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.
Settling-In Practices refer to the approaches and processes used by early years settings to support children as they become familiar with a new environment, build relationships, and feel secure and confident.
What are Settling-In Practices?
Settling-in practices describe how early years settings support children when they first start attending or when they experience a significant change. These practices help children become familiar with the environment, build relationships with practitioners, and develop a sense of security.
Settling-in is a process rather than a single event, and children may take different amounts of time to feel comfortable in a new setting.
Why Settling-In is Important
Starting a new setting can be a significant experience for young children. Effective settling-in practices help children feel safe, supported, and confident.
Settling-in supports children to:
build relationships with practitioners
manage separation from parents or carers
become familiar with routines and expectations
feel secure in a new environment
These experiences are closely linked to attachment and emotional wellbeing.
Common Settling-In Approaches
Early years settings may use a range of approaches to support settling-in.
These may include:
gradual introductions to the setting
short initial sessions that increase over time
opportunities for parents or carers to stay with the child
consistent support from a key person
sharing information between home and setting
These approaches can be adapted to meet the needs of individual children and families.
The Role of the Adult in Settling-In
Practitioners play a key role in supporting children during the settling-in process.
Adults may:
build positive and trusting relationships
respond sensitively to children’s emotions
provide reassurance and comfort
maintain consistent routines
communicate regularly with families
The adult’s responsiveness and consistency help children feel safe and supported.
Settling-In and Children’s Development
Effective settling-in practices support several areas of development, particularly:
emotional wellbeing
attachment and relationships
confidence and independence
engagement in learning
When children feel secure, they are more able to explore their environment and participate in learning experiences.
Common Questions About Settling-In Practices
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This varies for each child. Some children settle quickly, while others may take longer depending on their experiences and individual needs.
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Some settings offer opportunities for parents or carers to stay initially. This can help children feel more secure as they become familiar with the environment.
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It is common for children to feel unsettled at first. Practitioners support children through reassurance, consistency, and building relationships over time.
Summary
Settling-In Practices refer to the approaches used to support children as they adjust to a new early years setting. Through gradual introduction, responsive care, and strong relationships, practitioners help children feel secure, confident, and ready to engage in learning.
Related Glossary Terms
The following glossary entries are closely related to Settling-In Practices 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.