• Adults provide a wide range of stimulating resources which are accessible, open-ended and relevant to children’s interests.

• There is flexible space indoors and outside for children to explore and move around.

• Adults join in play sensitively, fitting in with children’s existing play ideas.

• Children have uninterrupted time to play and explore.

• Adults provide additional prop to extend children’s imagination and creativity.

• Adults only intervene in children’s play to support, stimulate or extend children’s learning when needed.

• Adults observe and reflect on what arouses children’s curiosity and interests.

• Children have opportunities to exercise choice over their activities – setting their own goals and methods.

• Adults ensure children have time and freedom to become deeply involved in activities.

• Adults encourage children to persist with difficulties, trying again or in a different way.

• Adults provide stimulating resources and experiences related to children’s current interests to encourage involvement.

• Adults observe children and note signs of deep involvement and sustained concentration. (the ability to stay focused long enough to complete the task).

• Adults recognise and praise children’s successes.

• Adults show and talk about strategies – how to do things, including problem solving.

• Children are encouraged to learn together and from each other.

• Adults need to focus on how, and not just what we are learning.

As part of the daily routine practitioners ensure that:-

• There is sufficient time for children to create their own play and explore their own ideas.

• Children play and their thought processes are not interrupted.

• Time is allowed for children’s play and creativity to reach it’s own conclusions

• Children have the time and necessary resources to solve their own problems.

• Children have opportunities to explore different ways of doing things and find alternative uses for objects.

The environment – practitioners ensure that:-

• A wide range of resources are readily accessible and visible to children.

• Practitioners allow children to move resources freely around to support their play and ideas.

• Play and learning consistently takes place in all areas, including outdoors

• Practitioners observe and support children’s play without inhibiting learning and creativity.

• Open-ended resources are provided which have no intended outcome of use.