ABSTRACT
This chapter focuses on two key areas, the environment and communicating with others. Practitioners work in a wide range of provision, meeting children and their families at different points in their lives when they may need individual and diverse facilities, support and provision. To become an enabling practitioner, requires to reflect on ourselves, the environments in which they work and the needs of the children who access the provision. Eaude advises the practitioner to see learning as more than academic achievement, to recognise that learning is both individual and social and to reflect on process, not outcomes. The UNCRC established children's rights to adequate living standards, health, education, recreational activity, social security and participation in decision making in matters that affect them. The enabling practitioner, therefore, works within an environment that is safe, secure and respectful of and responsive to children's individuality. A skill can be taught, acquired, secured and refined-or example, driving a car or learning to knit.
