The Early Years Foundation Stage The Learning Environment

A rich and varied environment supports childrens learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces. Enabling Environments 'The Early Years Foundation Stage' 2008

The Indoor Environment

The indoor environment provides a safe, secure yet challenging space for children. For some children, the indoor environment is like a second home, providing a place for activity, rest, eating and sleep. The indoor environment contains resources which are appropriate, well maintained and accessible for all children. Indoor spaces are planned so that they can be used flexibly and an appropriate range of activities is provided. Enabling Environments The Early Years Foundation Stage The learning environment should be attractive, welcoming and stimulating to both children and adults. There should be identified areas so that children feel comfortable, safe and secure. They should feel confident to access resources and should not have to waste time and energy searching for equipment. Areas should be safe, clean and uncluttered, with adequate space for children to work. There should be opportunities for children to sit, kneel, stand and lie down to work. Teachers who believe that young children need to be active do not fill their classrooms with tables and chairs they set up a range of clearly defined areas of exploration and investigation. Margaret Edgington. 1998. The following areas should be available to children:
Writing/mark making Role play Small world Book/reading/listening Sand/water Creative Music Construction Mathematics Investigation Computer

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Mark making area Provision could include: A range of paper, cards, envelopes, forms (consider colour and size), used stamped envelopes, greetings cards, postcards, luggage labels, post-its, sticky labels, booklets. A range of pens, pencils, crayons, chalks, felt tip pens (consider range of thickness and colours.) Office resources e.g. paperclips, hole punch, stapler, treasury tags, rulers, rubbers, rubber stamps, rulers Alphabets, number lines, letters, simple/picture dictionaries. Clip boards, white boards, chalk boards. Somewhere to display childrens work e.g. cork board, washing line and pegs. If space is limited, consider a writing box. This can be a toolbox filled with a variety of materials that can be transported by the child to an available space. Role Play area If space allows, role play areas could include home corner and theme area, possibly related to the theme. Provision could include: Home furniture - cooker, oven, fridge, microwave, sink, washer, table and chairs, bed, cot, settee, buggy, etc! Cups, saucers, etc. - could be china! (Children can be taught to handle with care!) Pots, pans - to include wok set, stainless steel. Real life equipment e.g. telephone, fax, radio, camera, calculator. Resources to encourage reading and writing:-magazines, comics, catalogues, message pads, shopping lists, menus, packets. Resources to encourage mathematical development - boxes, bottles, packets of varying sizes, sets of coloured crockery/cutlery, priced items and coins, telephone directory. Dressing up clothes and accessories (some to develop awareness of other cultures). Dolls to reflect gender and culture.

Small world area Provision could include: Small trays, tuff spots in which to create an imaginary world. Natural materials - stones, driftwood, rocks. Farm animals, farmhouse and fences.

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Zoo animals, sheds, fences. Town/village floor mats, vehicles, garages, play people. Deserts, jungles, gardens. Water tray with sea creatures or snow/ice with penguins. Information books, paper, pencils, scissors, etc. Addition of construction resource with any of the above

Book/reading/listening area Provision could include: Comfortable seating - settees, floor cushions (bean bags may not be a good idea), floor should be carpeted. Bookcase/box from which books can be easily accessed. Space to display books, props, etc., at child height. A cuddly toy/toys for children to read to/with. Puppets, story sacks, etc. An adult - to share stories, model behaviour. A range of appropriate, good quality books, in good condition, to include story, picture, dual language, poetry, non-fiction, multi-cultural. Comics, magazines, catalogues. Books written by the children, pictures/models/photographs relating to stories. Plants/drapes/structures to make area stimulating/aesthetically pleasing. Tape recorder/CD player, tapes/CDs and book sets. There should be frequent opportunities to encourage reading throughout the setting.

Sand/water area If there is sufficient space, these should both be available on a daily basis. N.B. Dont overfill with resources Sand Provision could include: Sand tray with a lid, large enough for several children, if space allows. Sufficient clean sand, changed regularly. Opportunities to play with both wet and dry sand. Dustpan and brush/broom (childsize) to encourage children to sweep up spilt sand. Resources to promote mathematical and scientific development: spades, buckets, containers of different sizes and shapes; sieves, trowels, rakes, moulds, scoops, sand wheel.

