Updated on
January 23, 2026
|
January 21, 2026
Support young children's engagement, motivation, and thinking with the EYFS Characteristics of Effective Learning framework. A practical classroom guide.
The Characteristics of Effective Learning describe how children engage with the learning process, representing the behaviours and dispositions that underpin successful learning across all areas of development. These three interrelated characteristics, identified in the Early Years Foundation Stage (EYFS), provide a framework for understanding and supporting how children learn, not just what they learn.
The Characteristics of Effective Learning were introduced in the revised EYFS framework in 2012, drawing on extensive research into how young children learn most effectively. They complement the prime and specific areas of learning by describing the underlying processes that make learning possible.
This characteristic captures children's natural drive to investigate and experience the world around them. Children who are playing and exploring show willingness to have a go, engage with new experiences, and use their senses to learn about materials and objects.
Three key aspects define this characteristic:
Finding out and exploring: Children show curiosity about their environment, use their senses to investigate objects and materials, and engage in open-ended exploration. They ask questions (verbally or through actions), show particular interests, and respond to new experiences with interest rather than anxiety.
Playing with what they know: Children bring their existing knowledge and experiences into their play, representing their understanding through various media. They recreate experiences, take on roles, and make connections between things they have experienced.
Being willing to have a go: Children approach new activities and experiences with confidence, showing willingness to try things without fear of failure. They initiate activities, seek challenge, and demonstrate resilience when things do not work immediately.
This characteristic connects to theories of play-based learning and the research showing that children learn most effectively when they are actively engaged with materials and ideas rather than passively receiving information.
Active learning describes the motivation and concentration that drive sustained engagement with learning. Children showing active learning are involved, persistent, and experience satisfaction from their achievements.
Three aspects characterise active learning:
Being involved and concentrating: Children pay attention to details, maintain focus despite distractions, and show deep involvement in activities. They are absorbed in what they are doing, returning to activities over time and demonstrating sustained thinking.
Keeping on trying: Children persist when they encounter difficulties, trying different approaches when initial attempts fail. They show resilience, manage frustration, and demonstrate determination to achieve their goals.
Enjoying achieving what they set out to do: Children show satisfaction when they succeed, celebrate their achievements, and build confidence from their accomplishments. They develop positive learning identities, seeing themselves as capable learners.
This characteristic aligns with research on motivation in learning and the importance of intrinsic engagement for deep learning. When children are actively learning, they are investing cognitive and emotional resources in understanding.
This characteristic encompasses the thinking processes that enable children to make connections, develop ideas, and solve problems. Children who are creating and thinking critically develop their own ideas, make links between concepts, and choose how to approach tasks.
Three aspects define this characteristic:
Having their own ideas: Children generate new ideas, find innovative ways to do things, and think of possibilities beyond the obvious. They engage in imaginative play, create novel solutions, and express original thoughts.
Making links: Children notice patterns, connect new experiences to previous learning, and predict outcomes based on what they know. They categorise, sequence, and understand cause and effect relationships.
Choosing ways to do things: Children plan approaches, make decisions about methods, and review their strategies. They show metacognitive awareness, adjusting their approaches based on feedback.
This characteristic reflects research on critical thinking and the importance of children developing as independent thinkers who can evaluate information and make reasoned judgements.
Recognising these characteristics in children's behaviour helps practitioners understand how individual children approach learning and where they might need additional support.
Effective support for these characteristics requires intentional planning of environments, resources, and interactions.
Physical environments should invite exploration and sustained engagement. Resources should be accessible, varied, and open-ended, allowing children to investigate and create in their own ways. The arrangement of space should support both focused individual activity and collaborative exploration.
Consider:
Adult interactions profoundly influence how children engage with learning. Sustained shared thinking represents one powerful approach, but more generally, practitioners should consider how their responses support or inhibit the characteristics.
Effective interactions:
Each characteristic requires time to develop and manifest. Playing and exploring needs unhurried investigation. Active learning requires sustained engagement. Creating and thinking critically demands time for ideas to emerge and develop.
Rushed schedules and frequent transitions work against these characteristics. Plan for extended periods of uninterrupted activity. Resist the urge to move children on before their engagement naturally concludes.
While the Characteristics of Effective Learning originate in early years practice, the dispositions they describe support learning throughout education.
