Enabling environments - friendly spaces, Part 3: Softly, softly

From my observations, most children want to curl up in a soft space at some point during their day in nursery. This need, however, is only partially met by the sleep area, and it is important that other soft spaces are provided around the nursery.

If we think about the soft spaces that children might use at home - a comfy sofa, their bed (often with a soft toy), a fluffy rug or carpet - we find that these places are often self-chosen and used when the child wants a cuddle or has an emotional need for reassurance, not just when the child is tired.

As T Berry Brazelton explains, 'Soft spaces can help children to make the emotional transition from dependence to independence. They give the child emotional and tangible comfort. They have a calming effect on the child' (To Listen to a Child: Understanding the normal problems of growing up, Perseus Books Group, 1992).

In settings, children need a place to watch from, a place to rest, a place to simply be - and soft spaces can meet all these needs perfectly. Their lovely association with home adds to the child's feeling of emotional security, and validates the child's need to just curl up and think whenever they choose.

Despite their importance, it is uncommon for settings to have soft spaces set up as 'comfort zones' and as incidental learning spaces that the children can access when they want or when the activity they are doing requires it.

Yet these spaces are not difficult to create. They need little room and do much to 'soften' the atmosphere within a setting. All it may take is:

- a duvet and some cushions in a corner
- a sleep basket that babies can crawl into when they are feeling tired
- a sofa in the book area with some soft throws or fleeces over it
- a collection of material, made available for the children to use
independently.

Ask yourself
- Is your setting predominantly a 'hard' setting with few, if any, comfy
areas? Why or why not?
- Which children like soft spaces?
- How, when and why do they use them?
- Do you let children create their own soft spaces? Why or why not?
- Check the softness and comfort offered in your setting - the carpet,
the rug, the chairs and so on. Are they comfortable?
- How could you create some softer areas?

Part 4 will be published on 14 August

Elizabeth Jarman specialises in developing effective learning environments. See www.elizabethjarmanltd.co.uk

REFLECTING ON PRACTICE

To make the most of this series:

- Photograph areas of your setting when empty and in use.

- Ask yourself: When, how and why do the children use (or avoid) a certain area in the setting? How does this area look, sound and feel to the child?

- Record your observations, thoughts and ideas in a journal and discuss them with your staff team.

- Ask yourself: Do 'adult ideas' about an area restrict how children behave there?

- Reflect on your findings and possible changes to improve your nursery environment.

- Monitor the effects of any changes made through photographs, discussions with staff, and consulting the children.

CASE STUDY: EMNETH CHILDREN'S CENTRE, NORFOLK

Susan Clarke, head of Emneth Children's Centre, says, 'We like to offer children the opportunity to create their own soft spaces. We often leave a pile of materials on the floor for the children to use. We don't predetermine how the children should explore the materials or where they should take them.

'The material collections we have are chosen deliberately to provide contrast - for example, fleeces, bobbly material and voiles. We've worked really hard at observing what the children are showing us through their exploration.

'In these pictures (6 and 7), Mark is thoroughly enjoying the texture of the materials on a big scale. He is completely wrapped up in them!

'He enjoyed the experience of being covered up and cocooned one minute and then being exposed when the material was lifted off. This "peepo" sort of game was full of anticipation and provided opportunities for listening and engagement with Lisa, his keyworker.

'Molly looked on, fascinated by the game. She watched for a long time, walking round the space they had created before having a go and joining in, trying to cover Mark with some voile.

'Later, a second group of older children found the materials and quickly transported them all around the corner to a smaller more private space (picture 5). The materials were laid out on the floor to make a comfy place to sit, lie and talk.

'In this context, the children's negotiating skills were tested. Who would sit where? Who could have which blanket? This sort of interaction offers us the chance to capture a huge number of really meaningful observations.

'We have noticed how the fabrics and cushions draw children and adults alike into the areas. They almost cannot resist the colours and textures. The impact of the soft space is immediate. It is invariably the first area noticed and commented upon by visitors as they walk into the room.

'Offering this sort of opportunity to our children, to create and define their own spaces where meaningful conversations, exploration and learning take place, is very important to us.'

More information:

- The 'A Place to Talk' series - In Children's Centres, In Extended Schools, In Pack-Away Settings and In Pre-schools - is available from www.elizabethjarmanltd.co.uk/store at £6.49 each, packed with ideas to create different sorts of learning spaces

- More information about the importance of soft spaces can be found at: http://www-personal.ksu.edu/(approx)aschmidt/securityblankets.htm

- To Listen to a Child: Understanding the normal problems of growing up by T Berry Bazelton (Perseus Books Group, 1992)

Links to EYFS guidance

- EE 3.1 The Learning Environment

- L&D 4.1 Play and Exploration

- L&D 4.4 Areas of Learning (Personal, Social and Emotional Development).