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Resources to promote creative/imaginative development: play people, animals, dinosaurs, vehicles, bricks, natural materials e.g. shells, cones, twigs, leaves, feathers, pebbles, lollipop sticks, art straws. Resources to promote physical development: jugs, funnels, tubes, spoons. Paper, pencils, scissors to make flags, labels, notices. Information books, signs. Boxes labelled with print and pictures to store resources. Tuff spots can be used for sand and water, indoors and out. Small individual trays can be used for sand, gloop, jelly. Try other materials e.g. pasta, rice, oats, compost.

Water Provision could include: Water tray large enough for several children, if space allows. Clean water, changed daily. Child-sized mop and bucket. Protective clothing. Resources to promote mathematical and scientific development: a range of standard and non-standard containers of varying sizes, with and without holes; funnels, tubing, pumps, sieves, wheels, buckets, sponges, materials. Resources to promote creative/imaginative development: fish, sea creatures, boats, play people; natural materials e.g. driftwood, pebbles, shells; paper, pencils, scissors to make flags, labels, notices. Boxes/trays/baskets to store resources, labelled with picture and print. Consider use of bubbles, colouring, ice, etc. Soap, flannels, sponges, etc., for bathing dolls. Soap flakes for washing dolls clothes, with pegs and washing line to hang them on to dry. Creative area Provision could include: For painting, drawing Easels/tables/floor space for painting, with suitable flooring. Independently accessible resources, labelled with print and pictures, stored and organised well. A range of sizes and types of brushes. A range of size, weight and colour of paper.

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Powder paint, ready mixed paint to include a hot set: brilliant blue, brilliant yellow, vermilion, and a cold set: prussian blue, lemon, crimson, plus black and white. Water colour blocks/boxes. A child-friendly drying rack. A range of mark-making tools - scourers, feathers, spatulas, foam rollers, etc. (Think laterally!) Additives for paint e.g. sawdust, sand, lentils. Crayons, fibre tip pens, charcoal, pastels, chalks, biros, inks, pencil sharpeners, rubbers.

For malleable materials Mats/ plastic cloth. Dough, clay, salt dough. Glitter, herbs, sand, lentils, to add texture. Range of tools- cutters, rolling pins, wheels, moulds, garlic press. Baking tins and trays, paper cases. A creative workshop This is an area where children can design and make, initiated by their interests, but with adult support if requested. There should be ample supplies of paper, card, glue, masking tape, sticky tape, treasury tags, paper clips, staplers and staples, cardboard boxes, pencils, crayons, scissors. A large table for working on and a display area. Music area Provision could include: Simple, untuned instruments e.g. cymbals, bells, maracas, claves, guiro, shakers, drums, tambourines, tambours, triangles, selection of beaters. Tuned instruments e.g. xylophone, chime bars. Simple tape recorder with play-back facility, microphone. Tapes or CDs of songs, rhymes, music, including those from other cultures. Books of nursery rhymes, poems. Materials to provide a variety of sounds home-made shakers, squeaky toys, sandpaper blocks. Listening games. Props to be used with songs and rhymes e.g. speckled frogs, ducks. Resources could be kept on a trolley, well labelled with print and pictures, to allow easy access by the children. Construction area Provision could include: A variety of large and small construction sets. Large wooden blocks, large plastic bricks, small wooden bricks.