The characteristics are explicitly referenced in EYFS assessment and planning. Practitioners observe and document children's engagement with learning, considering how well each child demonstrates these behaviours. Planning aims to support children in developing as effective learners.
Though not explicitly named in the National Curriculum, the characteristics remain relevant. Children who enter Key Stage 1 with well-developed learning behaviours are better positioned for the demands of more formal education. Primary teachers can continue to support and extend these dispositions.
Metacognition teaching in primary schools often builds directly on the "creating and thinking critically" characteristic. Teaching children to plan, monitor, and evaluate their learning extends what begins in early years.
Effective learners at any age demonstrate curiosity, persistence, and critical thinking. Secondary students who actively explore subjects, sustain engagement through difficulties, and think independently about content are applying the same characteristics identified in early years.
Self-regulated learning research describes similar dispositions in older learners: goal-setting, strategy selection, self-monitoring, and adaptive response to feedback mirror the characteristics of effective learning.
Observation remains the primary assessment method for understanding children's engagement with learning. Unlike knowledge-based outcomes that can be tested, the characteristics manifest through behaviour over time.
Narrative observations capturing what children do and say during extended activity provide rich evidence. Note not just what children achieve but how they approach tasks, respond to setbacks, and develop their ideas.
Look for patterns across observations. A single instance of persistence matters less than a consistent pattern of resilient behaviour. Similarly, occasional distraction is less significant than chronic difficulty maintaining attention.
Assessment should inform practice. If observations reveal children struggling with particular characteristics, plan interventions. A child who rarely initiates activity might need more inviting starting points. A child who gives up quickly might need adjusted challenges and explicit encouragement for effort.
Share observations with parents and carers. The characteristics of effective learning matter beyond the classroom, and families can support these dispositions at home.
Curiosity can be suppressed but rarely eliminated. Children who appear incurious may have learned that exploration leads to negative responses, or may lack experiences that spark interest. Introduce novel, open-ended resources. Follow any sparks of interest immediately. Create safe conditions for investigation.
Persistence depends on appropriate challenge and supportive response to difficulty. If tasks are too hard, repeated failure discourages persistence. If tasks are too easy, there is nothing to persist through. Adjust challenge levels. Model persistence yourself. Celebrate effort over outcome.
This reflects curriculum pressure that often backfires. Children who develop strong learning characteristics through early open-ended experience learn curriculum content more effectively later. Protect time for quality learning experiences rather than cramming in content.
Help parents understand that the characteristics of effective learning underpin academic achievement. A child who is curious, persistent, and thoughtful will learn to read, write, and calculate more effectively than a child who is passive, easily discouraged, and uncritical. Share observations that demonstrate these developing dispositions.
The Characteristics of Effective Learning draw on established educational research.
Constructivist theory emphasises that learners actively construct understanding through experience. "Playing and exploring" reflects this, positioning children as agents in their learning rather than recipients of knowledge.
Motivation research distinguishes intrinsic motivation (engaging for the inherent satisfaction) from extrinsic motivation (engaging for external rewards). "Active learning" describes intrinsically motivated engagement, which research shows produces deeper, more durable learning.
Metacognition research examines how learners think about their own thinking. "Creating and thinking critically" includes metacognitive elements, with children planning, monitoring, and evaluating their approaches.
Growth mindset theory suggests that beliefs about the malleability of ability affect learning behaviour. The characteristics, particularly persistence and willingness to try, align with growth mindset dispositions.
Are the characteristics equal in importance?
They work together as an integrated whole. A child strong in curiosity but weak in persistence might start many activities without completing them. A child who persists but does not think critically might repeat ineffective approaches. Development across all three supports effective learning.
Can the characteristics be taught directly?
They develop through experience rather than direct instruction. Create conditions that support and reward these behaviours. Model the characteristics yourself. Provide specific feedback that reinforces effective learning dispositions.
How do the characteristics relate to the areas of learning?
The areas of learning describe what children learn (communication, mathematics, understanding the world, etc.). The characteristics describe how they learn. Both matter, and strong characteristics support learning across all areas.
Should I assess characteristics separately from content?
Yes, though they interact. A child might demonstrate strong characteristics in one domain but not another, suggesting interest or confidence varies by content. Assessment of characteristics should happen across contexts to build a complete picture.
