As our youngest learners prepare to step into their EYFS settings and classrooms, we must pause and reflect, not just as educators, but through the eyes of the children themselves.
What will they see? How will they feel? And most importantly, what will help them to flourish?
Through a child’s eyes: life at ground level
In Early Years settings, the carpet area is often the heart of the classroom, a space for gathering, sharing, listening and learning. But have we ever truly considered what children see and experience while sitting there?
Step into their shoes
Try it yourself - sit down with your legs crossed, just as the children do, and ask yourself:
- How comfortable is this position?
- How long can I maintain it while staying focused?
For many adults, it’s only a brief moment before the pins and needles set in. Yet for children, particularly in early years settings, this is a daily expectation.
EYFS guidance discusses children’s physical skills. Core strength, balance and posture all develop at different rates. Sitting still isn’t just about ‘listening well,’ but physical readiness. Younger children or those still building gross motor skills may struggle to sit cross-legged for long periods of time without fidgeting or losing focus. Recognising this, turns carpet time from a simple routine into an opportunity for the educator to adjust their expectations, to include movement breaks and respect each child’s individual developmental stage. Comfort isn’t a luxury for learning- it’s an essential.
A child’s perspective
Now, imagine you are a child who hasn’t yet grasped the concept of number. You don’t know what a numeral is, looks like, or what it represents. You’re seated on the carpet, legs crossed, listening to an adult talking about the number 5, but you cannot visualise the number 5 because you have not yet seen it and this is an abstract concept.
Ask yourself:
What in this space helps you make sense of number and quantity?
Are the resources authentically used and purposeful or just another thing on a shelf?
Is the environment supporting your learning, or overwhelming your senses?
Are the displays accessible, purposeful, or are they visual noise?
The power of the learning environment
When children are seated on the carpet, are they surrounded by enriching resources that foster learning and understanding, and help them adhere to routines or are they distracted by the clutter of the adult’s literature on the walls and personal items? The EYFS Framework reminds us that children learn and develop best in enabling environments. These are spaces that are rich in possibilities, responsive to individual needs and thoughtfully designed to promote independence, curiosity, and emotional security.
From the moment a child enters the classroom, the environment speaks to them. It tells them whether they belong, whether they are safe and whether they are seen.
A child’s view from the carpet
Now imagine yourself as a child sitting comfortably on the carpet, eyes wide with anticipation. You're ready for learning!
What surrounds you?
- An up-to-date visual schedule, at the child’s level of sight, clearly explained each morning and updated throughout the day, helping the child to understand what is coming next and builds a sense of security and routine.
- Strategically placed visual aids at child height, which offer clarity and reassurance. Visuals are clear, purposeful and relevant.
- Resources and pictorial representations are within sight, with corresponding concrete materials that allow interaction in a tactile and hands on way.
- Resources inform, invite interaction and curiosity and are not simply there to decorate the space.
The role of the adult
Children notice everything, including where the adults are and what they are doing. During whole class teaching on the carpet, is the supporting adult perched on a chair, observing from a distance or seated on the carpet beside the child, using visuals and personalised materials to support learning?
Adults who are physically and emotionally present create a responsive learning environment. By positioning themselves at the child’s level, adults scaffold learning, model language and extend thinking, helping children feel secure, valued and engaged.
Function meets learning: more than just decor
Classroom displays should do more than look attractive; they support learning, even when adults are engaged elsewhere. Working walls with key vocabulary, current learning, photographs and visual prompts, give children the tools to revisit and consolidate learning independently.
Inclusive displays and book areas, reflecting every child’s reality, promote a sense of belonging and identity. Calm areas, designed with soft furnishings and muted tones, provide spaces for reflection and self-regulation, helping children manage emotions and focus their attention. A purposeful environment, with thoughtful displays and designated spaces, extends learning, fosters independence and supports children’s well-being.
Learning zones that invite autonomy
A learning zone is a space or area within a setting that is designed to support children's development across one or more of the seven areas of learning. These areas should be carefully planned to be engaging, accessible and provide rich opportunities for exploration, play and interaction. As they explore, children will feel empowered to make choices, explore independently and take ownership of their learning.
How do your learning zones give children the freedom to explore all seven areas of learning while making their own choices?
In which of your learning zones do you see children showing the most independence?
Promoting autonomy and independent access to resources
A classroom where everything has a place is more than neat - it’s empowering. As Maria Montessori said, “Everything has its place and is kept there.” When children know where things belong, they don’t need constant adult guidance; they can find what they need, put it back, and keep learning flowing.
Visual cues help non-readers and children new to English to navigate the space confidently. Pairing images with words builds early vocabulary and starts them connecting language to the world around them- laying the groundwork for literacy in a natural, hands-on way. This is particularly beneficial for children with special educational needs and/or a disability (SEN/D), who may rely on visual supports. This ensures every child can participate in routines and access learning materials. Creating an enabling environment means giving children the tools to navigate their world independently. Labelling shelves with both images and words is a simple yet impactful way to do just that.
Final thought
Create a space that feels familiar, welcoming and ready to support every child’s journey. Remember, less is more. A thoughtfully curated environment does not overwhelm, it invites. It whispers to children: you belong here, you are safe, you are ready to learn.
Let’s make sure that when our children sit on the carpet this September, they see a world that’s ready for them, and one that they are ready and excited to explore.