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Construction equipment that provides for different manipulative skills e.g. twist, snap, screw - Toolo, Polydron, Clixi, Lego, Duplo, Meccano, Bau play, Brio Mec, Quadro. Equipment should be kept in easily accessible boxes labelled with print and pictures. Resources should be available to use with construction e.g. play people, animals, natural materials, vehicles, dressing-up clothes, paper, pencils. Work bench and tools: balsa wood, softwoods, dowel rods, wheels; nails, adhesive tapes e.g. masking, sellotape, double-sided, parcel; a variety of child-sized tools, to include saws, hammers, pliers, rasps, drills sand paper, tape measures, clamps. Due regard should be taken in terms of health and safety. The area should be well-supervised. Teaching the children safe use of resources is a necessary part of the session. Mathematics Area

Provision could include: Resources to promote: counting a range of real and natural materials in labelled containers; number recognition number frieze, number lines, number squares, dice; matching/sorting shapes, natural materials; pattern Asco pattern boards, pegs, beads; calculating and problem solving; shape, space and measures - rulers, logic blocks, 2D and 3D shapes. Scales, balances, sand timers, clocks. However, mathematical development will take place across the whole curriculum and should be developed in meaningful ways. Activities should be practical and hands-on.

Investigative area Provision could include: Living things - fish, small mammals, plants. Growing things - cress, beans, flowers. A range of natural and man-made materials - shells, cones, pebbles. Magnets, magnifying glasses, etc. Computer with appropriate software. Cause and effect toys. Programmable toys. Old radios, clocks, locks, etc.

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Antiques in the case of young children, these do not have to be too old! e.g. flat irons, coronation mug. Displays should be interactive, to allow children to explore.

In addition to these areas, children should be provided with opportunities for cooking, sewing, music, movement and drama.

All activities can be carried out either inside or outside.

The Emotional Environment

The emotional environment is created by all the people in the setting, but adults have to ensure that it is warm and accepting of everyone. Adults need to empathise with children and support their emotions. When children feel confident in the environment they are willing to try things out, knowing that effort is valued. When children know that their feelings are accepted they learn to express them, confident that adults will help them with how they are feeling. The Early Years Foundation Stage There are several key aspects which contribute towards our emotional wellbeing: Emotional intelligence is the ability to perceive accurately; appraise & express emotion; the ability to understand emotions & use emotional knowledge; the ability to access or generate feelings which facilitate thought (creativity) & the ability to regulate emotions to promote emotional and intellectual growth. Salovey & Sluyter 1997 Emotional literacy is the ability to recognise, understand, handle and appropriately express emotions. Sharp & Faupel 2001 Emotional competence is the ability to understand, manage & express the social & emotional aspects of ones life in ways that enable the successful management of life tasks e.g. learning, forming relationships, solving everyday problems & adapting to the complex demands of growth & development. Elias et al. 1997

Emotional competence plays an important part in the development of social competence as it enables us to think about and identify our feelings this then enables us to handle them appropriately and make a decision about how to behave in the light of our feelings and thoughts. e.g. an angry child instead of displaying angry impulsive behaviour can make the decision to explain what has made him/her angry and say what they would prefer.

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It is the role of the practitioners to create and support an emotional environment that will provide a safe and secure setting in which the children will develop a positive self-image and attitudes and be encouraged to learn. This has to be totally inclusive and will involve providing for the individual needs of all the children. A secure child is CONFIDENT, INQUISITVE, SELF-DIRECTING, SOCIALBLE, RESILIENT. An insecure child is conversely WARY, DISINTERESTED, INDECISIVE, UNSOCIABLE, VULNERABLE. Play is the childs means of discovery, communication and expression. To facilitate this we need to provide the presence of caring adults (ref B23 Matters Caring adults count more than resources and equipment), ample space and appropriate equipment so that the children can engage in spontaneous play. Indoor and outdoor areas need to be planned thoughtfully. We need to arrange the space so that there are quiet areas and cosy corners that provide calm and security as well as busy activity. Julia Manning Morton Boundaries increase a childs security and focus therefore it is important to have visual boundaries e.g. a carpet as well as physical boundaries e.g. divide. Clear pathways are also important they should lead to destinations clearly visible to the children detouring round activity areas. Through traffic is very disrupting to play! Children feel secure when they are clear about what is expected of them in a situation, this can be provided by using:routines so that the children know what is happening and what will be expected of them, having consistent expectations clear rules that are mutually agreed and adhered to rewards need to be meaningful to the child, immediate, consistently and fairly used, related to positive behaviour consequences must be followed through, there needs to be a hierarchy of consequences, they need to be meaningful and appropriate to the child ALL MEMBERS OF STAFF NEED TO WORK TO THE SAME PLAN!