The Characteristics of Effective Learning provide a powerful framework for understanding how children engage with learning. By focusing on playing and exploring, active learning, and creating and thinking critically, practitioners support children in developing the dispositions that enable deep, meaningful learning throughout life.
These are not additional things to teach but ways of being that emerge through experience. Your role is to create conditions where curiosity, persistence, and critical thinking flourish. Plan environments that invite exploration. Interact in ways that sustain engagement. Value the thinking process as much as the outcome. In doing so, you nurture not just what children know but how they approach the challenge of learning anything new.
These peer-reviewed studies provide deeper insights into characteristics of effective learning: a complete guide for teachers and its application in educational settings.
Bubikova-Moan et al. (2019)
This systematic review examines how early childhood education teachers understand and implement play-based learning, revealing that there is no clear consensus on what play-based learning actually means in practice. The research is highly relevant for teachers as it addresses one of the key characteristics of effective learning - playing and exploring - and shows how different interpretations can impact classroom implementation and student outcomes.
Venton et al. (2021)
This study explores practical strategies teachers can use to keep students engaged during remote learning through active learning techniques, demonstrating that interactive approaches lead to better attendance and participation than traditional lectures. The findings are valuable for teachers seeking to maintain the characteristics of effective learning in digital environments, particularly around active learning and creating and thinking critically.
Ginting et al. (2021)
This research investigates the factors that influence student engagement and active learning specifically in English language teaching, examining how students process and connect new information to their existing knowledge. The study is relevant to teachers as it provides insights into student engagement strategies that support the characteristic of active learning, showing how meaningful learning occurs when students are actively involved in the process.
Edwards et al. (2016)
This paper examines how digital technology and popular culture can be integrated into play-based learning approaches in early childhood education, addressing modern challenges in maintaining traditional play while incorporating contemporary tools. The research is essential for teachers navigating the balance between screen time and hands-on learning, particularly when implementing the playing and exploring characteristic of effective learning in today's digital world.
Danniels et al. (2022)
This study explores how kindergarten teachers successfully implement play-based learning approaches that include and support children with disabilities alongside their typically developing peers. The research is crucial for teachers working in inclusive classrooms, demonstrating how the characteristics of effective learning can be adapted and maintained to ensure all children can engage in meaningful play-based experiences regardless of their individual needs.
The Characteristics of Effective Learning describe how children engage with the learning process, representing the behaviours and dispositions that underpin successful learning across all areas of development. These three interrelated characteristics, identified in the Early Years Foundation Stage (EYFS), provide a framework for understanding and supporting how children learn, not just what they learn.
The Characteristics of Effective Learning were introduced in the revised EYFS framework in 2012, drawing on extensive research into how young children learn most effectively. They complement the prime and specific areas of learning by describing the underlying processes that make learning possible.
This characteristic captures children's natural drive to investigate and experience the world around them. Children who are playing and exploring show willingness to have a go, engage with new experiences, and use their senses to learn about materials and objects.
Three key aspects define this characteristic:
Finding out and exploring: Children show curiosity about their environment, use their senses to investigate objects and materials, and engage in open-ended exploration. They ask questions (verbally or through actions), show particular interests, and respond to new experiences with interest rather than anxiety.
Playing with what they know: Children bring their existing knowledge and experiences into their play, representing their understanding through various media. They recreate experiences, take on roles, and make connections between things they have experienced.
Being willing to have a go: Children approach new activities and experiences with confidence, showing willingness to try things without fear of failure. They initiate activities, seek challenge, and demonstrate resilience when things do not work immediately.
This characteristic connects to theories of play-based learning and the research showing that children learn most effectively when they are actively engaged with materials and ideas rather than passively receiving information.
Active learning describes the motivation and concentration that drive sustained engagement with learning. Children showing active learning are involved, persistent, and experience satisfaction from their achievements.
Three aspects characterise active learning:
Being involved and concentrating: Children pay attention to details, maintain focus despite distractions, and show deep involvement in activities. They are absorbed in what they are doing, returning to activities over time and demonstrating sustained thinking.
Keeping on trying: Children persist when they encounter difficulties, trying different approaches when initial attempts fail. They show resilience, manage frustration, and demonstrate determination to achieve their goals.
Enjoying achieving what they set out to do: Children show satisfaction when they succeed, celebrate their achievements, and build confidence from their accomplishments. They develop positive learning identities, seeing themselves as capable learners.
