What Are Preparatory Actions in Early Years?

Preparatory actions in early years are the steps taken to build the foundations of a child’s learning, development, and wellbeing before they move on to later stages of education. These actions create an environment that helps children grow socially, emotionally, physically, and cognitively. They can involve both structured activities and the way adults organise the learning space, daily routines, and interactions. The aim is to help young children gain the skills and confidence they need to engage in new challenges and experiences.

The early years cover the period from birth until the age of five. During this time, children experience rapid growth and change. Preparatory actions take into account the way children learn through play, imitation, exploration, and interaction. They are not limited to academic tasks but include building emotional security, developing curiosity, and grasping basic skills that act as stepping stones for later learning.

The Purpose of Preparatory Actions

Preparatory actions help to shape the environment and experiences in which a child learns. They are planned and carried out with the intention of:

• Supporting the acquisition of early skills like communication and movement
• Helping children build relationships and express themselves
• Encouraging self-care and independence
• Creating routines that help children feel safe and organised
• Promoting an eagerness to explore and ask questions

This careful groundwork allows children to approach more complex tasks later with confidence, having already mastered basic muscles, sounds, behaviours, and thought patterns that underpin further learning.

Building Physical Readiness

Physical readiness means that the child’s body and motor skills are developed enough to take part in certain tasks. Preparatory actions here include activities that build muscle control, balance, and coordination. A child will be more confident tackling writing or sports if they first learn how to hold objects, run, jump, and balance.

Examples include:

• Providing opportunities for climbing, crawling, and riding tricycles
• Offering activities that strengthen the hands and fingers, such as threading beads
• Encouraging movement games that require coordination

These kinds of actions make sure children have the strength and physical control they need before attempting fine motor tasks, such as holding a pen, or gross motor activities, such as team sports.

Developing Communication Skills

Many preparatory actions centre on communication. Being able to express needs and understand instructions is key to participating in learning settings. Early actions in this area focus on listening, speaking, vocabulary building, and non-verbal communication.

Adults can support this by:

• Reading stories aloud and discussing characters
• Encouraging conversation during everyday routines
• Using songs and rhymes to improve language rhythm and sound awareness
• Responding positively to a child’s attempts at communication

The aim is to build both understanding and confidence so that children can interact effectively with peers and adults.

Fostering Emotional Readiness

Emotional readiness involves helping children feel secure, manage feelings, and develop resilience. This allows them to approach new experiences without overwhelming fear or frustration. Preparatory actions in this area focus on building trust, recognising emotions, and developing coping strategies.

Examples include:

• Creating consistent daily routines so children know what to expect
• Offering comfort and reassurance during new or challenging situations
• Encouraging sharing, turn-taking, and empathy through games and role play
• Helping children name their feelings and understand them

When children have a stable emotional base, they are better equipped to participate fully in the learning experience.

Encouraging Curiosity and Problem-Solving

Curiosity drives learning. Preparatory actions that spark thinking and exploration set the stage for creative and logical reasoning later in life. In early years settings, this often means allowing children to ask questions and experiment with different materials or ideas.

Ways to encourage curiosity include:

• Providing varied and tactile materials in play areas
• Asking open-ended questions that invite children to think and explain
• Allowing time for children to investigate and come up with their own ideas
• Supporting trial and error without rushing to give solutions

By making these opportunities part of daily routines, children build confidence in tackling new concepts.

Planning and Organisation

Preparatory actions require careful planning by the adults in charge of the children’s care and education. Activities must match the children’s stage of development, and the environment should provide a balance between safety and challenge. Planning also means being responsive to each child’s interests, abilities, and needs.

This includes:

• Organising play areas so children can access materials independently
• Introducing new challenges gradually, building on what children already know
• Planning transitions between activities to avoid stress
• Observing children regularly to adjust activities appropriately

Well-planned preparatory actions make learning smoother and more enjoyable.

Developing Social Skills

Social skills help children take part in group learning and form positive relationships. Preparatory actions focus on cooperation, respect for others, and understanding social boundaries.

Activities that support these skills include:

• Group games that require following instructions and working together
• Guided conversations about friendship, kindness, and fairness
• Role play to act out real-life situations like shopping or visiting a doctor
• Opportunities to share resources and work alongside others

These skills are important both within and outside formal learning environments.

Linking Home and Early Education Settings

Preparatory actions often extend beyond the classroom or childcare setting. Cooperation between carers and family members helps to reinforce skills and routines. Communication is a major part of this, with adults sharing observations and ideas.

Examples of linking home and early education actions are:

• Encouraging similar routines at home and in care settings
• Sharing books, stories, and songs between home and the setting
• Involving families in activity plans and celebrations
• Providing feedback to parents on progress and areas for support

This connection gives children a sense of consistency, making them feel safer in different settings.

Monitoring Progress

Part of preparatory action is keeping track of how children respond to different activities. This can involve observing play, noting new skills, and checking whether certain behaviours change over time. Monitoring helps adults adjust activities to fit the child’s growth and interests.

Ways to monitor progress include:

• Recording observations in development journals
• Shared discussions with colleagues or parents about changes spotted
• Analysing work samples, such as drawings or craft projects
• Watching how children interact in different group sizes or situations

Monitoring ensures that preparatory actions remain relevant and effective.

Supporting Independence

Independence grows when children are trusted to try things themselves and have opportunities to take responsibility. Preparatory actions in this area often include offering choices and teaching self-care skills.

Examples include:

• Letting children choose materials for a creative activity
• Encouraging dressing and undressing without help
• Showing children how to tidy up after themselves
• Supporting basic food preparation, like spreading butter or pouring drinks

Independence boosts confidence and prepares children for more structured learning.

Making the Learning Environment Inviting

The surroundings can greatly affect a child’s willingness to join in activities. Preparatory actions here include creating spaces that are safe, engaging, and suited to the children’s scale.

Ways to make the environment inviting:

• Having furniture and tools at child height
• Displaying bright, meaningful artwork created by the children
• Organising areas for different types of play, such as quiet reading corners and active play zones
• Providing natural light and comfortable temperatures

An inviting environment encourages exploration and interaction.

Final Thoughts

Preparatory actions in early years are broad and interconnected. They cover physical, emotional, social, and cognitive readiness, all working together to build the foundations for later growth. The steps taken in these formative years can make the difference between a child feeling confident and curious or uncertain and reluctant.

By planning experiences that strengthen bodies, minds, and relationships, and by creating an environment where children feel secure and valued, adults can give them the tools they need to take on new learning with enthusiasm. This careful preparation means children can enter the next stage of their education ready to learn, share, and thrive.