Enabling Environments: Early Years Foundation Stage (EYFS)

Introduction: The Power of Enabling Environments in EYFS

Since 2012, ‘enabling environments’ has stood as one of the four pillars of the Early Years Foundation Stage (EYFS) in England. It represents a fundamental shift in how we approach early learning spaces.

An enabling environment is where children aren’t just passive recipients of knowledge, but active explorers charting their own course through the world around them. The physical space itself becomes a silent teacher, nurturing independence, sparking imagination, and fostering holistic development.

In an era where the importance of Early Years education is increasingly recognised, the concept of enabling environments has emerged as a powerful tool in unlocking children’s potential. It challenges us to see beyond four walls and a roof, to envision learning spaces as dynamic, responsive ecosystems that adapt to the needs and interests of each unique child.

This article explores:

• Key principles of enabling environments
• Practical strategies for implementation
• The role of practitioners in creating these spaces
• How to link enabling environments to EYFS learning areas

As Early Years professionals, understanding and implementing enabling environments is crucial for providing high-quality care and education. Read on to discover how you can transform your setting into a space where every child can thrive.

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Key Principles of Enabling Environments

The concept of enabling environments in the Early Years Foundation Stage (EYFS) is built on three core principles: a child-centred approach, supporting holistic development, and fostering independence and decision-making. These principles work together to create spaces where children can thrive, learn, and grow.

Child-Centred Approach

A child-centred approach puts the needs, interests, and developmental stages of children at the heart of the learning environment. This approach recognises that children are unique individuals with their own pace of development (Department for Education [DfE], 2021a).

Practical implementation:

• Observe children closely to understand their interests and needs
• Plan activities based on these observations
• Rotate resources regularly to reflect children’s evolving interests
• Create flexible spaces that can be adapted to children’s play choices

Supporting Holistic Development

Enabling environments support all areas of a child’s development: physical, cognitive, social, and emotional. This holistic approach ensures that children develop well-rounded skills and capabilities (Sylva et al., 2004).

Key strategies:

• Provide a mix of activities that target different developmental areas
• Ensure outdoor spaces offer opportunities for physical development
• Include quiet areas for reflection and emotional regulation
• Offer resources that encourage social interaction and cooperation

Fostering Independence and Decision-Making

Enabling environments empower children to make choices, take risks, and learn from their experiences. This fosters independence and builds confidence (Bruce, 2001).

Practical tips:

• Place resources at child height for easy access
• Label storage clearly with pictures and words
• Allow children to choose their activities and playmates
• Provide opportunities for supervised risk-taking, such as using real tools or climbing equipment

By implementing these principles, Early Years settings create environments that truly enable children’s learning and development. These spaces become more than just rooms; they become active participants in the learning process, supporting children’s natural curiosity and drive to explore.

Remember, creating an enabling environment is an ongoing process. Regularly reflect on your practice, seek feedback from children and colleagues, and be open to making changes. Your efforts will result in a dynamic, engaging space where children are eager to learn and grow.

The Three Aspects of Enabling Environments

1. The Emotional Environment

The emotional environment is the foundation of an enabling environment in the Early Years Foundation Stage (EYFS). It encompasses the atmosphere, relationships, and emotional support within the setting. A positive emotional environment helps children feel secure, valued, and ready to learn (DfE, 2021b).

Creating a Welcoming Atmosphere

A welcoming atmosphere sets the tone for children’s experiences. It encourages exploration, builds confidence, and promotes a sense of belonging.

Key elements of a welcoming atmosphere:

• Warm, inviting décor with soft furnishings and natural materials
• Displays of children’s work at their eye level
• Clear, child-friendly organisation of resources
• Calm, uncluttered spaces that reduce sensory overload

Practical tip: Create a cosy ‘home corner’ with familiar items from different cultures represented in your setting. This helps children feel connected to their home environment and promotes inclusivity.

Building Positive Relationships

Positive relationships between staff, children, and families are crucial in creating an enabling emotional environment. These relationships provide the security children need to explore and learn (Scollan & Farini, 2020).

Strategies for building positive relationships:

• Implement a key person approach to ensure each child has a special adult
• Encourage open communication with families through regular updates and meetings
• Use positive language and body language in all interactions
• Show genuine interest in children’s lives and experiences

Supporting Emotional Well-being

Supporting children’s emotional well-being helps them develop resilience, self-regulation, and positive self-esteem. These skills are fundamental for learning and development in all areas of the EYFS (Canning, 2014).

Ways to support emotional well-being:

• Provide quiet spaces for children to retreat when feeling overwhelmed
• Use stories and role-play to explore emotions and social situations
• Offer opportunities for children to express themselves through various mediums (art, music, movement)

Practical tip: Create an ’emotions corner’ with mirrors, emotion cards, and calming resources. This space allows children to recognise and manage their feelings independently.

