With British Science Week in full swing, many schools and nurseries are exploring ways to spark curiosity, investigation and discovery in young learners.
Science in early education isn’t about formal lessons or complex experiments. Instead, it begins with simple questions: Why does this float? What happens if we mix these colours? How do plants grow?
While themed activities can help introduce these ideas, the environments children learn in every day play a much bigger role in nurturing curiosity. When spaces are thoughtfully designed, they encourage exploration, experimentation and independent thinking all year round.
Here are some ways learning environments can support that natural sense of wonder.
Creating spaces for investigation
Children are naturally curious about how things work. Creating dedicated spaces where they can investigate, build and experiment encourages them to explore ideas independently.
Investigation areas might include trays for sorting objects, surfaces for building structures, or spaces where children can examine natural materials and conduct simple experiments.
Furniture designed specifically for exploration can help support this type of learning. For example, an investigation area such as the Millhouse STEM Investigation Zone provides organised space for materials, allowing children to explore and test ideas through hands-on play.
When resources are easy to access and clearly presented, children are far more likely to return to these areas repeatedly as they develop confidence in asking questions and discovering answers.
Accessible resources encourage questions
Curiosity grows when children can see and choose the materials around them.
Open shelving and organised storage allow children to independently select items and experiment in their own way. When resources are visible and accessible, children naturally begin to sort, measure, combine and explore.
Products designed for independent access, such as the Millhouse Independence Station, help create organised learning spaces where children can easily reach the materials they need.
This kind of environment encourages child-led exploration rather than relying solely on adult direction.
Outdoor spaces for discovery
Outdoor environments provide some of the richest opportunities for scientific exploration in early years settings.
Nature offers endless chances to observe change, ask questions and develop early scientific thinking. Activities such as planting seeds, watching insects, collecting natural objects or observing the weather all encourage curiosity and investigation.
Adding simple growing areas can make this exploration even more engaging. For example, using a Mini Greenhouse allows children to observe plant growth up close and develop an understanding of how living things change over time.
These kinds of experiences help children connect with the natural world while building confidence in their own discoveries.
Designing environments that support curiosity all year
While British Science Week highlights the importance of curiosity and exploration, the environments children experience every day have the greatest impact on their learning.
Spaces that encourage questioning, experimentation and discovery help children develop confidence in exploring new ideas. By designing environments where resources are accessible, investigation is encouraged and exploration is welcomed, settings can support curiosity throughout the year.
Thoughtful layout plays an important role in this. Creating dedicated investigation areas, ensuring materials are easy to access and allowing space for children to experiment freely all contribute to a more engaging learning environment.
Many schools and nurseries are now taking a more considered approach to space planning, ensuring classrooms and outdoor areas are organised in ways that support exploration, independence and child-led learning.
Thoughtful design doesn’t just organise a classroom or outdoor space — it creates opportunities for children to wonder, explore and discover.
Explore STEM resources and investigation areas
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