We often talk about the environment in terms of physical spaces, but the key part of the environment for children is the human, social environment of positive nurturing interactions. Experiences are also part of the environment. Children need to learn things for themselves, but this does not mean they should always do so by themselves. We can, by following and building on children’s motivations and interests, support young children to make the most of the environment for learning and development. For children, now is more important than the futures we plan for them. Rigid ideas of ‘school readiness’ or what children ‘should’ be doing, place too much emphasis on the practitioner’s concerns about the future (Carlton and Winsler, 1999). Instead, we need to be confident that in promoting a happy, interesting and empowering learning environment, considering the interactions, experiences and spaces on offer, we as practitioners add value to what children already know and can do.

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