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The Outdoor Environment Being outdoors has a positive impact on childrens sense of well-being and helps all aspects of childrens development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It gives children first-hand contact with weather, seasons and the natural world. Outdoor environments offer children freedom to explore, use their senses and be physically active and exuberant. Enabling Environments The Early Years Foundation Stage The outdoor area is a learning environment just as indoors and should be of equal importance in terms of planning, staffing and resourcing. The outdoor and indoor areas should ideally be seen as one, with activities flowing freely between them and should be available to the children at all times. The six areas of learning can be developed through outdoor play to provide a wide range of activities. Many researchers have observed young children at play and there is clear evidence that if children are allowed to be physically active when the need is felt, rather than at some pre-ordained time, there is renewed power of concentration on fine motor tasks and more sustained effort in intellectual pursuits Studies in Early Years -an opportunity to explore large body movements Some children have no safe outdoor space near home where they may play. They spend the evenings and weekends watching television or playing on computers. Some imaginative play requiring vigorous movement works much better in a larger space e.g. camping and picnics, postman/lady, firefighters, etc. (This play can often be inhibited by the activities of other children in an indoor environment.) When some children can remain indoors while others play outside, there is obviously more room for indoor activities as well. Even at playtime, numbers can restrict play. Young children develop rapidly and as such they need to engage in a wide range of physical activities to develop physical skills, improve co-ordination between eyes and limbs and between different limbs. Outdoor exercise is an essential requirement for healthy growth and development.

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Through physical activity children grow in self-confidence and acquire the motivation to attempt new physical and intellectual tasks.

-an opportunity to experiment with noise/sound Indoors only a low level of noise is acceptable. When young children play, noise is unavoidable. Their voices rise when they make a discovery or achieve success. Some imaginative situations require accompanying sounds. Wood, sand, water, bricks are all, at times, noisy play materials. Experiments with sounds can be encouraged outside. Indoors, sounds disturb other children consider the range of outdoor musical instruments children can experiment with e.g. wooden block, tubes, pots, etc.

- an opportunity to become involved with messy activities Sound and water if spilt on indoor surfaces must be cleared or cleaned; it is not as important to clean or clear them from outdoor areas. Floor coverings can be difficult to clean if paint or clay is dropped; the playground does not have to be cleaned nor does the caretaker have to be so understanding!

an opportunity to adjust to school

Children who appear quiet and shy indoors may become talkative and adventurous. Some children change friendship groups and engage freely in invigorating activity Educating Young Children Children newly admitted to pre-school, nursery or school are accustomed to the freedom of their home. If they are confined to one room they can find the restriction of their movements very trying. This may affect their attitude and their learning. Playing outdoors allows children to be alone, in a group, in a quiet place which sometimes can be difficult to cater for indoors. Playing outdoors gives children the opportunity to be separate from the class.

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Children who become insecure at playtime or dinner time may be helped to become familiar with the large playground while playing with children whom they know, and accompanied by a familiar adult. -an opportunity to make discoveries and to add a new dimension to activities in a different environment

At outside time, children experience the natural world in ways that make sense to them. They collect flowers, leaves and nuts. They see the sky darken as the sun goes behind a cloud. They watch motions of insects, birds and squirrels. They dig for worms, turn over logs and tyres to find bugs. They hang wet things in the sum to dry, feel the wind and see rain making puddles Children breathe fresh air, absorb vitamins from the sun, exercise their hearts, lungs and muscles and see broader vistas Outside time allows children to express themselves in ways that are generally not available to them in indoor play Educating Young Children

Soil can be moulded and dug. Leaves, flowers, twigs, seeds, pebbles and stones can be used for imaginative and creative play. Climbing materials are different - there can be logs, wooden bridges, stepping stones, shapes and mazes. Water is affected by the wind - the surface moves, it flows differently when it is poured on a windy day. Washing from domestic play dries in the sun and wind. (Some children only have experience of a tumble drier at home.) Sometimes, the wind will blow down a tower of bricks. The higher the tower the more easily it may blow down. Outside, the sun dries the sand water which is painted onto a concrete surface. Feet make imprints in the sand; wet feet make footprints on the ground. Rain sounds different as it falls on different surfaces. Raindrops make patterns in dry sand, in puddles and the water tray. Warm water usually gets cold more quickly outside. Light and shade the sky and clouds are noticed in play outside. Shadows can sometimes be seen but not always. Shadows change and move.

