An ‘enabling environment’ is one of the vital tools available to early years practitioners seeking to ensure effective learning, development and achievement for all children. It is increasingly clear that children learn best when they have opportunities to move, communicate and interact with others; when they can exercise what many neuroscientists term ‘executive control’.
This involves acting independently, making choices, taking responsibility and developing persistence. Maintaining a balance between adult-directed and child-initiated activity and experience requires periods of time during which teachers can engage in high-quality interactions with groups of children or even with individuals. Such interactions allow for differentiated teaching, meaningful conversation and sustained shared thinking.
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