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Water is an open-ended resource, meaning the provision isn’t usually intended to have a specific outcome or instructions to follow.

Environments that stimulate children’s learning are not just about the space they interact in but relies on the professional conduct of the adults around them to create an engaging place for provocation and thought.

Process based activities give children an ideal opportunity to engage deeply in the processes behind their actions, supporting decision-making and developing a true sense of autonomy over their learning experiences.

This learning workout aims to look at some of the ways we can come to understand risky play, drawing upon some key examples of risk at play, and learn about safe ways to implement it in practice. 

With so much going on, it can be difficult to get everything done, but sometimes it’s necessary to think about what happens when we slow things down in order to appreciate the moment and fully immerse ourselves in all that an individual interaction has to offer. 

Risky play goes against the most basic instinct of a professional working in early education and care: to keep children safe is paramount to our job. But, paradoxically, risky play actually promotes everything best practice in early education and care stands for too: creating engaging and stimulating environments that test boundaries, sustain and expand confidences in individual ability and provide opportunities to grow. 

Play with sand is a form of messy play that offers endless possibilities for children to engage all sorts of skills for a well-rounded and healthy development. As a provocation with open-ended possibilities, sand is a resource that is sustainable and reuseable, to be used indoors and outside for all ages. Sand play offers a wide range of benefits for children in their early years, supporting their development in multiple areas. 

Let’s explore the power of play and how it gives us the foundations to grow.

From visual timetables to songs relating to actions and times of the day, aspects of routine are used throughout early education and care in a variety of ways.

One prominent schema that often presents itself early in children’s development is that of trajectory, which involves throwing and pushing and pulling.

From the colours we use to the way we use furniture in the setting, taking time to reflect on our use of physical space in the setting can be beneficial for the children and staff working in the space.

Learning theories aim to offer insight and understanding from a particular perspective, embedded in the cultural and historical context in which it evolved.

Whether it’s to create a mindful sensory space for calming time or to use during the creation of a colourful piece of art, the use of bubbles can add so much fun to your practice.