Characteristics of Effective Learning

Introduction

In the early years of childhood development, understanding how children learn is as vital as recognising what they learn. The Characteristics of Effective Learning (CoEL) serve as the foundation upon which the Early Years Foundation Stage (EYFS) builds its approach to fostering children's growth and development. These characteristics provide insight into the way young children approach learning and are essential in supporting them to become enthusiastic, capable, and resilient learners. Rooted in the principles of child development and pedagogy, the CoEL framework outlines three fundamental aspects: playing and exploring, active learning, and creating and thinking critically. Each characteristic contributes to the overall learning journey and ensures that children are not merely absorbing information but are deeply involved in their educational experiences, making sense of the world around them through interaction, reflection, and curiosity.

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Playing and Exploring

The first characteristic, "Playing and Exploring," encapsulates how children investigate and experience the world. Through play, children develop their curiosity, initiate ideas, and explore various possibilities. Play is not simply a recreational activity; it is a fundamental mechanism through which learning occurs. Young children engage with their surroundings, objects, people, and ideas in imaginative and often spontaneous ways. They test theories, repeat actions, and explore cause-and-effect relationships, all while developing a sense of agency and independence. In well-structured environments that encourage open-ended play, children are more likely to exhibit persistence, confidence, and creativity. Whether it is role-playing in a pretend kitchen, constructing elaborate structures with building blocks, or engaging in sensory activities, children use play to make sense of the world. Practitioners who observe and understand this play can identify learning moments and build on children’s interests, ensuring that play remains purposeful and deeply enriching.

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Active Learning

Active learning, the second key characteristic, describes how children remain engaged and motivated throughout their learning experiences. Active learning is marked by a child's perseverance, concentration, and sense of achievement. When children are engaged in activities that interest them, they are more likely to focus their attention, overcome challenges, and develop resilience. This deep engagement allows children to experience the joy of learning and reinforces their intrinsic motivation. Active learners do not simply respond to instructions; they seek challenges, try out solutions, and evaluate their progress. They become engrossed in their tasks and are able to sustain focus over extended periods, even when the activity presents difficulties. This capacity for persistence is crucial in building a positive attitude towards lifelong learning. Adults play a vital role in nurturing active learning by providing meaningful feedback, celebrating effort rather than outcome, and creating opportunities for self-direction and ownership of learning. For instance, a child struggling to complete a puzzle may show determination by trying different strategies until success is achieved. The satisfaction derived from this achievement boosts confidence and reinforces the desire to learn.

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Creating and Thinking Critically

The third component, "Creating and Thinking Critically," focuses on how children develop their thinking skills. This characteristic highlights the importance of problem-solving, decision-making, and reflecting on experiences. Children who think critically are inquisitive, able to make connections, and capable of planning and reviewing their actions. Critical thinking in early childhood is often demonstrated through questioning, hypothesising, and experimenting. A child who questions why ice melts or what happens when colours are mixed is engaging in scientific thinking at its most fundamental level. By encouraging children to express their thoughts, compare outcomes, and revisit their ideas, practitioners support the development of higher-order thinking skills. Creating and thinking critically also involves flexible thinking and the ability to adapt strategies to suit new circumstances. It empowers children to become autonomous learners who can navigate complexity and ambiguity with confidence. In settings that foster such environments, children are encouraged to voice their ideas, take initiative, and learn from mistakes, which are seen not as failures but as stepping stones to understanding.

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The Interconnection of Characteristics

The interplay between these three characteristics is what truly enhances the effectiveness of learning. They are not isolated traits but deeply interconnected processes that reinforce each other. For example, a child who is exploring through play is also likely to be actively engaged and thinking critically about their actions and outcomes. When early years settings embrace the CoEL framework, they create a holistic environment where learning is dynamic, responsive, and child-centred. Practitioners must be reflective and responsive, tuning into each child’s needs, interests, and developmental stage. Observations, assessments, and interactions should all be informed by the principles of CoEL, ensuring that learning is both guided and child-led. This approach fosters not just academic readiness but also emotional intelligence, social skills, and a sense of identity.

