-sensory and inclusive environment.
Reggio Emilia approach
Founded in the Italian town of Reggio Emilia, this approach to early years education sees children as curious
individuals who develop and learn from their environments and relationships built with others, meaning learning is
driven by the child. Giving children an active role in their learning and curriculum construction promotes
communication, self-expression and problem-solving within the child.
The key elements of the Reggio Emilia approach are:
Children can construct their learning.
Children are the main initiators of their own learning, using their own interest to know and learn to be active
collaborators in their education.
Learning through interaction and collaboration.
Children are collaborators, and so by working in small groups and as a community, children develop themselves
through interaction with peers, adults, and the world.
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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
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The hundred languages of children.
As natural communicators, children should be encouraged to communicate in whichever ways they can, including
words, movement, painting, and building.
The classroom environment as the third teacher.
The classroom acts as a “living organism, a place of shared relationships among the children, the teachers, the
parents, and a feeling of belonging in a world that is alive, welcoming, and authentic.”
Teachers as guides and facilitators.
Teachers are expected to guide, listen to and observe children, and provide opportunities for open-ended discovery,
problem-solving and enriching experiences based on the children’s interests.
Documentation of learning.
Teachers document the learning process with photos and videos, and by transcribing the language used by children
to build a better understanding of the child for themselves and for parents.
Parents as partners in education.
Parents should be invited to be active participants in their child’s learning experiences and can be viewed as the
child’s ‘first teacher’.
Froebel approach
Friedrich Froebel was the inventor of the kindergarten and a central figure in the development of early childhood
education. His principles highlight the importance of creativity, play and autonomy in early years learning.
Unity and connectedness
The belief that everything in the universe is connected. Children learn in a holistic way to gain a deeper
understanding of themselves, others, nature and the wider world.
Creativity and the power of symbols
Children begin to use symbols to express their thoughts and ideas in a creative way. These literal reflections of
everyday life and culture become more abstract over time, supported by an enabling environment.
The central importance of play
Play is human nature and helps children relate to their thoughts, feelings and experiences with imagination and
creativity. Children have ownership of their play while adults offer ‘freedom with guidance’.
Engaging with nature
Children learn about the relationships between all living things, our place within nature, and gain an understanding
of the natural world, including the environment and climate change.
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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
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Knowledgeable, nurturing educators
Educators engage in their own learning and reflect on their own practice. They facilitate and guide children’s learning
by supporting and extending their interests with rich real-life experiences.
Autonomous learners
Every child is unique and they start from a point of what they are able to do, not what they cannot do. They learn
best when doing things for themselves and are respected and valued for their efforts.
The value of childhood in its own right
Learning begins at birth and is a lifelong process. Childhood is not just preparation for the next stage in a child’s
learning.
Relationships matter
Relationships are central to a child’s life. This includes their relationship with themselves, as well as with their
parents, carers, family, and wider community.
Comparison task
For each of the four approaches, rate from 1-10 how well you believe each approach creates an enabling learning
environment in relation to the characteristics of effective teaching and learning.
Characteristics of effective teaching and learning:
• Playing and exploring
• Active learning
• Creating and thinking critically
Loose parts play
1 2 3 4 5 6 7 8 9 10
Forest School
1 2 3 4 5 6 7 8 9 10
Reggio Emilia approach
1 2 3 4 5 6 7 8 9 10
Froebel approach
1 2 3 4 5 6 7 8 9 10
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Which of the four approaches would you most likely implement in your own practice to create an enabling
environment?
Explain why you have chosen this one.
Auditing the learning environment
To establish the efficacy of the learning environment, regular audits should take place and could include these lines
of inquiry:
• How often is the area used by children?
• Are the children involved in planning the resourcing of the area?
• How long do the children spend in the area?
• How much dialogue occurs in the area?
• Is the area a communication-friendly environment?
• Are there enough opportunities for exploration and problem solving?
• Is the area ordered and well-resourced?
• Is the area safe and accessible?
• Is noise level a problem in the area?
The Early Childhood Environment Rating Scale (ECERS) is an audit tool that is used to establish the efficacy of the
learning environment.
It looks at the learning environment over 35 items organised into six sections to ensure that the whole learning
environment is reviewed.
1. Space and furnishings
2. Personal care routines
3. Language and literacy
4. Learning activities
5. Interaction
6. Programme structure
Task – Auditing the learning environment
Using the questions and sections from the audit tools, think of, or go to, an area of the learning environment. Where
did you find areas for improvement?
It is also a good idea to perform these audits with the children to involve them in the process and to hear
suggestions from their perspective.
