How can we support children in the early years to flourish?

Defining flourishing

When we, as adults, start thinking about flourishing, what words spring to mind? How do we know that we are flourishing? Perhaps we have a sense of contentment or a rush of self-confidence? We may feel that we are able to deal with whatever life is bringing us; we know what we are doing, we’re prepared and optimistic with strategies and plans in place. Alternatively, we may consider ourselves to be flourishing if we are in good physical health: we look and feel great, moving through life with confidence. We may think that we are flourishing if we are financially stable, we have a supportive community around us or we have been able to develop a sense of achievement or personal success.

What’s clear is that different things help us all to flourish, and these vary. This flexible, individualised dynamic means that ‘flourishing’ as a concept, can frequently be difficult to completely define. What is significant in considering flourishing though is its importance it has for the mental health and wellbeing for all.  Seligman (2011) states:

“The gold standard for measuring well-being is flourishing, and the goal of positive psychology is to increase flourishing.”

Developing a whole setting view of flourishing

When considering this for children in the early years, perhaps a place to start when thinking about how to enhance opportunities for flourishing is to be comfortable and committed to that all children have the right to feel this and demonstrate the characteristics: it’s achievable for everyone, regardless of their respective strengths and barriers. This obviously comes from the beliefs held by the adults supporting the children. These beliefs can grow through professional discussions together, debating what we think flourishing means for the children we support. Despite there being no explicit reference to flourishing in England’s statutory guidance – the EYFS (DfE, 2025), and both current non statutory documents (DfE, 2023; Early Years Coalition, 2021), the characteristics of being an effective flourisher are certainly there. Phrases like independence, motivation, confidence and wellbeing are highlighted either in the principles or within the PSED area of learning.

Characteristics of flourishing in the early years

Holistic wellbeing

• Children feel safe, loved and valued.
• They have good physical health and access to nutritious food, rest, and play.

Positive relationships

• Strong, nurturing bonds with caregivers and peers.
• Opportunities to develop empathy, cooperation and communication skills.

 Emotional resilience

• Ability to manage feelings, cope with challenges and develop confidence.
• Support for self-regulation and a sense of security.

Curiosity and engagement

• Encouraging exploration, creativity and problem solving.
• Learning through play and meaningful experiences.

Sense of belonging and identity

• Feeling included and respected in their environment.
• Developing cultural awareness and self-esteem.

This synopsis could offer practitioners an opening to consider how to create conditions for children to thrive socially, emotionally, and cognitively. Working together to then think about provision and adult support ensures that there is a blend of subject knowledge and pedagogy, as well as embedding a consistent approach to teaching and learning.

Practical strategies to promote flourishing in early years settings

Build strong relationships

• Warm interactions: greet each child by name, use positive language.
• Consistent routines: predictability helps children feel secure.
• Family partnerships: share observations and involve parents in learning.

Reflective questions….

• Do I greet every child warmly and make them feel valued each day?
• Do I involve families in learning and celebrate their contributions?
• Do I share strategies for supporting flourishing at home?

Create a safe and stimulating environment

• Physical safety: child-proof spaces and provide age-appropriate resources.
• Emotional safety: encourage kindness, respect, and inclusion.
• Rich learning areas: offer sensory play, books, art materials, and outdoor exploration.

Reflective questions….

• Is the environment safe, calm, and predictable for children?
• Do I have spaces for children to self-regulate when they feel overwhelmed?
• Are routines clear and consistent to build security?

Support emotional development

• Label feelings: “I see you’re feeling frustrated. Let’s find a way to help.”
• Calm spaces: a cosy corner for self-regulation.
• Model coping strategies: breathing exercises, problem solving, specific vocabulary.

Reflective questions….

• Do I model positive interactions and empathy consistently?
• Are children encouraged to express their feelings safely and respectfully?
• Do I have spaces for children to self-regulate when they feel overwhelmed?

Encourage play based learning

• Open-ended play: construction, role-play, storytelling, small world.
• Follow interests: integrate ideas, resources into activities.
• Balance structure and independence: plan for times of guided activities with adult support and times for child led experiences.

Reflective questions….

• Do I provide enough time for independent and child-led activities?
• Are there open-ended resources that spark creativity and problem solving?
• Do I follow children’s interests when planning activities?

Foster a sense of belonging

• Celebrate diversity: include and monitor books, songs, and activities reflecting different cultures.
• Group projects: encourage teamwork and shared goals, explicitly highlighting the value of collaboration.
• Positive affirmations: “You are an important part of our class.” Teach these so they become part of children’s language too.

Reflective questions…..

• Do all children feel included, regardless of background or ability?
• Are cultural identities and family traditions represented in my classroom?
• Do I celebrate each child’s uniqueness and achievements?

Promote physical wellbeing

• Active play: daily outdoor time for running, climbing, and games.
• Support physical and wellbeing connection: talk about bodies and feelings
• Healthy habits: teach handwashing, healthy eating and rest routines.

Reflective questions….

• Do children have daily opportunities for active play outdoors?
• Are healthy habits (nutrition, hygiene, rest) promoted in my setting?
• Are children starting to recognise the connection between physical and emotional?

Encourage curiosity and creativity

• Ask open-ended questions and pondering thoughts: “What do you think will happen if…?” “I wonder what would happen if…”
• Provide choices: let children choose activities, stories to be read, be included in classroom changes to build autonomy.
• Celebrate effort: focus on individual progress, highlighting the dispositions and skills they used to engage in activities.

Reflective questions…..

• What are the open-ended questions or pondering thoughts I use to encourage curiosity?
• How do children know that they have achieved or succeeded?
• Where are the opportunities for children to know that their views and ideas are important?

Final thoughts

Helping children flourish in their early years is a collective effort. By nurturing relationships, encouraging play, supporting language and emotional health, and ensuring physical wellbeing, we lay the foundation for a brighter future—for every child and for society.