Characteristics of Effective Learning (CoEL) | EYFS

EYFS definition

The Characteristics of Effective Learning (CoEL) describe how children engage with learning: exploring, keeping involved and developing ideas. England’s EYFS framework calls them the characteristics of effective teaching and learning, reflecting the part adults and the learning environment play.

The three characteristics

  • Playing and exploring: investigating, trying things and discovering what happens.
  • Active learning: becoming involved, persisting with a purpose and enjoying progress.
  • Creating and thinking critically: developing ideas, noticing connections and finding ways to solve problems.

These characteristics can overlap. A child adjusting a ramp may explore how it works, keep trying after a car falls off and devise a different arrangement.

Examples across the early years

A baby reaching again for an interesting object, a toddler testing which container holds a toy and Reception children deciding how to strengthen a bridge can all show approaches to learning. Adults may support them through reassurance, accessible materials, time to revisit ideas, modelling or a well-timed question.

The characteristics can be seen during child-initiated play, routines and adult-guided experiences. A child’s involvement may vary with familiarity, interest, communication needs and the support available.

Using CoEL to understand learning

CoEL can help practitioners reflect on what supports engagement and thinking. They are not fixed personality types or an additional set of early learning goals to score. A child who watches before joining in may still be exploring carefully.

At the end of Reception, teachers may add a commentary on the characteristics alongside the EYFS Profile. This commentary is optional; the statutory Profile judgements relate to the 17 early learning goals.

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