By focusing on these aspects of the emotional environment, Early Years practitioners create a solid foundation for learning and development. Remember, the emotional environment is not just about what children can see, but how they feel in your setting. Your interactions, attitudes, and the overall atmosphere you create play a crucial role in making your environment truly enabling.

2. The Indoor Environment

The indoor environment plays a crucial role in supporting children’s learning and development in the Early Years Foundation Stage (EYFS). A well-organised indoor space promotes exploration, creativity, and independence (Bruce, 2005).

Organising Activity Areas

Effective organisation of activity areas creates a structured yet flexible learning environment. This supports children’s ability to engage in different types of play and learning experiences.

Key activity areas to consider:

• Quiet reading corner
• Creative arts station
• Construction zone
• Role-play area
• Maths and problem-solving space
• Science and discovery centre

Practical tip: Use low-level dividers or furniture to create distinct areas while maintaining visibility across the room. This allows children to move freely between activities while giving each area a clear purpose.

Providing Varied and Accessible Resources

A range of high-quality, accessible resources supports children’s learning across all areas of the EYFS (Siraj-Blatchford et al., 2002). Resources should be:

• Age-appropriate and developmentally suitable
• Open-ended to encourage creativity and problem-solving
• Reflective of diversity and inclusivity
• Rotated regularly to maintain interest and challenge

Key points for resource provision:

• Ensure resources are clean, safe, and in good condition
• Offer a mix of familiar and novel items
• Include natural and recycled materials alongside commercial toys
• Provide resources that support all areas of learning and development

Encouraging Self-Selection and Independence

Enabling children to select their own resources and activities fosters independence and decision-making skills. This approach aligns with the EYFS principle of learning through play (DfE, 2021a).

Strategies to promote self-selection:

• Store resources at child height in clear, labelled containers
• Use picture labels alongside words to support all learners
• Create a system for children to indicate their chosen activity
• Allow ample time for uninterrupted play and exploration

Practical tip: Implement a visual timetable that includes periods of free choice. This helps children understand when they can select their own activities and supports their developing sense of time and routine.

By carefully considering these aspects of the indoor environment, Early Years practitioners create spaces that truly enable learning. Remember, the environment is often referred to as the ‘third teacher’ in Early Years education (Edwards et al., 2011). Your thoughtful planning and organisation of the indoor space can significantly enhance children’s learning experiences and outcomes.

3. The Outdoor Environment

The outdoor environment is a vital component of enabling environments in the Early Years Foundation Stage (EYFS). It offers unique opportunities for learning, development, and play that complement indoor experiences (Maynard & Waters, 2007).

Benefits of Outdoor Learning

Outdoor learning provides numerous benefits for children’s holistic development. These include:

• Enhanced physical development and health
• Improved social skills and cooperation
• Increased opportunities for sensory exploration
• Development of environmental awareness and respect for nature

Key benefits of outdoor learning:

• Encourages risk-taking and problem-solving
• Supports emotional well-being and reduces stress
• Promotes creativity and imagination
• Offers space for large-scale play and movement

Designing Stimulating Outdoor Spaces

A well-designed outdoor space supports all areas of learning in the EYFS. It should offer a balance of natural and manufactured elements, providing diverse experiences for children.

Elements of an effective outdoor space:

• Different surface textures (grass, sand, bark chips)
• Varied levels and gradients
• Natural loose parts (sticks, pebbles, leaves)
• Growing areas for plants and vegetables
• Water play facilities
• Quiet, sheltered spaces

Practical tip: Create a ‘mud kitchen’ using old pots, pans, and utensils. This encourages sensory play, imaginative role-play, and early scientific exploration.

Integrating Nature and Risk-Taking Opportunities

Exposure to nature and appropriate risk-taking are crucial for children’s development. They build resilience, confidence, and physical skills (Gill, 2007).

Ways to integrate nature and risk-taking:

• Plant fruit trees or bushes for children to tend and harvest
• Create a bug hotel or bird feeding station
• Provide climbing equipment with varying levels of challenge
• Offer tools for woodworking or gardening under supervision

Key points for risk management:

• Conduct regular risk assessments
• Teach children to assess and manage risks themselves
• Ensure adequate supervision while allowing freedom to explore
• Communicate with parents about the benefits of risky play

Practical tip: Implement a ‘Forest School’ approach, even in small outdoor spaces. This can involve regular nature exploration sessions, using natural materials for crafts, and outdoor storytelling.

By thoughtfully designing and utilising outdoor spaces, Early Years practitioners create rich, engaging environments that support all aspects of children’s learning and development. Remember, the outdoor environment is not an ‘add-on’ to indoor provision, but an essential part of the overall enabling environment in EYFS settings.

