Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Care as Curriculum refers to the understanding that everyday care routines—such as feeding, changing, and comforting—are central opportunities for learning, development, and relationship-building in early childhood.
What is Care as Curriculum?
Care as curriculum describes an approach where everyday care experiences are recognised as meaningful learning opportunities. Rather than viewing care routines as separate from learning, this approach places them at the centre of early years practice.
In early childhood, much of children’s development takes place during interactions with adults. Care routines provide repeated, predictable opportunities for communication, connection, and learning.
Care as Curriculum in Early Years Practice
In practice, care as curriculum is most evident in work with babies and toddlers, where routines form a significant part of the day.
Examples of care routines include:
feeding and mealtimes
nappy changing and toileting
rest and sleep routines
comforting and soothing
transitions between activities
These experiences are not only practical tasks but also opportunities for interaction, communication, and relationship-building.
The Role of Care Routines in Learning
Care routines provide consistent and meaningful contexts for learning. During these moments, children experience close interaction with adults, which supports communication and emotional development.
Through care routines, children may:
develop language through conversation and interaction
build trust and relationships
learn about routines and expectations
develop a sense of security and belonging
Because these experiences are repeated regularly, they play an important role in supporting development over time.
The Adult’s Role in Care as Curriculum
Practitioners play a key role in shaping care experiences. This involves being attentive, responsive, and intentional in how care routines are carried out.
Adults may:
engage in conversation during care routines
respond sensitively to children’s cues and needs
create calm and predictable experiences
support children’s participation where appropriate
build positive relationships through interaction
The quality of these interactions can significantly influence children’s development and wellbeing.
Care as Curriculum and Children’s Development
Care as curriculum supports development across multiple areas, particularly:
communication and language
personal, social and emotional development
attachment and relationships
self-awareness and independence
By recognising care routines as learning opportunities, practitioners support children’s development in ways that are closely connected to their everyday experiences.
Common Questions About Care as Curriculum
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It is particularly important for babies and toddlers, but care routines remain important learning opportunities for all children in the early years.
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Yes. In early years practice, care routines are seen as opportunities for interaction, communication, and learning.
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Care routines provide consistent opportunities for interaction and relationship-building, which support children’s emotional wellbeing and learning.
Summary
Care as Curriculum refers to the understanding that everyday care routines are central to children’s learning and development. Through responsive and meaningful interactions during care experiences, practitioners support communication, relationships, and overall development in early childhood.
Related Glossary Terms
The following glossary entries are closely related to Care as Curriculum and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.