EYFS: Enabling Environments

Module 1

Introduction

Welcome to your Tes Professional Studies course on ‘EYFS: Enabling Environments’. In this course, you will learn
about the crucial role that the environment has in children’s learning and development and that play, in a range of
forms, is the primary route to effective learning in the EYFS.

You will also explore how effectively resourced and organised indoor and outdoor environments facilitate progress
and personalised learning (underpinned by the Characteristics of Effective Teaching and Learning). Finally, you will
learn how the environment can support cognitive development and we will look at a range of different approaches.

On completion of this course, you will be able to:

• understand that the environment is pivotal to children’s learning and development, and in particular the
importance of play
• demonstrate how to assess the effectiveness of the learning environment
• understand the direct correlation between the learning environment and the areas of learning and
development
• recognise various approaches to creating an effective learning environment.

The importance of play

Children learn and develop well in enabling environments, in which their experiences respond to their individual
needs and there is a strong partnership between practitioners and parents or carers. In practice, enabling
environments value all people and learning.

They offer:
• stimulating resources, relevant to all the children’s cultures and communities
• rich learning opportunities through purposeful play and positive interactions with children
• support for children to take risks and explore.

They also foster the characteristics of effective teaching and learning (COETL), which are:
• playing and exploring
• active learning
• creating and thinking critically.
(Statutory Framework for the Early Years Foundation Stage, Department for Education, 2021).

In the report The Importance of Play (University of Cambridge, 2012) by Dr David Whitebread, he recognises that
play is a crucial activity in a child’s development. He identifies five categories of play, the developmental purposes
they serve, and how they support children’s learning.

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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.
1. Physical play

One of the earliest types of play to evolve, physical play involves active exercise, rough-and-tumble, and fine-motor
practice such as colouring, modelling and construction. These support development of gross and fine motor skills
and self-regulation.

2. Play with objects

Children explore the physical world and the objects they find within it by making, building or telling a story. This type
of play helps to develop areas such as children’s gross and fine motor skills, creating with materials and exploring the
natural world.

3. Symbolic play

Symbolic play includes mark-making, early drawing, play with language such as rhyme, and musical play like singing
and dancing. Children develop their imagination and expression, understanding of language and early writing skills.

4. Pretence or socio-dramatic play

High quality pretend play has been shown to be closely linked with cognitive, social and academic development. By
playing different characters and acting out scenarios, children build relationships and learn self-regulation as well as
developing their imagination and narrative skills.

5. Games with rules

Through making sense of the world, children are interested in rules and so enjoy games where they follow or invent
their own rules (such as chasing, hide-and-seek and throwing/catching games). These develop children’s gross and
fine motor skills as well as their ability to build relationships.

Continuous provision

The continuous provision in the EYFS is a term used to describe the equipment, resources, and designated areas in
both the indoor and outdoor environment that are freely available to children.

Continuous provision should:

• support the different modes of play
• stimulate child-to-child and adult-to-child interactions
• include all seven areas of learning (communication and language, personal, social and emotional
development, physical development, literacy, mathematics, understanding the world, expressive arts and
design)
• stimulate a child’s curiosity and include elements of novelty, wonder and challenge
• be safe and easily accessible, but with an element of risk in some cases
• relate to children’s interests and emerging needs
• represent elements that are familiar to a child’s background while giving them new things to explore
• be regularly audited by both adults and children to gauge its effectiveness in supporting children’s learning
and development.

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.
Positive disposition

The learning environment, both indoor and outdoor, should encourage positive dispositions in children, such as:
• Curiosity
• Creativity
• Resourcefulness
• Independence
• Initiative
• Responsibility
• Interest
• The ability to lose oneself in an activity
• Effort
• Mastery
• Persistence
• Challenge seeking
• Charitableness
• An appreciation of others’ efforts and ideas.

Task – Insect Hotel

Look at the image of an insect hotel and answer the following questions.

• Which positive dispositions could children use during its creation? Click on which dispositions you feel are
the most appropriate.
• Thinking about the areas of learning and development, which areas would the children be engaged with?