Benefits and risk assessment
An integral part of auditing both the indoor and outdoor learning environments is to assess risk. Children should be
exposed to calculated risks; for instance, where there is an element of challenge (such as balancing on a log), but not
where there is a hazard that would cause harm.
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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
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without permission in writing by Tes Global Ltd.
Risk assessments should include:
• opportunity to undertake an initial risk-benefit assessment before introducing materials and have some
basic agreements in place
• assessment of the materials daily to ensure they are fit for purpose ensuring accessibility for all
• an analysis of its suitability in terms of the developmental stages of the children
• consideration of natural elements; for instance, effect of the wind or rain; possibility that animals could have
been in the outdoor environment at night
• strategies employed by staff to mitigate risk.
Task – Benefits and risk assessment
Many activities with an element of calculated risk for children occur during gross motor free play.
What is 'gross motor' free play, and what activities might children be engaged in?
Example answer
Activities:
• Play that involves large scale movements that are incorporated into achieving the goal of the play initiated
by the child or group of children.
• Creating and using an obstacle course.
• Practising balancing on a log.
• Testing to see if they can roll from one end of the grass to the other.
• Testing to see if they can fit in, under, or behind things.
• Testing to see if they can swing or hang from something with their hands.
• Chasing, hiding or marching as part of role play.
• Hopping, skipping and jumping as part of games they make up.
• Gardening and digging.
• Shelter building with large scale resources.
• Water transportation.
• Using brooms to sweep leaves or water from a puddle.
• Large scale mark-making, for example with rollers.
During these activities, adults can support children’s language development by using and modelling linked
vocabulary and by using questions to illicit responses about how the child feels taking calculated risks.
Adults may extend children’s vocabulary by using a variety of words to describe what they are doing, such as:
• bounce, balance, crawl, stomp, roll
• behind, between, through, under, over
• quickly, slowly, quietly, loudly
• knees, toes, hips, and shoulders.
Possible questions could include:
• how far…?
• how high…?
• how did that make you feel?
• did you feel proud when you managed to do that?
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
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By using relevant vocabulary and questions, practitioners can encourage children to use the language independently
in future activities to comment on their own learning.
Supporting language development
As we explored in the previous module, the development of children’s communication and language is a vital part of
their early years education. Adults play an important role in this development through providing a language-rich
environment, engaging children in regular conversation, and supporting them in developing their language and
vocabulary skills.
Therefore, another useful area of the learning environment to audit is how well adults are able to support language
development of children, including being able to provide ‘running commentaries’.
Sub-scale 3 of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale looks at how adults can be
effective in supporting and extending the language and communication of young children.
Encouraging children to talk to others
• Where children are reticent about interacting with others, staff play alongside the children, taking cues from
them and following their lead, waiting to be invited to communicate.
• Staff provide running commentaries of individuals’ and/or small groups’ actions to support longer play and
interactions with other children.
Staff actively listen to children and encourage children to listen
• Allow long pauses, so the children have time to think and respond. They also show how they allow different
lengths of pauses with different children.
• Encourage the children to talk to and listen to each other by suggesting they tell another person or by
inviting other children to come and listen to what another child has to say or show.
Staff support children’s language use
• Use varied tones of voice to support interest, excitement, express emotions, calm children and support
understanding.
• Provide running commentaries to model vocabulary and to display their own thought processes for children
while they play.
(Edward Melhuish, Iram Siraj and Denise Kingston, Assessing Quality in Early Childhood Education and Care, Institute
of Education Press, 2015)
Adults can also support children’s language development by creating opportunities for children to:
• narrate
• explain
• instruct
• ask different kinds of questions
• receive, act and build upon answers
• analyse and solve problems
• speculate and imagine
• explore and evaluate ideas
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
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• discuss
• argue, reason and justify
• negotiate.
(Eric Tuckley and Jane Thompson, Developing Dialogic Teaching in Mathematics, 2020)
Task – Supporting language development
Think about and answer these questions:
• How can role-play encourage children to speculate and imagine?
• Which other activities could be used to encourage these types of talk?
• How confident are staff in your learning environment with creating these opportunities for talk?
Summary
You have now completed your EYFS: Enabling Environments course. Across the three modules, you have learned
about the role of play in child development, how indoor and outdoor environments can facilitate progress and
personalised learning, and the four cornerstone approaches to creating an enabling environment for child
development.
Click Questionnaire three to complete the accompanying questions.
When you have completed the questionnaire, there is the opportunity for you to leave feedback on the course and
we would be very grateful if you would take a minute to do so.
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