Creating Enabling Environments: Practical Strategies

Implementing enabling environments in Early Years Foundation Stage (EYFS) settings requires thoughtful planning and responsive practice. Here are key strategies to create truly enabling environments for young children.

Observing and Responding to Children’s Interests

Observation is the cornerstone of effective Early Years practice. It allows practitioners to understand children’s interests, needs, and developmental progress.

Key observation strategies:

• Use a mix of planned and spontaneous observations
• Document observations using notes, photos, and videos
• Involve children in the observation process through conversations
• Share observations with colleagues and parents

Practical tip: Create an ‘interest board’ where children can post pictures or objects representing their current fascinations. Use this as a planning tool for future activities and resource provision.

Planning Flexible and Open-Ended Activities

Flexible, open-ended activities allow children to explore, experiment, and learn at their own pace. They support the development of creativity, problem-solving, and critical thinking skills (Bruce, 2011).

Characteristics of open-ended activities:

• No predetermined outcome
• Multiple ways to engage and explore
• Adaptable to different developmental levels
• Encourage imagination and creativity

Examples of open-ended activities:

• Block play
• Painting with unusual tools
• Loose parts play
• Role-play with open-ended props

Supporting Different Learning Styles and Needs

Every child has unique learning styles and needs. Enabling environments cater to this diversity, ensuring all children can access learning opportunities (Pascal & Bertram, 2013).

Strategies for inclusive practice:

• Offer multisensory experiences
• Provide resources at different levels of challenge
• Use visual supports alongside verbal instructions
• Create quiet spaces for children who need less stimulation

Practical tip: Implement a ‘learning styles audit’ of your environment. Ensure you have resources and activities that cater to visual, auditory, and kinesthetic learners.

By implementing these practical strategies, Early Years practitioners create environments that truly respond to children’s interests and needs. Remember, an enabling environment is never ‘finished’ – it evolves continuously based on observations, reflections, and the changing needs of the children in your care.

The Role of Adults in Enabling Environments

In the Early Years Foundation Stage (EYFS), adults play a crucial role in creating and maintaining enabling environments. Their approach, interactions, and ongoing professional development significantly impact the quality of children’s learning experiences.

Facilitating Rather Than Directing

The role of adults in enabling environments shifts from directing to facilitating learning. This approach aligns with the EYFS principle of learning through play and exploration (DfE, 2021a).

Key aspects of facilitation:

• Asking open-ended questions to extend thinking
• Providing just enough support to encourage independence
• Allowing children to lead their own learning
• Modelling curiosity and problem-solving

Practical tip: Use a ‘hands behind your back’ approach when children are engaged in activities. This reminds you to observe and only intervene when necessary, promoting children’s autonomy and problem-solving skills.

Ongoing Observation and Assessment

Continuous observation and assessment are essential for understanding children’s progress and planning next steps. This process informs the provision of enabling environments (Palaiologou, 2016).

Effective observation and assessment strategies:

• Use a mix of formal and informal observation methods
• Involve children in self-assessment
• Document learning journeys through photos, videos, and work samples
• Regularly review and analyse observations to inform planning

Professional Development and Reflection

Ongoing professional development and reflective practice are crucial for maintaining high-quality enabling environments. They ensure that practitioners stay informed about current research and best practices (Nutbrown, 2012).

Ways to support professional development:

• Attend training sessions and workshops
• Engage in peer observations and feedback
• Keep up-to-date with early years research and literature
• Participate in professional learning communities

Practical tip: Implement a ‘reflection journal’ practice in your setting. Encourage staff to spend 5-10 minutes at the end of each day noting observations, challenges, and ideas for improvement.

By focusing on these aspects of their role, Early Years practitioners become skilled facilitators of children’s learning. Remember, the adult’s role in enabling environments is not to control or direct, but to create conditions where children feel empowered to explore, question, and discover. Your ongoing professional growth directly contributes to the quality of the enabling environment you provide.

Linking Enabling Environments to EYFS Learning Areas

Enabling environments in the Early Years Foundation Stage (EYFS) should support all areas of learning and development. By carefully considering how your environment links to these areas, you can create rich, meaningful learning experiences for children.

Supporting the Prime and Specific Areas of Learning

The EYFS framework outlines three prime areas and four specific areas of learning and development (DfE, 2021a). Enabling environments should provide opportunities for children to develop skills across all these areas.

