{"id":17,"date":"2025-06-12T18:19:02","date_gmt":"2025-06-12T17:19:02","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/?page_id=17"},"modified":"2025-06-25T18:19:59","modified_gmt":"2025-06-25T17:19:59","slug":"resources-3","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/resources-3\/","title":{"rendered":"Underpinning Learning Environment"},"content":{"rendered":"<p style=\"text-align: left\">We know that before documentation can begin, the play environment must be strong, which is why the underpinning environment is fundamental to the planning process.<\/p>\n<p style=\"text-align: center\"><strong>But what is &#8220;environment?&#8221;<\/strong><\/p>\n<p style=\"text-align: center\">Realising the ambition says:<br \/>\n<em>&#8220;We often talk about the environment in terms of physical spaces, but the <\/em><br \/>\n<em>key part of the environment for children is the human, social environment <\/em><br \/>\n<em>of positive nurturing interactions. Experiences are also part of the <\/em><br \/>\n<em>environment. Children need to learn things for themselves, but this does not <\/em><br \/>\n<em>mean they should always do so by themselves. We can, by following and <\/em><br \/>\n<em>building on children\u2019s motivations and interests, support young children to <\/em><br \/>\n<em>make the most of the environment for learning and development.&#8221;<\/em><\/p>\n<p>Click on the icons below to find more support around each aspect of environment.<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/resources-3\/interactions-2\/\" rel=\"attachment wp-att-81\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-81 alignleft\" src=\"https:\/\/blogs.glowscotland.org.uk\/ea\/public\/earlyyearsplanning\/uploads\/sites\/20798\/2025\/06\/17134027\/Interactions.png\" alt=\"\" width=\"158\" height=\"139\" \/><\/a><a href=\"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/resources-3\/experiences-2\/\" rel=\"attachment wp-att-82\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-82\" src=\"https:\/\/blogs.glowscotland.org.uk\/ea\/public\/earlyyearsplanning\/uploads\/sites\/20798\/2025\/06\/17134126\/Experiences.png\" alt=\"\" width=\"169\" height=\"144\" \/><\/a><a href=\"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/resources-3\/spaces-2\/\" rel=\"attachment wp-att-83\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-83\" src=\"https:\/\/blogs.glowscotland.org.uk\/ea\/public\/earlyyearsplanning\/uploads\/sites\/20798\/2025\/06\/17134214\/Spaces.png\" alt=\"\" width=\"151\" height=\"156\" \/><\/a><\/p>\n<p>You can audit and develop your environment in a variety of ways, but a good starting point is by referring to the <a href=\"https:\/\/www.brownsbfs.co.uk\/Search\/Keyword?keyword=ECERS&amp;productType=1\">ECERS<\/a>. Please contact the TAP team if you would like more support around this resource.<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/resources-3\/ecers\/\" rel=\"attachment wp-att-165\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-165\" src=\"https:\/\/blogs.glowscotland.org.uk\/ea\/public\/earlyyearsplanning\/uploads\/sites\/20798\/2025\/06\/25181904\/ECERS-300x234.png\" alt=\"\" width=\"300\" height=\"234\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/ea\/public\/earlyyearsplanning\/uploads\/sites\/20798\/2025\/06\/25181904\/ECERS-300x234.png 300w, https:\/\/blogs.glowscotland.org.uk\/ea\/public\/earlyyearsplanning\/uploads\/sites\/20798\/2025\/06\/25181904\/ECERS.png 763w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>We know that before documentation can begin, the play environment must be strong, which is why the underpinning environment is fundamental to the planning process. But what is &#8220;environment?&#8221; Realising the ambition says: &#8220;We often talk about the environment in terms of physical spaces, but the key part of the environment for children is the &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/resources-3\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Underpinning Learning Environment<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":23804,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-17","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/wp-json\/wp\/v2\/pages\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/wp-json\/wp\/v2\/users\/23804"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":20,"href":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/wp-json\/wp\/v2\/pages\/17\/revisions"}],"predecessor-version":[{"id":166,"href":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/wp-json\/wp\/v2\/pages\/17\/revisions\/166"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/ea\/earlyyearsplanning\/wp-json\/wp\/v2\/media?parent=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}