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The Role of Adults

Furthermore, the role of the adult in facilitating the Characteristics of Effective Learning cannot be understated. Educators, caregivers, and parents serve as co-explorers, role models, and guides. Their interactions with children should be intentional, nurturing, and grounded in respect for the child’s agency. Through thoughtful scaffolding, adults can extend children’s thinking, introduce new vocabulary, and challenge them to consider different perspectives. The adult's role is not to direct but to support the child’s learning journey, stepping in and stepping back as appropriate. High-quality early years provision includes creating a rich environment, offering a variety of resources, and allowing children the time and space to delve deeply into their interests. This encourages a sense of ownership and pride in learning, which translates into a positive learning disposition.

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The Importance of Environment

Another essential aspect of promoting effective learning is the environment itself. A well-thought-out learning environment acts as a 'third teacher,' offering invitations to play, explore, and think critically. From the layout of the classroom to the materials made available, every element should be designed to provoke curiosity and engagement. Open-ended resources, natural materials, and flexible spaces allow children to manipulate, combine, and reimagine their use, fostering creativity and innovation. Outdoor environments further enhance learning by providing opportunities for risk-taking, problem-solving, and connecting with nature. These environments encourage children to use all their senses, engage in physical activity, and develop a broader understanding of the world. The setting should celebrate diversity, include meaningful cultural artefacts, and reflect the children's lives and communities, making them feel valued and seen.

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Assessment and Documentation

Assessment within the CoEL framework should be formative and continuous. Rather than relying solely on outcomes or checklists, practitioners must use observation and documentation to understand the processes children go through in their learning. Learning stories, photo documentation, and narrative observations provide rich insights into how children think, feel, and engage with their world. These assessments allow educators to tailor their planning and interactions to support each child’s unique journey. It also enables the involvement of families, as sharing observations and insights fosters a shared understanding of the child’s development. By focusing on the how rather than just the what, the CoEL approach ensures that children's learning is authentic, meaningful, and deeply rooted in their personal experiences.

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Cultural and Emotional Contexts

Cultural, social, and emotional contexts also significantly influence how children approach learning. Each child comes to the setting with a unique background, set of experiences, and ways of seeing the world. Effective practitioners value this individuality and use it as a foundation upon which to build meaningful learning experiences. They foster a sense of belonging, which is essential for children to feel safe and confident to explore and engage. Social interactions, including collaborative play, group discussions, and peer feedback, are central to learning. These experiences help children develop empathy, communication skills, and the ability to view situations from multiple perspectives. Emotional well-being is closely tied to effective learning; when children feel secure and valued, they are more likely to take risks, express themselves, and engage deeply in the learning process.

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A Philosophy for Practice

In practice, the Characteristics of Effective Learning serve not only as a framework for curriculum delivery but also as a philosophy that underpins the entire approach to early education. They shift the focus from a prescriptive curriculum to a responsive, child-centred model that honours the voices and capabilities of young learners. The CoEL framework aligns with contemporary understandings of brain development, which emphasise the importance of early experiences in shaping neural pathways and influencing long-term learning dispositions. By embedding these characteristics into daily practice, settings can cultivate learners who are curious, resilient, thoughtful, and intrinsically motivated.

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Building Resilience Through Learning Experiences‍

Resilience is a core trait that supports children in becoming effective learners, and it is closely tied to all three Characteristics of Effective Learning. When children are given opportunities to face challenges, make mistakes, and try again, they build emotional strength and self-confidence. These experiences teach children that learning is a journey, not a race, and that perseverance often leads to success. Practitioners can support resilience by acknowledging children's efforts, celebrating progress, and modelling problem-solving strategies. This nurtures a growth mindset where children view effort as the path to mastery. For example, when a child constructs a tower that repeatedly collapses, they learn the importance of stability, balance, and patience through persistence rather than giving up. In this way, resilience is developed naturally through meaningful play and interaction.

