One of the wonderful changes that has come as a result of the 2021 Early Years Framework reform is the removal of the need to gather large quantities of “evidence”. Practitioners’ within the early years are now able to reallocate their time to more valuable practices such as getting to know their children, having high quality adult interactions, and developing learning environments that meet the ever changing needs and interests of their children – what an exciting time!
The Characteristics of Effective Learning
Children are powerful learners from birth. They can develop strong habits of mind and behaviours that will continue to support them to discover, think, create, solve problems and self-regulate their learning. (Birth to Five Matters, 2021)
Play based learning for young children has been a topic of interest since the birth of philosophy. Even Plato highlighted that young children needed to engage in high quality play as early as possible in order to develop and create the core behaviours needed to be healthy, happy and active members of society. As early years practitioners our core purpose is to create learning environments that provide children with the freedom to follow their own interests and intentions, to engage within sustained shared thinking, and to experience the satisfaction of meeting their own challenges and goals. By providing children with the time and space needed to develop all of the above, it increases the likelihood that they will become curious, creative, resourceful and resilient learners.
As described above, the early years are the most important to a child developmentally, as it is during this small yet significant period that they develop the necessary skills needed to be effective learners. Most early years non-statutory guidance including, ‘Development Matters’ and ‘Birth to Five Matters’, also highlight the importance of creating learning experiences and spaces that help with the development of these essential learning skills. These essential skills are known as the ‘Characteristics of Effective Learning’ (or 'Characteristics of Effective Teaching and Learning' in Development Matters). These skills cannot be fully developed through adult-led formal learning alone, practitioners needed to balance this with high quality, child-led learning.
(Table from Birth to Five Matters Document, 2021)
Open Ended Play - The Curiosity Approach
Play is serious business to young children and it is our responsibility as educators to treat it with the respect that it deserves. As noted previously it is our job to create learning environments that give children the opportunity to explore their true potential. In order to be able to do this we need to think carefully about what it is that children actually need in order to tap into their true selves. We need to reflect on our environment and resources: are we inclusive of all children? Can every child feel represented in our learning space? What are our own biases that may be getting in the way?
Play is time for ‘child-led’ learning not overly directed ‘adult-led’ learning. Child-led learning provides children with the autonomy needed to explore their curiosities and lines of enquiries.
The Journey from Closed-Ended Play to Open-Ended Play
When I first started teaching within the early years (over ten years ago) it was commonly accepted that good practice within continuous provision meant the use of themes and overly planned areas. My partner teacher and I would sit together every week and discuss our theme for the week and then plan activities for the different learning areas to fit within this theme. For example, if we were exploring the story of The Very Hungry Caterpillar, every area of learning would be linked to this theme. Although my children enjoyed using some of the resources and engaging within the adult planned activities - with very restricted learning outcomes I might add - it eventually dawned on me that the learning possibilities were limited, as I had unintentionally created a one way path for exploration and learning. The lines of enquiry were restricted and my children were not fully able to explore all of their curiosities as those did not match my intended learning outcomes or themes for the week. Essentially I had created physical manifestation of a worksheet.
(This table provides a brief overview of the differences between open and closed ended play)
Below are examples of tuff trays that I used to create within my own learning environment. Whilst I was complimented by many for my efforts, the actual ‘learning’ that took place was limited. The play intended did not allow for my children to explore their own curiosities; it only allowed them to engage in learning that was heavily guided by my intentions.
Although I was desperate to master the open-ended curiosity approach, this is something I found intimidating - how could I ensure that I achieved the “desired results”. Rather than changing everything at once I decided to adjust one area at a time. My first stop was the outdoor building area. Through recommendations I decided to invest in a deconstructed role play set from Cosy.
Unsurprisingly, we had our reservations. I told myself ‘they won't know what to do with it’ or ‘I bet they won’t even touch it’. But I was proven very wrong - it was hit! My children were curious and excited to explore this new resource. They had engaged in imaginative play that I could only have dreamed of - and certainly could not have planned. The possibilities were endless, and I was able to address all areas of learning without it needing to be specifically planned for. After the successful implementation of this resource, I continued to develop each area of my classroom to include open ended resources.
The pathway to developing a ‘curiosity approach’ learning environment can feel intimidating and complex, however this is simply not the case. When we think about developing children’s curiosities it is not about providing them with the most expensive resources. Something as simple as Nana's button box is enough to spark their curiosity and inspire them to engage in a multitude of learning behaviours that could not be planned for. Remember when making any changes to your learning environment also consider - ‘who is this for?
Cultivating Curiosity - Starter Kit - Some recommended resources
Outdoor Building - Deconstructed Role Play
https://www.cosydirect.com/deconstructed-role-play-set-60plus-items-31735
Small World - Grapat Nins and Peg Dolls
https://www.babipur.co.uk/grapat-toys/grapat-entire-range/grapat-nins-peg-dolls.html
Loose Parts Play - Indoor Resources
https://www.earlyyearsresources.co.uk/loose-parts-play-c2970
Indoor Building Area - Wooden Blocks
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