- To work with children in your setting to investigate how they feel about an aspect of your environment
- To reflect upon how your values impact upon the provision the children in your care receive
- To reflect upon the spaces provided within the indoor environment in your setting
- To reflect upon the spaces provided in the outdoor environment in your setting
- To reflect upon how you plan the learning environment
- To plan resources to support specific learning activities
- To produce a room plan
- To monitor an individual child to estimate active learning time and gain a sense of how they experience a typical day
- To consider the opportunities the children in your care have to explore the outdoors
- To review your own practice in relation to digital technologies
A classic text by Bronfenbrenner is a great starting point when considering environments:
Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by Nature and Design, Cambridge, MA: Harvard University Press.
Baker, R. G. (1968) Ecological Psychology: Concepts and Methods of Studying the Environment of Human Behaviour, Stanford: Stanford University Press.
Corsaro, W. A. (2011) The Sociology of Childhood, London: Sage.
Texts which specifically focus on ECEC environments include:
Bradford, H. (2012) Appropriate environments for children under three, Oxford: Routledge.
Waller, T. (2011). 'Adults are essential: the roles of adults outdoors'. In: J. White (Ed.) Outdoor Provision in the Early Years, London: Sage.
Luff, P. (2008) Responsive work with babies in an English day nursery. In Brownlee, J., Berthelsen D. and Johansen, E. (Eds.) Participatory Learning in the Early Years: Theory, Research and Practice, London: Routledge.
Waller, T. (2010) 'Digital play in the classroom: A twenty-first century pedagogy?' In: Rogers S. (Ed.) Rethinking Play and Pedagogy in Early Childhood Education: Concepts, Contexts and Cultures, Abingdon: Routledge Falmer.