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Language Development and Thinking Skills

Language plays a significant role in developing critical thinking and active engagement. As children express their thoughts, ask questions, and describe their experiences, they refine their understanding of the world and their place in it. Rich conversations, open-ended questions, and storytelling activities offer valuable opportunities to support language and cognitive development. Educators should listen attentively, respond thoughtfully, and extend conversations to deepen children’s thinking. Encouraging children to explain their ideas, predict outcomes, and reflect on what they have done strengthens both their vocabulary and reasoning abilities. Activities like shared reading, role-play, and philosophical discussions can all contribute to a richer and more expressive learning environment that promotes both language and thought.

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Inclusive Practice and Differentiation

 An inclusive learning environment that recognises the diverse needs, abilities, and backgrounds of each child is essential for supporting the Characteristics of Effective Learning. Children learn best when they feel respected, included, and valued. Differentiation—adapting activities and support to meet each child’s stage of development—is key to promoting engagement, active learning, and independent thinking. Some children may need more scaffolding, sensory resources, or visual prompts to participate meaningfully. Others might benefit from additional challenges or opportunities to lead group activities. Practitioners must be flexible and observant, tuning into children’s cues and responding accordingly. This ensures that every child can access and benefit from learning experiences in a way that is meaningful to them, thereby promoting equity in early education.

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The Role of Reflective Practice‍

Reflective practice is a cornerstone of effective early years teaching and is instrumental in applying the CoEL framework meaningfully. Educators who take time to reflect on their interactions, planning, and observations can adapt their practice to better support children's individual learning journeys. Reflective practice encourages practitioners to ask questions such as: What did the child learn from this activity? How engaged were they? How can I build on their interests next time? These reflections lead to improved practice, deeper understanding of each child's learning style, and more intentional planning. Moreover, reflective practitioners are more likely to model curiosity and openness—key traits that children, in turn, absorb and imitate in their own learning approach.

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Transitions and Continuity in Learning‍

Managing transitions—whether daily routines, moving between activities, or progressing from nursery to school—is another important aspect of effective learning. Children thrive when they feel secure and supported during these changes, and the CoEL principles can help ensure continuity in their experiences. Smooth transitions are achieved through consistent routines, familiar adults, and opportunities for children to express their feelings. When children are actively involved in transitions—for instance, by helping to prepare for tidy-up time or discussing what to expect at school—they feel more in control and less anxious. This sense of agency supports their ability to cope with change, stay engaged, and apply their learning in new contexts. A strong emphasis on emotional literacy during transitions also helps children to understand and manage their emotions, a vital skill for lifelong learning.

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Conclusion

Ultimately, the goal of early years education is not merely to prepare children for school but to lay the groundwork for a lifetime of learning. The Characteristics of Effective Learning support this goal by nurturing the attitudes and skills that children need to navigate an ever-changing world. As such, they should be embraced not only by early years practitioners but also by families, communities, and policymakers committed to fostering the potential of every child.

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Little Mowgli Nursery, Leyland

At Little Mowgli nursery in Leyland, UK, the Characteristics of Effective Learning are deeply embedded in everyday practice. The setting provides a rich, stimulating environment where children are encouraged to explore, engage, and think critically from the moment they arrive. Through child-led activities, purposeful play, and thoughtful adult interactions, Little Mowgli fosters a culture of curiosity and creativity. The dedicated staff team works in partnership with families to understand each child’s unique learning journey, using the CoEL as a guiding framework. Whether it's through imaginative play in the outdoor area, problem-solving in small groups, or reflective discussions at circle time, the nursery ensures that learning is meaningful and joyful. Little Mowgli exemplifies what it means to create a nurturing space where every child can thrive as a capable, confident, and lifelong learner.

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