Prime Areas:

1. Communication and Language
   • Provide language-rich environments with labels, signs, and books
   • Create cosy spaces for storytelling and small group discussions
   • Offer props and costumes to encourage imaginative play and dialogue
2. Physical Development
   • Include a range of equipment for gross motor skills (climbing frames, balls)
   • Provide tools for fine motor development (tweezers, scissors, paint brushes)
   • Ensure spaces for both active play and rest
3. Personal, Social and Emotional Development
   • Create quiet areas for reflection and self-regulation
   • Offer resources that encourage turn-taking and cooperation
   • Display children’s work to boost self-esteem and sense of belonging

Specific Areas:

1. Literacy
   • Incorporate mark-making materials in all areas of the setting
   • Create inviting book corners with a diverse range of texts
   • Display environmental print and encourage children to create their own signs
2. Mathematics
   • Provide open-ended resources for sorting, counting, and patterning
   • Include number lines, shapes, and measuring tools in different areas
   • Offer real-life contexts for mathematical thinking (e.g., in role-play areas)
3. Understanding the World
   • Create nature investigation areas with magnifying glasses and collection trays
   • Offer multicultural resources that reflect diversity
   • Provide technology for exploration and documentation
4. Expressive Arts and Design
   • Set up art stations with a variety of materials and tools
   • Include instruments and music-making opportunities
   • Create open-ended small world play setups

Practical tip: Create an ‘environment audit’ checklist based on the EYFS areas of learning. Regularly review your provision to ensure a balanced approach across all areas.

Integrating the Characteristics of Effective Learning

The EYFS also emphasises three characteristics of effective learning: playing and exploring, active learning, and creating and thinking critically (DfE, 2021b). Enabling environments should support these characteristics.

Strategies to support the characteristics of effective learning:

• Playing and Exploring
  • Offer open-ended resources that can be used in multiple ways
  • Create inviting spaces that spark curiosity and investigation
  • Allow time for uninterrupted play and exploration
• Active Learning
  • Provide challenging activities that require persistence
  • Celebrate effort and process, not just end results
  • Offer choices to encourage decision-making and engagement
• Creating and Thinking Critically
  • Ask open-ended questions to promote problem-solving
  • Provide resources for children to test their ideas
  • Create opportunities for children to plan and review their learning

By consciously linking your enabling environment to the EYFS learning areas and characteristics of effective learning, you create a space that truly supports children’s holistic development. Remember, the environment itself is a powerful teacher. Your thoughtful provision sets the stage for deep, meaningful learning experiences across all areas of the EYFS.

Challenges and Solutions

Creating enabling environments in the Early Years Foundation Stage (EYFS) often comes with challenges. However, with creative thinking and a problem-solving approach, these obstacles can be overcome.

Overcoming Space and Resource Limitations

Many settings face constraints in terms of physical space or budgets for resources. These limitations need not hinder the creation of an enabling environment.

Strategies for maximising space and resources:

• Use vertical space with wall-mounted storage and displays
• Create multi-purpose areas that can be easily reconfigured
• Rotate resources regularly to maintain interest and variety
• Utilise open-ended materials that can serve multiple purposes

Practical tip: Implement a ‘resource library’ system where less frequently used items are stored centrally and rotated among different areas or rooms. This extends the range of experiences without requiring additional permanent space.

Balancing Safety with Appropriate Risk

Ensuring children’s safety while providing opportunities for appropriate risk-taking is a key challenge in EYFS settings. The goal is to create an environment where children can explore and challenge themselves safely (Gill, 2007).

Approaches to balancing safety and risk:

• Conduct regular risk-benefit assessments
• Involve children in identifying and managing risks
• Provide graduated challenges to suit different abilities
• Ensure adequate supervision without over-monitoring

Engaging All Children, Including Those with Special Needs

Creating an enabling environment that caters to all children, including those with special educational needs and disabilities (SEND), is crucial for inclusive practice in EYFS settings (Nutbrown & Clough, 2006).

Strategies for inclusive enabling environments:

• Ensure physical accessibility throughout the setting
• Provide resources that cater to different sensory needs
• Use visual supports to aid communication and understanding
• Offer quiet spaces for children who may feel overwhelmed

Practical tip: Create ‘activity bags’ tailored to individual children’s interests and needs. These can include sensory items, fine motor activities, or language development resources that children can access independently.

Remember, challenges in creating enabling environments are opportunities for growth and innovation. By addressing these challenges creatively, you not only improve your setting but also model problem-solving skills for the children in your care.

Regularly reflect on your practice, seek input from colleagues and families, and stay open to new ideas. Your efforts in overcoming these challenges contribute significantly to providing a truly enabling environment for all children in your EYFS setting.

Parental Involvement and Home Learning Environments

In the Early Years Foundation Stage (EYFS), the concept of enabling environments extends beyond the setting to include children’s home environments. Parental involvement is crucial for creating consistency and continuity in children’s learning experiences (Desforges & Abouchaar, 2003).

Extending Enabling Environments Beyond the Setting

Encouraging parents to create enabling environments at home reinforces and extends children’s learning experiences from the EYFS setting.

Strategies for extending enabling environments:

• Share information about current learning themes with parents
• Provide ideas for simple, low-cost activities that support learning at home
• Encourage parents to share observations of their child’s home learning
• Create lending libraries of books and resources for home use

Practical tip: Develop a ‘Learning at Home’ newsletter or blog that offers weekly ideas for creating enabling environments using everyday household items. Include photos or videos demonstrating the activities.