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Perception changes outside. A tower of bricks looks high in the classroom; outside it is dwarfed by trees and buildings. Usually activities that can be done inside can be done on a much larger scale outside e.g. weaving, pattern-making, shapes, etc. Outside there may be sufficient sand to walk and kneel in; it can be felt with feet and knees as well as hands. Voices and sounds are different outside. Sometimes they are louder, sometimes harder to hear; sometimes they are distorted; sometimes they echo. Outdoor learning areas

We can think of our outside area in much the same way we think of our classroom. We divide our classroom into areas book/reading corner, role play area, maths area, creative area, etc. - areas which have been organised and planned for a specific purpose or activity. We can organise our outside play area into learning areas which provide a specific learning focus. The outdoor area should not be seen as one open space but as a number of areas for learning each with a different focus. By doing this we can offer access to the whole curriculum through a balance of activities. In considering how best to provide for all areas of learning through learning areas, we might plan An imaginative play area A building and construction area A climbing and balancing area A wheeled toys area A small apparatus area A growing area An environmental and science area A quiet area A creative area

Despite discussing the various areas/learning areas, the holistic nature of the Foundation Stage means we cannot compartmentalise learning. Children using the wheeled toys are involved in physical activities and learning skills of pedalling, scooting, negotiating space, obstacles, etc., but may also be involved in imaginative play.

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We also need to consider how to define the areas often they cannot be permanent fixtures and have to be cleared up and set out each day. In most cases there would not be room for all the areas at once. It is important though to have clearly defined areas so they are less likely to be interrupted and for safety reasons. (We cannot have wheeled toys moving about where children are constructing with bricks.) Boundaries can be simple a resource trolley, a table, a bench. Imaginative area

This area, like the imaginative play area indoors, promotes role play, working together co-operatively, opportunities to negotiate, share and discuss. Outside there is more space so play and movement can be on a much larger scale. Imaginative play may be linked to the topic, a visit (e.g. to a farm, the shops, etc.) a visitor or a book (e.g. Were Going on a Bear Hunt.) The adult may develop a particular focus for imaginative play, providing resources as a starting point e.g. a camping expedition backpacks, a tent, torches, tools and utensils, a map. Storage and accessibility needs to be considered - a trolley containing props and materials which can be wheeled outside will provide easy access, opportunities for choice and independence. The ELG's covered include those for imagination. Provision could include: Wheeled toys to promote role play situations such as going on a journey, being removal men. Construction materials to create props for role play e.g. the climbing frame becomes the castle; crates and planks help children cross a river; the big building bricks are made into Mr Gumpys boat. Props to spark the imagination e.g. dressing-up clothes, hats, bags, backpacks, tools, paint brushes, tubes, spades, telephones, binoculars, flower pots, cooking utensils The list is endless. Resources to encourage writing clip boards, note books, etc. Materials for children to make their own props they may want to make notices, number plates, food. Think about the play value in an old blanket to make a tent, a bed, etc. Small world to make roadways in the soil, forests in the grass, a rocky landscape for dinosaurs. An area of shrubs, trees and plants may provide a jungle. A fixed structure/shelter should be anonymous, rather than it having one specific purpose. An open, simple structure can be a house, a shop, a garage, a market stall. A tent. Big cardboard boxes.