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.
The indoor environment

"Adults admire their environment; they can remember it and think about it, but a child absorbs it. The things he sees
are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes
see and his ears hear."
Maria Montessori, 1949.

The indoor learning environment is significant to children. It is typically zoned to provide them with areas of
continuous provision that support their developmental needs.

Typical indoor zones

Role play

• Dramatic play, either fantasy or real.

• Often takes place in a themed role play area such as an enclosed ‘home corner’.
• Often includes dressing-up clothes and a variety of props.

Malleable

• Usually accessed at tabletop or in a tuff spot.

• Opportunities to explore materials such as clay, playdough, and plasticine.
• Usually includes tools to roll, cut, and indent the material.
• Can include natural materials such as leaves, feathers, and dry pasta.

Construction

• Usually at floor level.

• Can be manufactured construction such as Duplo and K’Nex, or wooden blocks of different shapes and sizes.
• Can include loose parts such as cardboard boxes, tubes, shells, and lollipop sticks.

Mark-making

• Early stages of writing.

• Some marks may be recognisable letters, others only squiggles and lines.
• Opportunities to mark-make on horizontal and vertical surfaces and on small, medium, and large scales.
• Include resources such as pencils, pens, paint, brushes, water, or chalk.
• Opportunities to mark-make in materials such as flour, sand, and foam with fingers or other mark-making
tools.

Creative play

• Usually at tabletop and often located near a sink.

• Opportunities to use a range of tools such as paintbrushes, scissors, glue, pens, and crayons.
• Opportunities to investigate a range of materials such as paper and card of different sizes, ribbon, leaves,
pom-poms, and dried pasta.

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.
Investigation and exploration

• Changes regularly.
• Set up by an adult.
• Includes an element of novelty which is not found in the setting every day.
• Intended to provoke children into critical thinking through practical problem solving; for example, by
investigating how to free the toy dinosaurs from a large block of ice.
• Opportunities to test hypotheses.
• Opportunities to investigate different technology such as keyboards, beebots, and torches.

Small world

• At floor level or tabletop.

• Often includes small figures, animals, or buildings.
• Children can choose from and mix a variety of themes, such as dinosaurs, firefighters, and fairies.
• Tends to incorporate a more passive form of role play through the figures or animal characters.
• Can include junk materials or natural materials such as twigs, dry cereal, and pebbles.

Reading area

• Provides good quality books that are often related to the current topic.
• Gives children the opportunity to revisit books read in class.
• Displays floor books made by the class.
• Can include technology such as stereos and headphones.

Mathematics area

• Includes manipulatives, number cards, and dominoes for number representation.

• Gives opportunities to measure and compare, using balance scales and rulers.
• Can use sorting trays, often for use with manipulatives.

Task – Indoor environment

Consideration should be given to the following.

Think about your own indoor environment. Perform a RAG rating and provide any next steps for each of these
elements.

• Children should have the opportunity to become engrossed in their play, without too much disruption. Areas
of play should not be in an area where other children need to walk through.
R|A|G
• Children should plan their own play, including resourcing and environment layout.
R|A|G
• Children’s interests should be reflected in the environment.
R|A|G
• The environment should be regularly audited to establish its efficacy in supporting children’s learning and
development.
R|A|G

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.
 • The environment should be risk assessed and the children included in this process.
R|A|G
• Reading, mark-making and everyday mathematics should be reflected in all areas of the environment.
R|A|G

The outdoor environment

"The best kept classroom and the richest cupboard are roofed only by the sky."
Margaret McMillan, 1925

Through the years, many inspiring educators have championed outdoor learning, including:
• Friedrich Fröbel (1782-1852) promoted kindergartens with child-sized play equipment and a nature-garden
focus.
• Margaret McMillan (1860-1931) envisaged classrooms ‘roofed only by the sky’.
• Maria Montessori (1870-1952) pioneered child autonomy and structured materials.
• Susan Isaacs (1885-1948) showed how to exploit children’s curiosity as a learning tool.
• Marjorie Allen (1893-1979) introduced adventure play areas and championed disability access.