Supporting Parents in Creating Enabling Home Environments

Many parents may feel unsure about how to create enabling environments at home. EYFS practitioners can offer guidance and support to help parents in this process.

Ways to support parents:

• Organise workshops on creating enabling environments at home
• Provide handouts with tips for setting up learning spaces
• Offer one-to-one consultations to address specific home environment challenges
• Create visual guides showing examples of enabling home environments

Key messages for parents:

• Emphasise the importance of open-ended resources
• Encourage the inclusion of natural materials in play
• Highlight the value of everyday experiences for learning
• Stress the need for a balance between structured and unstructured activities

Building Strong Parent Partnerships

Effective parent partnerships are essential for creating coherent enabling environments across settings and homes (Goodall & Montgomery, 2014).

Strategies for building parent partnerships:

• Maintain regular two-way communication about children’s learning
• Invite parents to participate in setting activities and decision-making
• Respect and value parents’ knowledge of their children
• Provide opportunities for parents to share their skills and experiences

Practical tip: Implement a ‘Family Learning Journal’ system where children, parents, and practitioners can contribute observations, photos, and reflections about learning experiences both at home and in the setting.

Remember, parents are children’s first and most enduring educators. By supporting parents in creating enabling environments at home and building strong partnerships, EYFS practitioners can significantly enhance children’s overall learning experiences. This collaborative approach ensures that children benefit from consistent, enriching environments both in the EYFS setting and at home.

Evaluating and Improving Enabling Environments

In the Early Years Foundation Stage (EYFS), creating enabling environments is an ongoing process. Regular evaluation and improvement ensure that the environment continues to meet children’s changing needs and interests (Siraj-Blatchford et al., 2002).

Self-Assessment Tools and Audits

Self-assessment is a crucial part of maintaining high-quality enabling environments. It allows practitioners to reflect on their practice and identify areas for improvement.

Effective self-assessment strategies:

• Use established quality assessment tools like ECERS-R or ITERS-R
• Conduct regular environmental audits against EYFS requirements
• Implement a cycle of plan-do-review for environment improvements
• Document changes and their impact on children’s learning

Practical tip: Create a termly ‘Environment Health Check’ using a simple traffic light system. Rate different aspects of your environment as red (needs immediate attention), amber (could be improved), or green (working well). Use this to prioritise improvements.

Incorporating Feedback from Children, Staff, and Parents

Gathering and acting on feedback from all stakeholders is essential for creating truly responsive enabling environments (Pascal & Bertram, 2013).

Collecting Children’s Feedback

Children’s perspectives are invaluable in shaping the environment. Their feedback often highlights aspects adults might overlook.

Methods for gathering children’s feedback:

• Use child-friendly questionnaires with pictures
• Conduct ‘learning walks’ where children photograph their favourite areas
• Observe children’s use of the environment
• Hold regular children’s meetings to discuss the environment

Involving Staff in Evaluation

Staff who work directly with children often have insightful suggestions for improving the environment.

Ways to involve staff:

• Encourage regular team discussions about the environment
• Implement a suggestion box for staff ideas
• Conduct peer observations focused on environment use
• Hold termly environment review meetings

Engaging Parents in the Process

Parents can provide unique insights into their children’s interests and needs, which can inform environment improvements.

Strategies for parent engagement:

• Send home environment questionnaires
• Invite parents for environment walk-throughs
• Discuss the environment during parent-teacher meetings
• Create a parent focus group for environment development

Practical tip: Establish an ‘Environment Improvement Board’ in your setting. Use this to display current improvement plans, gather suggestions, and showcase before-and-after photos of changes made based on feedback.

Remember, evaluation is not about finding fault, but about continuous improvement. By regularly assessing your enabling environment and incorporating diverse perspectives, you create a dynamic, responsive space that truly supports children’s learning and development in line with EYFS principles.

Embrace the process of ongoing evaluation and improvement. It not only enhances the quality of your provision but also models reflective practice for the children in your care.

Future Directions: Evolving Concepts of Enabling Environments

As our understanding of early childhood education deepens, the concept of enabling environments in the Early Years Foundation Stage (EYFS) continues to evolve. This section explores emerging trends and future directions in creating spaces that truly empower children’s learning and development.

Moving from “Enabling Environments” to “Environments that Enable”

Recent research suggests a shift from the idea of adults creating “enabling environments” to fostering “environments that enable” (Scollan & Farini, 2020). This subtle change in terminology reflects a profound shift in perspective.

