Sparking Wonder
Curiosity is at the heart of what we do. All children are natural explorers who learn best when they are encouraged to question, wonder, and investigate. When we nurture curiosity, it lays the foundations for problem-solving, creativity, and a lifelong love for learning. Research consistently shows that children who are supported to follow their natural inquisitiveness develop stronger critical thinking skills and show deeper engagement in play and learning (Engel, The Hungry Mind, 2015). Neuroscientists such as Gopnik (2009) describe young children as “little scientists,” forming and testing hypotheses about the world from the earliest age.
Finding Their Voice
Planet Communication is where children find their voice. It is about giving them the tools and confidence to express their thoughts, feelings, and ideas. Communication goes far beyond spoken words: it includes listening, body language, creativity, and social interaction. When children are supported to communicate effectively, they not only share their ideas but also build relationships, regulate emotions, and develop self-confidence. Research highlights the central role of communication in early development. Hart and Risley’s landmark study Meaningful Di2erences in the Everyday Experience of Young American Children (1995) showed that the richness of language experiences in early years strongly predicts later vocabulary growth and academic outcomes. More recently, Dockrell and Marshall (2015) emphasised the importance of creating language-rich environments where children are given real opportunities to interact and express themselves.
It is important to understand that communication does not only take verbal form. Young children, particularly those with EAL and learning difficulties (SEND), often use behaviour as a form of communication. As Dr Louise Porter explains in Children are People Too (2008), all behaviour is a form of communication that practitioners should interpret with empathy. What can appear as “bad behaviour” is often a child expressing frustration, signalling a need, or seeking some form of attention. By understanding behaviour in this way, we can respond with curiosity rather than judgement. We model communication, supporting children to develop a healthier way of expressing and communicating big feelings.
Feeling Safe and Valued
Planet of Belonging is where children can feel safe, supported, and valued as part of a community. A strong sense of belonging allows children to form positive and strong relationships with peers and practitioners. Furthermore, it allows children to build emotional resilience and take risks in their learning. At Shooting Stars, we celebrate every child’s individuality while also helping them to understand and respect others. This planet is about building the foundations of empathy, kindness, and self-worth.
Research consistently highlights the importance of belonging for children’s wellbeing and development. Maslow’s Hierarchy of Needs (1943) positions belonging and love immediately after basic survival and safety, showing how essential connection is for growth and learning. Baumeister and Leary (1995), in their influential paper The Need to Belong, argued that belonging is a fundamental human motivation that directly impacts mental health and resilience. In the early years specifically, the EPPE Project (Sylva et al., 2004) found that children who experienced warm, inclusive relationships in nursery settings developed stronger social skills and greater confidence in later schooling.
“I can do it myself”
Planet Independence is where children develop the confidence to say, “I can do it myself.” It is about building practical life skills, resilience and problem-solving abilities, giving children the tools to manage their own needs and make decisions. At Shooting Stars, we encourage independence in everyday routines and play, helping children take pride in their achievements and grow into capable, self-reliant learners.
Research has shown that allowing children to build independence in early years directly contributes to social and academic success. Dr Maria Montessori (1912) argued that independence was the foundation of learning. In more recent studies, Whitebread et al. in Self-Regulation of Early Childhood (2009) showed that giving children the opportunity to make independent choices fostered self-regulation and resilience. Independence is also a protective factor for wellbeing: Denham et al. (2012) found that children who practise self-help and problem-solving skills are better equipped to cope with transitions and challenges in school.
Always Looking Ahead
Planet Horizons is about always looking ahead to the next step in a child’s journey. Just as stars move towards the horizon, children at Shooting Stars are encouraged to grow with confidence, curiosity and resilience, ready for whatever comes next. For babies, this may mean developing the skills to move into the toddler room. For toddlers, it could be building independence and communication skills ready for preschool. For preschoolers, it is about preparing for the big transition to school.
Research highlights the importance of smooth transitions in early childhood. Fabian and Dunlop (2007), in Outcomes of Good Practice in Transition Processes for Children Entering Primary School, found that children who experience positive, well-supported transitions develop stronger emotional wellbeing and settle more quickly into new learning environments. Similarly, Peters (2010), in Literacy Learning During the Transition to School, emphasised that early literacy and communication skills play a vital role in ensuring children feel confident when moving on to new stages of education. The OECD’s Starting Strong reports (2017) also stress that high-quality early years provision prepares children not just academically, but socially and emotionally, for future learning.
We believe that the environment is a teacher in its own right. Children do not just learn from the adults around them, but the environments that we create. Hence why, we use the SPACE model to design environments that inspire curiosity and allow every child to shine.
Stimulating
Every area is rich with opportunities to explore, question, and discover. From sensory play to investigation trays, our environments spark curiosity at every turn. The moment our children walk into the setting, it should make them want to touch and explore. Research conducted by Siraj-Blatchford in the Effective Provision of Pre-school Education found that children in stimulating recourse-rich environments showed stronger outcomes in communication, independence, and problem-solving skills.
Purposeful
Purposeful environments don’t happen by accident; every space and resource are selected with intent to support development and spark imagination. Research shows that cognitive stimulation early in life, from intentionally designed surroundings, directly improves children’s later problem-solving and academic outcomes.
For example, Hackman, Farah and Meaney (2015) found that children exposed to stimulating and purposeful environments showed stronger brain development and better long-term learning outcomes. Similarly, Sheridan and colleagues (2020) highlighted how carefully planned play environments support not only children’s thinking but also their social and emotional growth. Neuroscientists Nithianantharajah and Hannan (2006) also showed that “environmental enrichment”, the deliberate use of stimulating and purposeful spaces, actually reshapes the brain by increasing neural connections and even promoting new brain cell growth.
Accessible
Accessible means children, including those with SEND, can reach and choose resources for themselves. This gives our children ownership of their play and the confidence to lead their own learning. When environments are set up so children do not have to rely on adults to hand them materials, they will naturally develop independence, decision-making, and problem-solving skills.
Research backs this up. Sheridan and colleagues, in their study Play in Early Childhood: The Influence of Social and Environmental Factors on Children’s Learning (2020), found that when children had free access to materials, they engaged in longer play and richer social interaction.
Calm
We should balance adventure with serenity, ensuring there are cosy, quiet spaces where children can reflect, self-regulate, and feel secure. Calm spaces are essential for supporting our children’s wellbeing, behaviour, and learning. Neuroscientific studies have shown that overstimulating environments can impairs children’s ability to self regulate emotions, impair the ability to focus, and can even cause stress to the child. Evans and Wachs, in their book Chaos and Children’s Development (2010), found that children in calmer, more predictable environments showed better emotional regulation and stronger cognitive outcomes compared to those in chaotic, noisy settings.
Calm environments are particularly important for SEND children, especially those with sensory processing differences. For those children, calm environments are even more critical.
Exploratory
Environments invite experimentation, problem-solving, and open-ended play. Exploratory spaces give our children the freedom to test out their own ideas and learn through discovery rather than being shows the “right” idea. Exploration is central to how children build critical thinking and resilience. For example, Weisberg, Hirsh-Pasek and Golinkoff in Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013) showed that children who learned through exploratory play developed stronger problem-solving skills and retained knowledge for longer. Similarly, Pellegrini and Boyd in School Recess and Group Classroom Behaviours (1993) found that open-ended, active play supported not only physical development but also improved attention and cooperation in structured tasks afterward. Neuroscientists such as Gopnik (2009), in The Scientist in the Crib, have argued that young children are “natural scientists,” constantly forming and testing hypotheses about the world, meaning they learn best when given the space to explore and discover.