This characteristic aligns with research on motivation in learning and the importance of intrinsic engagement for deep learning. When children are actively learning, they are investing cognitive and emotional resources in understanding.
This characteristic encompasses the thinking processes that enable children to make connections, develop ideas, and solve problems. Children who are creating and thinking critically develop their own ideas, make links between concepts, and choose how to approach tasks.
Three aspects define this characteristic:
Having their own ideas: Children generate new ideas, find innovative ways to do things, and think of possibilities beyond the obvious. They engage in imaginative play, create novel solutions, and express original thoughts.
Making links: Children notice patterns, connect new experiences to previous learning, and predict outcomes based on what they know. They categorise, sequence, and understand cause and effect relationships.
Choosing ways to do things: Children plan approaches, make decisions about methods, and review their strategies. They show metacognitive awareness, adjusting their approaches based on feedback.
This characteristic reflects research on critical thinking and the importance of children developing as independent thinkers who can evaluate information and make reasoned judgements.
Recognising these characteristics in children's behaviour helps practitioners understand how individual children approach learning and where they might need additional support.
Effective support for these characteristics requires intentional planning of environments, resources, and interactions.
Physical environments should invite exploration and sustained engagement. Resources should be accessible, varied, and open-ended, allowing children to investigate and create in their own ways. The arrangement of space should support both focused individual activity and collaborative exploration.
Consider:
Adult interactions profoundly influence how children engage with learning. Sustained shared thinking represents one powerful approach, but more generally, practitioners should consider how their responses support or inhibit the characteristics.
Effective interactions:
Each characteristic requires time to develop and manifest. Playing and exploring needs unhurried investigation. Active learning requires sustained engagement. Creating and thinking critically demands time for ideas to emerge and develop.
Rushed schedules and frequent transitions work against these characteristics. Plan for extended periods of uninterrupted activity. Resist the urge to move children on before their engagement naturally concludes.
While the Characteristics of Effective Learning originate in early years practice, the dispositions they describe support learning throughout education.
The characteristics are explicitly referenced in EYFS assessment and planning. Practitioners observe and document children's engagement with learning, considering how well each child demonstrates these behaviours. Planning aims to support children in developing as effective learners.
Though not explicitly named in the National Curriculum, the characteristics remain relevant. Children who enter Key Stage 1 with well-developed learning behaviours are better positioned for the demands of more formal education. Primary teachers can continue to support and extend these dispositions.
Metacognition teaching in primary schools often builds directly on the "creating and thinking critically" characteristic. Teaching children to plan, monitor, and evaluate their learning extends what begins in early years.
Effective learners at any age demonstrate curiosity, persistence, and critical thinking. Secondary students who actively explore subjects, sustain engagement through difficulties, and think independently about content are applying the same characteristics identified in early years.
Self-regulated learning research describes similar dispositions in older learners: goal-setting, strategy selection, self-monitoring, and adaptive response to feedback mirror the characteristics of effective learning.
Observation remains the primary assessment method for understanding children's engagement with learning. Unlike knowledge-based outcomes that can be tested, the characteristics manifest through behaviour over time.
Narrative observations capturing what children do and say during extended activity provide rich evidence. Note not just what children achieve but how they approach tasks, respond to setbacks, and develop their ideas.
Look for patterns across observations. A single instance of persistence matters less than a consistent pattern of resilient behaviour. Similarly, occasional distraction is less significant than chronic difficulty maintaining attention.
Assessment should inform practice. If observations reveal children struggling with particular characteristics, plan interventions. A child who rarely initiates activity might need more inviting starting points. A child who gives up quickly might need adjusted challenges and explicit encouragement for effort.
Share observations with parents and carers. The characteristics of effective learning matter beyond the classroom, and families can support these dispositions at home.
Curiosity can be suppressed but rarely eliminated. Children who appear incurious may have learned that exploration leads to negative responses, or may lack experiences that spark interest. Introduce novel, open-ended resources. Follow any sparks of interest immediately. Create safe conditions for investigation.
Persistence depends on appropriate challenge and supportive response to difficulty. If tasks are too hard, repeated failure discourages persistence. If tasks are too easy, there is nothing to persist through. Adjust challenge levels. Model persistence yourself. Celebrate effort over outcome.