Key aspects of environments that enable:

• Children are seen as active agents in shaping their environment
• The focus is on relationships and interactions, not just physical spaces
• Learning emerges from the dynamic interplay between children, adults, and the environment

Practical implementation:

• Create flexible spaces that children can easily modify
• Provide open-ended resources that children can use creatively
• Encourage children to suggest and implement changes to the environment

Empowering Children as Co-creators of Their Learning Spaces

Empowering children to co-create their learning spaces aligns with the EYFS principle of unique child (DfE, 2021a). This approach recognises children’s competence and right to participate in decisions that affect them.

Strategies for child co-creation:

• Hold regular “design meetings” where children can suggest ideas for the environment
• Create a “suggestion box” with pictures for younger children
• Involve children in rearranging spaces and selecting new resources
• Use child-led tours to understand how children perceive and use the space

Practical tip: Implement a “Children’s Environment Committee” with rotating membership. This group can have a budget and decision-making power for certain aspects of the environment.

Embracing Technology in Enabling Environments

While maintaining a balance with hands-on experiences, technology is increasingly recognised as a tool for creating enabling environments (Palaiologou, 2016).

Ways to incorporate technology:

• Use digital documentation tools to capture and share learning moments
• Introduce age-appropriate coding tools to support computational thinking
• Create digital storytelling spaces to enhance literacy experiences
• Use augmented reality to bring new dimensions to familiar spaces

Caution: Ensure technology use is purposeful and supports, rather than replaces, hands-on, sensory experiences.

Sustainability and Eco-consciousness

Future-focused enabling environments increasingly emphasise sustainability and connection with nature (Boyd, 2019).

Ideas for sustainable environments:

• Create recycling stations and involve children in reducing waste
• Establish vegetable gardens and composting areas
• Use natural and recycled materials in play and learning
• Incorporate energy-saving practices and discuss these with children

By embracing these evolving concepts, EYFS practitioners can create environments that not only enable but truly empower children as active participants in their learning journey. Remember, the goal is to create spaces where children feel ownership, agency, and endless possibilities for exploration and discovery.

Conclusion

As we’ve explored throughout this article, enabling environments are fundamental to the Early Years Foundation Stage (EYFS) framework. They provide the foundation for children’s learning, development, and well-being.

Key Points Recap

• Holistic Approach: Enabling environments encompass emotional, indoor, and outdoor aspects, supporting all areas of EYFS learning.
• Child-Centred: These environments prioritise children’s interests, needs, and developmental stages.
• Flexible and Responsive: They adapt to children’s changing needs and emerging interests.
• Risk and Challenge: Appropriate risk-taking opportunities are essential for building confidence and resilience.
• Inclusive Practice: Enabling environments cater to all children, including those with special educational needs and disabilities.
• Parental Partnership: Extending enabling environments to homes strengthens learning continuity.
• Continuous Evaluation: Regular assessment and improvement ensure environments remain effective.

Practical Implementation Strategies

To create and maintain enabling environments in your EYFS setting:

• Conduct regular environmental audits
• Involve children in decision-making about their spaces
• Rotate resources to maintain interest and challenge
• Create flexible, multi-purpose areas
• Provide open-ended materials that support creativity
• Ensure outdoor spaces offer diverse learning experiences
• Foster strong partnerships with parents and carers

The Ongoing Nature of Enabling Environments

Creating enabling environments is not a one-time task but an ongoing process of observation, reflection, and adaptation. As Nutbrown (2011) emphasises, “the most effective Early Years practitioners see the environment as a living, changing system”.

Key considerations for ongoing development:

• Regularly observe how children interact with the environment
• Stay informed about current research and best practices
• Seek feedback from children, parents, and colleagues
• Be willing to make changes, both small and large
• Embrace new ideas while maintaining core EYFS principles

Remember, every small change can have a significant impact on children’s experiences. By consistently reflecting on and refining your enabling environments, you create rich, engaging spaces that truly support every child’s journey of growth and discovery.

As you continue this journey, stay curious, remain flexible, and always keep the child at the centre of your practice. Your commitment to creating enabling environments will shape the foundations for lifelong learning and development in the children you care for.

Frequently Asked Questions

What Does Birth to 5 Matters Say About Enabling Environments?

Birth to 5 Matters, a guidance document for the EYFS, emphasises that enabling environments:

• Support children’s learning across all areas and ages
• Provide a rich and varied context for learning
• Offer appropriate risk and challenge
• Foster independence and self-regulation

Key points include:

• Creating spaces that are flexible and responsive to children’s interests
• Ensuring the environment reflects the community and wider world
• Providing opportunities for open-ended play and exploration
• Supporting sustained shared thinking between adults and children

Birth to 5 Matters stresses that the environment should be seen as the ‘third teacher’, alongside parents and practitioners (Early Education, 2021).

What Is the Enabling Environment in the EYFS?