"Intrinsically linked to sensory experience is emotion...children need to have experiences which heighten emotions
such as wonder, joy and excitement, and children need adults who will use the natural resources to bring out and
develop these emotions."
Helen Bilton, 2005

Outdoor zones

Explore the outdoor zones of continuous provision and their definitions:

Sand

• Investigate the characteristics and changes of sand when wet and dry.
• Incorporate small world play with toys, such as trucks.
• Engage with the sensory experience of the material.
• Use a variety of tools and moulds, such as buckets, spades, sieves, and patterned rollers.

Water

• Include a water wall for pouring water through pipes.

• Use different items for transporting water, such as jugs and watering cans.
• Investigate cause and effect, for instance, blowing into the water through a straw creates bubbles, floating,
or sinking.
• Incorporate small world play through toy ducks, sea creatures, and fishing nets.
• Include a solar panelled water fountain in the summer.

Digging area or mud kitchen

• Engage in the sensory experience of the material.

• Explore the characteristics and changes of the material.
• Use a variety of tools and techniques, such as pans, egg cups, and kitchen utensils.

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.
 • Incorporate role play.
• Explore what lives underground.
• Opportunities to explore materials such as clay, playdough, and plasticine.

Large construction

• Investigate shape, space, and measurements, for example, distance, weight, and length.
• Engage in practical problem solving.
• Use a range of large resources; for example, tyres, planks, milk crates, logs, or cardboard boxes.

Enclosed spaces

• Engage in more passive role play.

• Play in pairs or small groups.
• Feel safe.
• Become engrossed in an activity without being disturbed.

Role and stage play

• Dramatic play, either fantasy or real.

• Often includes dressing-up clothes and a variety of props that may link to the current topic.
• Can be more robust and incorporate large-scale areas of provision, such as bikes, a climbing frame, a
playhouse, tents, and planted areas of bushes and trees.
• Explore and use a range of equipment such as musical instruments, everyday objects, self-made instruments.
• Explore movement to sound and music.
• Explore early phonics through playing with sound.
• Explore environmental sound.

Small world

• At floor level or table level.

• Often includes a selection of small figures, animals, or buildings from a variety of themes for children to
choose from.
• Tends to incorporate a more passive form of role play through the figures and animal characters.
• Can include loose parts; for example, twigs, dry cereal, or pebbles.
• May also be linked to water play and digging areas, such as sand and mud.

Investigation and exploration

• Changes regularly and may not be a permanent area as investigation can happen in the different areas.
• Can be set up by an adult or influenced by children.
• Includes an element of novelty that is not found in everyday settings.
• Intended to provoke children into creative and critical thinking through practical problem solving.
• Opportunities to test hypotheses.
• Engagement with gardening areas and observation of animals, insects, and changes in nature.
• Investigating cause and effect, such as frozen puddles, shadows, frozen clothes on a washing line, and drying
mud shapes.

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.
Mark-making

• Includes accessible mark-making tools that can be used across the outdoor environment.
• Includes paper and clipboards to be taken into other areas; for example, to draw an exploration map or
minibeasts that have been found.
• Opportunities to mark-make with chalks, paint brushes, and water on the playground.

Task – Outdoor activities

Think about the following three activities that could be used in the outdoor environment. What learning and
development opportunities would they provide children with? Could they be linked with any of the other areas?

• Riding bikes and trikes

• Climbing frames
• Planting and gardening

Task – Digging area - mud kitchen

Creating a mud kitchen is a popular way to engage children in activities in the outdoor digging area.

Think about the following questions:

• What opportunities for learning does a mud kitchen offer?
• Which areas of learning and development are children engaged with?

There is a link to a short video of children playing in a mud kitchen in the Resources section of this course.

Summary

You have now completed module one, in which you learned about the importance of play, categorisations of play,
and the importance of well-equipped indoor and outdoor environments.

Before you can move onto module two, click Questionnaire one to complete the accompanying questions.

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.