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Building and construction area This area provides opportunities for designing and building using a variety of materials, selecting appropriate resources, using tools and techniques. There will be opportunities for children to work together and co-operate, to explore, make decisions and solve problems. There will be opportunities for mathematics, knowledge and understanding of the world, physical development as well as imaginative play. Construction outside can be on a larger scale without the constraints of limited space. The ELG's covered include those for using equipment, tools and materials. For designing and making Provision could include: A range of materials to construct with - crates, planks, guttering, hose pipes, ropes, off-cuts of wood (sanded) and logs, cardboard boxes. Commercial construction kits. Sand and water. Water play can be on a big scale e.g. crates, bricks and gutters to move water. (Balls could be used in these structures.) Tools e.g. hammers and mallets. A workbench outside is less likely to be distracting. A big log with nails and hammers. Natural materials to use with construction toys (stones, shells, fir cones, twigs, pebbles). Natural materials may well be used for imaginative play e.g. building dens, campfires, etc., for mathematics and scientific discovery (finding out about size, shape, weight, textures, floating, sinking, etc.) for creative (using natural materials to create pictures and patterns, drawing and painting the objects.) An area for digging (separate from the horticultural area) with spades, trowels, buckets, pipes, etc., where children can create structures, bury treasure, be road menders.

Climbing and balancing area This area develops the physical skills balancing, climbing, swinging, coordination, control, strength and an awareness of space. Being physically active helps children to gain confidence and feel the benefit of being active and healthy. Staff need to support and encourage in order to develop confidence and skills and enable each child to develop and try new activities. Staff need to provide opportunities regularly in order to develop skills and to allow opportunities for children to create, adapt and change the equipment. The ELG's covered include those for movement, sense of space and bodily awareness.

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Provision could include: Apparatus for climbing, balancing, stepping, moving over, under, through, holding with hands and feet. (This may be a climbing frame, but the same skills can be developed using less expensive equipment.) Planks, ladders, A-frames, boxes, crates, tunnels, barrels which can be arranged in a variety of ways. Stepping stones can be created using carpet tiles, slices of logs, tyres. Cones can provide courses for running. Canes balanced on boxes, crates, etc. will provide for jumping over and crawling under. Upturned bread baskets can be used as trampolines!

Wheeled toys area An area for wheeled toys provides for many areas of learning. Obviously there will be development of skills pedalling and propelling bikes, pushing and pulling wheeled toys, development of co-ordination, development of spatial awareness and physical activity. There are also opportunities for imaginative play, as well as for sharing and taking turns. Activities may be linked to a particular focus as with imaginative play indoors e.g. a story or a visit from a lollipop lady/man or police officer, with appropriate resources provided. By changing what is available there will be renewed interest and challenges e.g. add trailers, problems to solve, a tricky course to negotiate. The ELGs covered include those for movement, sense of space, health and body awareness. Provision could include: A variety of wheeled toys which can hold either one child or a number of children - consider carts, prams, wheelbarrows, scooters, bikes. Some equipment can be joined forming trucks and trailers. Props to support the play, hats, jackets, signs, luggage, goods to transport. A hard surface, reasonably level. Roadways, either painted on the ground or using physical barriers such as raised beds, tyres, cones. Crossing, roundabouts, road signs, direction arrows and parking areas painted on the ground will add to the play potential of the area.