In the EYFS, an enabling environment is one that:

• Supports and extends children’s development and learning
• Responds to children’s individual needs and interests
• Offers stimulating resources relevant to all children’s cultures and communities
• Provides rich learning opportunities through play and playful teaching
• Supports children to take risks and explore

The EYFS framework (DfE, 2021a) identifies three aspects of the enabling environment:

1. The emotional environment
2. The indoor environment
3. The outdoor environment

Each aspect plays a crucial role in supporting children’s learning and development across all areas of the EYFS.

How Do You Create an Enabling Learning Environment?

Creating an enabling learning environment involves:

1. Observation: Regularly observe children to understand their interests and needs
2. Flexibility: Design spaces that can be easily adapted
3. Accessibility: Ensure resources are within children’s reach and clearly labelled
4. Diversity: Provide resources that reflect different cultures and abilities
5. Challenge: Offer appropriate levels of challenge and risk
6. Nature: Incorporate natural elements and outdoor experiences
7. Participation: Involve children in the design and organisation of spaces
8. Reflection: Continuously evaluate and improve the environment

Remember, an enabling environment is not static but evolves with the children’s changing needs and interests (Nutbrown, 2011).

What Is an Example of an Enabling Environment?

An example of an enabling environment might include:

• A cosy book corner with diverse literature and comfortable seating
• An art area with easily accessible materials for creative expression
• A construction zone with various building materials (blocks, recycled items)
• An outdoor space with natural elements, gardening opportunities, and physical challenges
• A role-play area that can be adapted to different scenarios
• A quiet space for reflection or solitary play
• Clear, picture-based labels on storage to promote independence
• Displays of children’s work at their eye level

For instance, a Nursery can create an enabling environment by:

• Using vertical space for gardening projects
• Implementing movable furniture for flexible learning spaces
• Installing ceiling-mounted pulleys for easy access to resources

These examples demonstrate how an enabling environment can maximise space, promote independence, and offer diverse learning opportunities.

How Can I Create an Enabling Environment with Limited Resources?

Creating an enabling environment doesn’t always require expensive resources. Focus on:

• Using open-ended materials like cardboard boxes, fabric scraps, and natural items
• Rotating existing resources to maintain interest
• Involving children in creating materials (e.g., making playdough, painting cardboard for role play)
• Utilising community resources (e.g., local library visits, nature walks)

Remember, an enabling environment is more about how materials are presented and used than their monetary value (Nutbrown, 2011).

What’s the Right Balance Between Adult-Led and Child-Initiated Activities in an Enabling Environment?

The ideal balance varies depending on children’s ages and needs. However, the EYFS framework emphasises the importance of child-initiated play (DfE, 2021a). Consider:

• Providing extended periods for free play and exploration
• Using adult-led activities to introduce new concepts or skills
• Following children’s leads and interests during adult-initiated activities
• Balancing structured and unstructured time throughout the day

A good rule of thumb is to aim for at least 70% child-initiated activities, with adults supporting and extending learning through sensitive interactions.

How Can I Incorporate Technology in an Enabling Environment Without Overreliance?

Technology can enhance an enabling environment when used thoughtfully. Try:

• Using tablets for documentation and sharing learning with parents
• Introducing age-appropriate coding toys to support problem-solving skills
• Creating a ‘technology station’ with set usage times
• Balancing screen-based activities with hands-on experiences

The key is to use technology as a tool to support, not replace, other forms of learning and exploration (Palaiologou, 2016).

How Do I Create an Enabling Environment for Children with Special Educational Needs and Disabilities (SEND)?

Adapting your environment for children with SEND involves:

• Conducting individual assessments to understand specific needs
• Providing visual supports (e.g., picture schedules, labelled resources)
• Creating quiet spaces for children who may feel overwhelmed
• Ensuring physical accessibility throughout the setting
• Offering sensory-rich experiences that cater to different learning styles

Remember, an inclusive environment benefits all children, not just those with identified SEND (Nutbrown & Clough, 2006).

How Can I Effectively Evaluate the Impact of My Enabling Environment?

Evaluation is crucial for continuous improvement. Consider:

• Using established tools like ECERS-R or ITERS-R for formal assessments
• Conducting regular observations of how children interact with the environment
• Gathering feedback from children, parents, and staff
• Tracking children’s progress in relation to the EYFS areas of learning
• Implementing a cycle of planning, action, and review

Regular evaluation ensures your environment remains responsive to children’s changing needs and interests (Siraj-Blatchford et al., 2002).

How Can I Encourage Risky Play in an Enabling Environment While Ensuring Safety?

Balancing risk and safety is essential for children’s development. Try:

• Conducting risk-benefit assessments for activities and equipment
• Gradually introducing more challenging experiences
• Teaching children to assess and manage risks themselves
• Communicating with parents about the benefits of appropriate risk-taking
• Ensuring adequate supervision without over-interfering

Remember, the goal is to provide a challenging environment where children can develop resilience and problem-solving skills (Gill, 2007).

