This page provides an overview of the physical learning environment and resources that you will need to implement the Cambridge Early Years Programme.
More information on planning your physical learning environment and choosing resources is included as part of the programme. Of course, the most important consideration for your physical learning environment and resources is your children’s safety.
Physical learning environment
- Classroom area with adequate space for learning areas which children can move safely between, including an area where all children can sit together, learning areas where children can play independently (e.g. role-play area, construction area), tables and chairs where the practitioner can work with a small group or where children can sit to engage in activities (e.g. writing in EY2 and EY3)
- Storage at a suitable height for children to be able to access resources
- A source of water for handwashing in or very close to the classroom
- Outdoor space where children can play and access resources independently (e.g. sand and water trays)
- Large indoor or outdoor space for physical activities
- Child-friendly toilets and sinks
Resources
Below are some key resources that you will need for the Cambridge Early Years curriculum. They focus mainly on commercially produced resources (rather than more everyday items) and are intended to guide your planning for implementing the Cambridge Early Years Programme, rather than providing a definitive list.
Communication, language and literacy
- A systematic phonics scheme, such as Jolly Phonics or Letterland
- A wide range of fiction and non-fiction books, including decodable books for EY2 and EY3 which reflect children’s learning through the phonics scheme
- A systematic handwriting scheme, such as Penpals for Handwriting
- Writing pencils for EY2 and EY3
Creative expression
- A range of art and design materials and tools, including drawing and colouring materials, paper, non-toxic paints and brushes, non-toxic glue, sticky tape, age-appropriate blunt-tipped scissors
- Musical percussion instruments for EY2 and EY3 (these could be handmade rather than purchased)
- A range of role play resources linked to different themes, including dressing-up clothes and real or pretend everyday items
Mathematics
- Objects for comparison, sorting, counting and measuring
- 3D shapes for children to handle
Physical Development
Gross motor skills
- a variety of balls of different sizes and textures
- bats
- ride-on and push-pull toys
- climbing and balancing equipment (with soft material underneath for safety)
- a variety of small equipment for movement activities, for example, bean bags, cones, hula hoops, skipping ropes
- sand and water trays with tools and containers for exploring
Fine motor skills resources
- beads and strings
- everyday fastenings, for example, clothing with zips and buttons, shoes or cards with laces, locks and keys
- construction materials
- stacking and hammering toys
Personal, social and emotional development
- Story books, with stories relating to personal, social and emotional themes
- Puppets for role play (e.g. to role play getting things wrongs in order to explore real-life situations in a safe environment)
Understanding the world
- Digital devices, including those with audio and visual recording
- Digital software which enables children to take an ‘author’ role, for example, drawing software, programming software
- Magnets for EY3
General toys and game
- variety of toy people, including dolls with accessories
- a variety of toy animals
- mechanical toys, e.g. cars
- puzzles, including jigsaw puzzles, puzzles where shaped pieces are places into shaped holes, puzzles that involve navigating an object from one point to another
- games that involve matching, for example, dominoes, bingo
- collaborative games, for example, games that involve construction or balance, simple dice games with numbered boards to support development of number sense