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Small apparatus area This area is important for encouraging turn-taking, developing hand-eye co-ordination, spatial awareness and concepts of number and conservation. Children need to develop skills of bouncing, throwing, catching, aiming, kicking, running, jumping and hopping. They need to practise and refine small motor skills. For this reason they need regular access to small apparatus. The ELGs for using equipment require practitioners to teach skills where necessary and the give children the chance to practise them. Children need freedom of movement, so the area should be large enough for children to throw, catch or use a bat without injury. The small apparatus area should be positioned as far away from other areas as possible as equipment can frighten or hurt other children and spoil their play. Ideally it should be fenced or enclosed in some way so that balls do not go out of the area. The ELGs covered include those for using equipment, sense of space. Provision could include: Balls of various sizes and shapes (including rugby balls) and used for throwing, catching, bouncing, aiming, etc. Hoops. Quoits. Bean bags. Skipping ropes. (Can also be used for making shapes and patterns.) Bats. Skittles. (Put numbers, colours or even words on them.) Targets - boxes, buckets, netball hoops, etc. (Vary the sizes depending on ability.) Tyres. Markings - targets, numbers, shapes, etc. to aim at. Growing area Through this learning area, children learn more than just scientific and environmental concepts. They learn to co-operate, share and take turns. They learn to observe, to experience growth and life cycles and to take responsibility in the tasks of planting, tending and harvesting. They can learn an appreciation of beauty and feel awe and wonder. The ELGs covered would include those for exploration and investigation, place, time and dispositions and attitudes. Provision could include: Ideally a plot of land where children could grow fruit, vegetables, flowers (bulbs, seeds), sensory plants. Or a range of containers e.g. tyres, plant pots, buckets or growbags. Child-sized spades, trowels, forks, hoes, watering cans, gloves, hoses, canes and wheelbarrows. Seeds, plants. Soil/compost. Camera to record. Reference books. Writing materials to record what they see, do, etc.
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Environmental and Science area Children need a place to explore and appreciate nature, to care for living things, to look closely, to observe seasonal changes, to notice colour, shape, size and quantity in a natural habitat. The ELGs covered include those for attitudes and dispositions, exploration and investigation and place. Provision could include: An area of grass and trees. Plants to attract wildlife. Stones, logs, damp areas, long grass, wild flowers. A bird table, bath and/or boxes preferably situated near a classroom window for observation from indoors. An area to dig for worms and minibeasts. A resource box could contain inspection pots, magnifying glasses, pond-dipping equipment, clipboards and pencils and reference books. A weather resource box e.g. a 'wind' box could contain kites, windmills, streamers, wind chimes, bubble blowers and bubbles. Camera. This area might also be used for imaginative play e.g. going on a bear hunt or walking in the jungle. Activities could include: Roll away the log, investigate and explore. Discuss and compare mini-beasts. Record in a variety of ways. Thread and hang peanuts for birds (NB. Check for allergies and supervise closely.) Make bird cakes. Make and hang wind chimes. Make collections of natural objects and sort. Make and fly simple kites. Make a wind sock. Make a snowman, collect snow in a calibrated container and take indoors. Identify birds and insects, record sightings. Treasure hunt. Make prints with wet tyres or wellingtons. Draw round a puddle with chalk - check for evaporation. Drop a little oil in a puddle, discuss colours and rainbows. Quiet area There are times when children need to relax, to rest, to be quiet and enjoy solitude. A hot day may require periods of rest and shade. A child who is not confident may need a quiet activity away from the hustle and bustle, as may one who is feeling unwell. Play that is less active may require periods of deep concentration. Cognitive skills of memory, sequencing and representation can be developed. Quiet areas can encourage socialisation and language skills. The quiet area should be shaded and could be partially enclosed, possibly by shrubs or trellis.
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It should be possible to use it in all weathers. It should be far enough away from other activities to avoid distractions. The ELGs covered include those for making relationships, behaviour and self control, self confidence and self-esteem. Provision could include: Table and chairs, blanket and cushions or some form of seating. Book box with a variety of books, some reference. Pencils, paper, clipboards. Board games. Soft toys. Puppets. Table top activities. Role play equipment. Small world toys.

Creative/Art area The creative/art area provides opportunities for children to explore a range of media and materials and to use their senses. The outdoors provides different stimuli and ideas, and opportunities to work on a larger scale. The ELGs covered include those for exploring media and materials. Provision could include: Large paper e.g. rolls of wallpaper, large chalkboards, large whiteboards. A range of tools for mark-making, painting, etc. (Large paintbrushes, rollers, sponges, large chalks, things for printing, etc.) Children can paint with water on a hard surface/wall, print with paint using wellies, wheeled toys. Large mesh (road menders, garden mesh, etc) for weaving - use ribbon, fabric, natural materials, etc. Natural materials (leaves, twigs, flowers, stones, shells, etc.) to make pictures, sculptures, patterns. Materials for drawing, painting, collage of things they see outside.

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