How Can I Create an Enabling Environment That Supports Language Development?

Language-rich environments are crucial in the EYFS. Consider:

• Labelling resources and areas clearly with words and pictures
• Creating cosy book corners with a diverse range of texts
• Introducing storytelling props and puppets
• Encouraging conversations during daily routines
• Using open-ended questions to extend children’s thinking and vocabulary

These strategies help create an environment where language flourishes naturally throughout the day (Siraj-Blatchford et al., 2002).

References

• Boyd, D. (2019). Early childhood education for sustainability and the legacies of two pioneering giants. Early Years, 39(2), 227-239.
• Bruce, T. (2001). Learning through play: Babies, toddlers and the foundation years. Hodder & Stoughton.
• Bruce, T. (2005). Early childhood education (3rd ed.). Hodder Arnold.
• Bruce, T. (2011). Early childhood education (4th ed.). Hodder Education.
• Canning, N. (2014). Play and practice in the early years foundation stage. SAGE Publications Ltd.
• Department for Education (DfE). (2021a). Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf
• Department for Education (DfE). (2021b). Development matters: Non-statutory curriculum guidance for the early years foundation stage. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf
• Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. Department for Education and Skills.
• Early Education. (2021). Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage. https://birthto5matters.org.uk/
• Edwards, C., Gandini, L., & Forman, G. (Eds.). (2011). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Praeger.
• Gill, T. (2007). No fear: Growing up in a risk averse society. Calouste Gulbenkian Foundation.
• Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399-410.
• Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255-265.
• Nutbrown, C. (2011). Threads of thinking: Schemas and young children’s learning (4th ed.). SAGE Publications Ltd.
• Nutbrown, C. (2012). Foundations for quality: The independent review of early education and childcare qualifications. Department for Education.
• Nutbrown, C., & Clough, P. (2006). Inclusion in the early years: Critical analyses and enabling narratives. SAGE Publications Ltd.
• Palaiologou, I. (2016). The early years foundation stage: Theory and practice (3rd ed.). SAGE Publications Ltd.
• Pascal, C., & Bertram, T. (2013). The impact of early education as a strategy in countering socio-economic disadvantage. Centre for Research in Early Childhood (CREC).
• Scollan, A., & Farini, F. (2020). In, out and through digital worlds. Hybrid-transitions as a space for children’s agency. International Journal of Early Years Education, 28(1), 36-49.
• Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. Department for Education and Skills.
• Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project: Final report. Institute of Education, University of London.

Further Reading and Research

Recommended Articles

• Craft, A. (2013). Childhood, possibility thinking and wise, humanising educational futures. International Journal of Educational Research, 61, 126-134. https://doi.org/10.1016/j.ijer.2013.02.005
• Kyttä, M. (2004). The extent of children’s independent mobility and the number of actualized affordances as criteria for child-friendly environments. Journal of Environmental Psychology, 24(2), 179-198. https://doi.org/10.1016/S0272-4944(03)00073-2
• Waters, J., & Bateman, A. (2015). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal, 23(2), 264-276. https://doi.org/10.1080/1350293X.2015.1016810
• Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). SAGE Publications Ltd. https://doi.org/10.4135/9781526402016

Recommended Books

• Bilton, H. (2010). Outdoor learning in the early years: Management and innovation (3rd ed.). Routledge.
  • Provides practical guidance on creating effective outdoor learning environments
• Bruce, T. (2021). Early childhood education (5th ed.). Hodder Education.
  • Offers a comprehensive overview of early childhood education theories and practices
• Canning, N. (2020). Children’s empowerment in play: Participation, voice and ownership. Routledge.
  • Explores how to create enabling environments that support children’s agency and decision-making
• Fisher, J. (2016). Interacting or interfering? Improving interactions in the early years. Open University Press.
  • Discusses how adults can support and extend children’s learning through effective interactions

Recommended Websites

• Early Education: https://www.early-education.org.uk/
  • Offers resources, training, and publications on early years practice and policy
• Learning Through Landscapes: https://www.ltl.org.uk/
  • Provides guidance and resources for creating effective outdoor learning environments
• Community Playthings: https://www.communityplaythings.co.uk/learning-library
  • Offers a wealth of articles and resources on creating enabling environments in early years settings
• PEDAL (Play in Education, Development and Learning): https://www.pedal.educ.cam.ac.uk/
  • Shares research and resources on the importance of play in early childhood development
• Early Childhood Research & Practice (ECRP): https://ecrp.illinois.edu/
  • An open-access, peer-reviewed journal featuring articles on early childhood education practice and research

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Enabling Environments: Early Years Foundation Stage (EYFS). Available at: https://www.earlyyears.tv/enabling-environments-early-years-foundation-stage-eyfs (Accessed: 09 December 2024).

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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