3.1 Explain how practitioners promote children’s learning within the relevant early years framework

This guide will help you answer 3.1 Explain how practitioners promote children’s learning within the relevant early years framework.

Practitioners working with children in the early years have an important role in supporting their learning and development. In England, the relevant framework is the Early Years Foundation Stage (EYFS). This sets standards for care, learning and development for children from birth to five years old.

The EYFS has seven areas of learning which guide practitioners in planning and providing experiences. These are split into three prime areas and four specific areas. Prime areas support overall growth and include communication and language, physical development and personal, social and emotional development. Specific areas include literacy, mathematics, understanding the world and expressive arts and design.

Practitioners promote learning by using the framework to plan activities, observe progress and adapt provision. They create enabling environments where children can explore, play and take part in activities that are suited to their stage of development.

What are the EYFS Principles?

The EYFS is based on four guiding principles. Practitioners keep these in mind when promoting learning.

• Every child is unique and develops at their own rate
• Children learn through positive relationships
• Children develop well in enabling environments
• Learning and development is different for each child depending on their stage and needs

These principles keep learning child-centred. Practitioners think about each child’s background, abilities and interests when planning activities. They value diversity and encourage every child to take part.

Using Observation to Guide Learning

Observations help practitioners to find out how children are progressing. They watch children during activities, make notes and collect evidence of learning. This may include photographs or samples of work.

Observation helps to identify:

• Skills children have already gained
• Areas where they need more support
• Interests that can be used to plan engaging activities

For example, if a child enjoys building with blocks, the practitioner can plan counting or measurement activities linked to construction.

Creating Enabling Environments

An enabling environment supports curiosity and exploration. It is safe, welcoming and offers a range of materials and experiences.

Ways practitioners create enabling environments:

• Provide resources that suit different stages of development
• Arrange spaces so children can move freely
• Add displays that reflect children’s work and interests
• Make quiet areas for reading or calming activities
• Offer outdoor spaces for physical play and nature exploration

The environment indoors and outdoors is important for promoting different types of learning such as sensory, creative and problem solving skills.

Balancing Child-led and Adult-led Activities

Children learn through play and exploration. Practitioners allow them freedom to choose activities but also plan adult-led tasks to teach new skills.

Child-led activities encourage independence and creativity. They give children control over what they do.

Adult-led activities focus on specific learning goals. The practitioner might read a story to introduce new words, or lead a science experiment to explore cause and effect.

A balanced approach supports different learning styles and keeps children engaged.

Encouraging Communication and Language

Communication and language is a prime area in the EYFS. Practitioners promote learning by:

• Talking with children during play
• Asking open-ended questions
• Reading stories and rhymes
• Singing songs to develop listening skills
• Encouraging children to share ideas and experiences

These strategies improve vocabulary, listening and speaking.

Supporting Physical Development

Physical development has two aspects – moving and handling, and health and self-care. Practitioners provide varied opportunities indoors and outdoors for children to be active.

They might:

• Offer climbing equipment and bikes
• Provide tools for mark-making like chalks and paints
• Demonstrate how to use scissors or pour water
• Talk about hygiene, healthy food and rest

Good physical development supports coordination, strength and self-confidence.

Promoting Personal, Social and Emotional Growth

Practitioners help children to manage feelings, build relationships and develop self-awareness.

Approaches include:

• Using group games to practise sharing and turn-taking
• Supporting children to express emotions with words
• Offering praise to build self-esteem
• Encouraging empathy by discussing feelings of characters in stories

Healthy emotional development is linked to better social skills and behaviour.

Extending Literacy Skills

Literacy skills include recognising sounds and letters, understanding print, and beginning to read and write.

Practitioners:

• Share books every day
• Provide writing resources in play areas
• Use mark-making through drawing and painting
• Introduce phonics in playful ways

Making literacy part of everyday activities helps children see it as fun and meaningful.

Building Mathematical Understanding

Mathematics covers numbers, shapes, space and measures. Practitioners often link maths to play.

Ideas include:

• Counting blocks during building
• Sorting objects by size or colour
• Cooking activities to measure ingredients
• Using shape games and puzzles

This helps children notice maths in real-life contexts.

Connecting Children to the World Around Them

Understanding the world means helping children explore people, places, technology and the natural environment.

Practitioners can:

• Arrange trips or visitors
• Provide role-play scenarios linked to different jobs
• Show maps, globes and photographs
• Use magnifying glasses to study plants and insects

These experiences increase awareness and curiosity.

Encouraging Creative Expression

Expressive arts and design includes art, music, movement, role-play and design. It supports imagination and problem solving.

Practitioners:

• Provide open-ended materials like fabric, clay and paint
• Play different types of music
• Encourage movement and dance
• Support role-play with costumes and props

Creative activities help children to process experiences and express themselves.

Inclusion and Respect for Diversity

Children come from different cultural and family backgrounds. Practitioners promote learning by making sure activities are inclusive.

Methods include:

• Using books, songs and resources that reflect a range of cultures
• Celebrating different festivals
• Adapting activities for children with additional needs
• Involving parents and carers in planning and sharing skills

Inclusive practice helps all children feel valued and secure.

Partnership with Parents and Carers

Parents are a child’s first educators. Practitioners work closely with them to share information about learning and development.

This may involve:

• Parent meetings to discuss progress
• Sharing observations and next steps
• Suggesting activities for home
• Welcoming parents into sessions to take part or share expertise

Strong partnerships support continuity between home and setting.

Continuous Professional Development

Practitioners keep skills and knowledge up to date through training, reflection and sharing good practice with colleagues.

Training might focus on:

• New approaches to observation and assessment
• Activity ideas for different age groups
• Inclusive strategies for children with SEND
• Updates to safeguarding guidance

Reflective practice means looking back at what worked well and what could be improved.

Planning for Progression

Practitioners plan learning experiences that build on what children can already do. Small steps help children to progress at their own pace.

Planning might include:

• Short term plans for daily activities
• Medium term plans for themed projects
• Long term plans to meet milestones in the EYFS

These plans are flexible to adapt to children’s changing needs and interests.

Working as a Team

Children benefit when staff share ideas and support each other. Teamwork keeps practice consistent and helps staff to meet learning goals.

Team strategies include:

• Joint planning meetings
• Peer observations to share strengths
• Supporting colleagues with advice or resources

This makes sure learning opportunities are continuous and well organised.

Using Assessment to Guide Learning

Assessment in the EYFS involves reviewing observations and comparing them to development stages. Practitioners use this to decide what children need next.

Assessment is not about testing. It is about understanding each child’s progress and planning realistic next steps.

Health, Safety and Wellbeing

Learning is promoted when children feel safe and healthy. Practitioners manage risks in the environment and support wellbeing.

This includes:

• Carrying out daily safety checks
• Supervising activities closely
• Teaching safe behaviour during play
• Supporting healthy routines

When children feel secure and cared for, they are more confident to explore and learn.

Final Thoughts

Promoting learning within the early years framework is about working in a thoughtful and responsive way. It means looking at each child as an individual and creating activities that match their stage of development, interests and abilities.

As a practitioner, you provide the foundation for life-long learning by building positive relationships, offering varied opportunities and supporting all areas of development. The EYFS gives a structure, but it is your observations, planning and interaction that bring it to life. Respecting diversity, working with parents and keeping up to date with good practice will help you to give every child the best possible start.