This reflects curriculum pressure that often backfires. Children who develop strong learning characteristics through early open-ended experience learn curriculum content more effectively later. Protect time for quality learning experiences rather than cramming in content.
Help parents understand that the characteristics of effective learning underpin academic achievement. A child who is curious, persistent, and thoughtful will learn to read, write, and calculate more effectively than a child who is passive, easily discouraged, and uncritical. Share observations that demonstrate these developing dispositions.
The Characteristics of Effective Learning draw on established educational research.
Constructivist theory emphasises that learners actively construct understanding through experience. "Playing and exploring" reflects this, positioning children as agents in their learning rather than recipients of knowledge.
Motivation research distinguishes intrinsic motivation (engaging for the inherent satisfaction) from extrinsic motivation (engaging for external rewards). "Active learning" describes intrinsically motivated engagement, which research shows produces deeper, more durable learning.
Metacognition research examines how learners think about their own thinking. "Creating and thinking critically" includes metacognitive elements, with children planning, monitoring, and evaluating their approaches.
Growth mindset theory suggests that beliefs about the malleability of ability affect learning behaviour. The characteristics, particularly persistence and willingness to try, align with growth mindset dispositions.
Are the characteristics equal in importance?
They work together as an integrated whole. A child strong in curiosity but weak in persistence might start many activities without completing them. A child who persists but does not think critically might repeat ineffective approaches. Development across all three supports effective learning.
Can the characteristics be taught directly?
They develop through experience rather than direct instruction. Create conditions that support and reward these behaviours. Model the characteristics yourself. Provide specific feedback that reinforces effective learning dispositions.
How do the characteristics relate to the areas of learning?
The areas of learning describe what children learn (communication, mathematics, understanding the world, etc.). The characteristics describe how they learn. Both matter, and strong characteristics support learning across all areas.
Should I assess characteristics separately from content?
Yes, though they interact. A child might demonstrate strong characteristics in one domain but not another, suggesting interest or confidence varies by content. Assessment of characteristics should happen across contexts to build a complete picture.
The Characteristics of Effective Learning provide a powerful framework for understanding how children engage with learning. By focusing on playing and exploring, active learning, and creating and thinking critically, practitioners support children in developing the dispositions that enable deep, meaningful learning throughout life.
These are not additional things to teach but ways of being that emerge through experience. Your role is to create conditions where curiosity, persistence, and critical thinking flourish. Plan environments that invite exploration. Interact in ways that sustain engagement. Value the thinking process as much as the outcome. In doing so, you nurture not just what children know but how they approach the challenge of learning anything new.
These peer-reviewed studies provide deeper insights into characteristics of effective learning: a complete guide for teachers and its application in educational settings.
Bubikova-Moan et al. (2019)
This systematic review examines how early childhood education teachers understand and implement play-based learning, revealing that there is no clear consensus on what play-based learning actually means in practice. The research is highly relevant for teachers as it addresses one of the key characteristics of effective learning - playing and exploring - and shows how different interpretations can impact classroom implementation and student outcomes.
Venton et al. (2021)
This study explores practical strategies teachers can use to keep students engaged during remote learning through active learning techniques, demonstrating that interactive approaches lead to better attendance and participation than traditional lectures. The findings are valuable for teachers seeking to maintain the characteristics of effective learning in digital environments, particularly around active learning and creating and thinking critically.
Ginting et al. (2021)
This research investigates the factors that influence student engagement and active learning specifically in English language teaching, examining how students process and connect new information to their existing knowledge. The study is relevant to teachers as it provides insights into student engagement strategies that support the characteristic of active learning, showing how meaningful learning occurs when students are actively involved in the process.
Edwards et al. (2016)
This paper examines how digital technology and popular culture can be integrated into play-based learning approaches in early childhood education, addressing modern challenges in maintaining traditional play while incorporating contemporary tools. The research is essential for teachers navigating the balance between screen time and hands-on learning, particularly when implementing the playing and exploring characteristic of effective learning in today's digital world.
Danniels et al. (2022)
This study explores how kindergarten teachers successfully implement play-based learning approaches that include and support children with disabilities alongside their typically developing peers. The research is crucial for teachers working in inclusive classrooms, demonstrating how the characteristics of effective learning can be adapted and maintained to ensure all children can engage in meaningful play-based experiences regardless of their individual needs.
