Abstract
OFTEN WHEN STUDENTS have visited an early years setting I ask them what they have seen. When we have listed the sand and water play, the home corner and the outside area, and all the recognisable areas of learning, we go on to consider what the children and adults are doing. A rich debate usually follows as answers are sought to questions such as ‘Why is there a home corner in the nursery?’ ‘Why are the children moving around and playing so much more than at key stage one?’ ‘How can the adults plan and assess this busy place?’
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