An enabling environment is the foundation of high-quality early years practice, providing children with the security, stimulation, and support they need to thrive. The Statutory Framework for the Early Years Foundation Stage (EYFS, DfE, 2024) states:
“Children learn and develop well in enabling environments, in which their experiences respond to their individual needs, and there is a strong partnership between practitioners and parents and carers.”
Creating such an environment is about more than arranging toys it is about crafting spaces where children feel safe, valued, and confident to explore. When children feel a sense of belonging, they engage more fully in learning, develop resilience, and gain the confidence to problem-solve and take controlled risks. Childminders and early years educators play a pivotal role in designing these environments, from layout and choice of resources to modelling social and emotional skills.
What Makes an Enabling Environment?
An enabling environment is built on careful planning, observation, and a focus on children’s holistic development. It should be warm, welcoming, and nurturing, creating a sense of belonging from the moment children enter the setting. Practitioners can achieve this by greeting children by name, celebrating achievements, and including elements of the child’s own life in the space. Displaying children’s artwork, family photos, or culturally relevant materials helps children see themselves reflected in their environment. A welcoming, calm environment reassures children, making transitions easier and helping them feel secure to explore independently and collaboratively.
Familiar and New Resources
Children benefit from a balance of familiar and new resources, providing both security and opportunities for discovery. Familiar items, such as soft toys, cushions, and storybooks, offer comfort, while new materials, natural objects, sensory items, or open-ended props stimulate curiosity and creativity. In my childminding setting, children use twigs, leaves, and flowers to create imaginative scenarios, while cardboard boxes transform into cars, rockets, or dens. Open-ended resources like these encourage problem-solving, storytelling, and sustained shared thinking, where adults and children collaborate in exploration. These resources are cost-effective, sustainable, and often inspire richer play than more expensive, structured toys.
Indoor and Outdoor Opportunities
The EYFS stresses the importance of both indoor and outdoor learning opportunities, allowing children to move, explore, and interact freely. Indoor spaces might include cosy reading corners, construction areas for building and problem-solving, or creative zones for art, music, and storytelling. Outdoor play promotes physical development, social skills, resilience, and a connection to nature.
Not all childminders have access to a garden, but nearby parks, woodlands, and community green spaces provide excellent alternatives. Taking along simple tools such as magnifying glasses, bug jars, or sketchpads transforms ordinary walks into rich learning experiences. Children can investigate leaves, insects, and seeds, compare textures, and discuss their findings, fostering scientific thinking, language development, and sustained curiosity. Outdoor spaces also provide opportunities for physical challenges, risk-taking, and peer collaboration, supporting confidence and independence.
Government-backed research reinforces the benefits of outdoor learning. The Natural Connections Demonstration Project found that 92% of children were more motivated to learn outdoors, while 90% reported improved well-being. Similarly, Natural England’s Children & Nature Programme demonstrates that nature-rich experiences enhance academic outcomes, social skills, and emotional resilience. For childminders, regular outdoor trips, even without a private garden, show commitment to holistic development and reassure parents that children are receiving diverse, stimulating experiences.
Meeting Every Child’s Needs
An enabling environment must cater to the diverse needs of all children, from babies to older preschoolers, and from different cultural or linguistic backgrounds. The EYFS (2024) states:
“Practitioners must consider the individual needs, interests, and stage of development of each child in their care and must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development.”
This involves observing children to understand their preferences, communication styles, and intrinsic motivations. Some children may be drawn to quiet, reflective activities, while others thrive on active exploration or social interaction. By adapting resources, space, and routines, practitioners can provide meaningful challenges for every child. For example, a child interested in insects may investigate bugs during an outdoor trip, while a child drawn to music may lead group singing. Flexibility ensures all children remain engaged, supported, and confident.
Partnership with Parents
Strong partnerships with parents are central to an enabling environment. Incorporating family photos, songs from home, and culturally significant items into the setting affirms children’s identities and strengthens home–school connections. Comfortable spaces where parents can spend time with their child during drop-off or collection further enhance this relationship. By sharing insights on children’s routines, interests, and learning styles, practitioners can tailor activities and the environment effectively. The EYFS highlights that collaboration between practitioners and parents ensures learning and development are continuous and cohesive across home and setting.
Supporting Emotional and Social Development
Enabling environments also nurture emotional well-being. Quiet corners provide space for reflection and self-regulation, while involving children in setting simple behaviour guidelines encourages ownership and social responsibility. Collaborative games, role-play, and storytelling foster empathy, cooperation, and problem-solving. Emotional resilience develops when adults model supportive, calm interactions and scaffold learning experiences, allowing children to face challenges safely while building confidence and independence.
Practical Design Considerations
The layout and accessibility of the environment are crucial. Resources should be at child height, easy to reach, and versatile in use. Items that can be moved, stacked, or repurposed, such as blocks, boxes, or natural objects, allow children to make choices and use their imagination. Environments should include both calm, quiet areas and more vibrant, active zones, ensuring children can engage in activities suited to their energy, mood, or interest. Observing engagement and regularly adapting the space ensures it remains responsive, stimulating, and inclusive.
In Practice: A Personal Reflection
In my childminding setting, I integrate these principles daily. Natural materials such as twigs, leaves, and petals are used for imaginative play, painting, and building, providing open-ended opportunities for exploration. We visit local parks and green spaces, bringing magnifying glasses and containers to explore insects, plants, and natural textures. These activities develop language, scientific thinking, creativity, physical skills, and social interaction.
Creating an enabling environment in early years is about intentionality, flexibility, and relationships. It involves crafting spaces that are welcoming, inclusive, and stimulating, providing opportunities for indoor and outdoor play, familiar and new resources, reflection, and exploration. By observing children, partnering with parents, and using natural, open-ended materials, practitioners foster holistic development and help children become confident, resilient learners.
As the EYFS (DfE, 2024) states:
“Children learn and develop well in enabling environments.”
This is the goal: supporting every child to explore, create, and thrive in a nurturing, engaging environment.
This is the goal: supporting every child to explore, create, and thrive in a nurturing, engaging environment.
References
- Department for Education. (2024). Statutory Framework for the Early Years Foundation Stage. https://assets.publishing.service.gov.uk/media/670fa42a30536cb92748328f/EYFS_statutory_framework_for_group_and_school_-_based_providers.pdf
- Early Years Alliance. (2024). Enabling Environments. https://www.eyalliance.org.uk/enabling-environments
- Natural England. (2023). Children & Nature Programme. https://naturalengland.blog.gov.uk/2023/05/16/children-nature-programme-the-importance-of-integrating-time-spent-in-nature-at-school/
- Birth to 5 Matters. (2021). Learning Environments. https://birthto5matters.org.uk/learning-environments/