ABSTRACT
This chapter explores how the physical environment can be developed as the 'third educator'. It shows that how the provision of inspiring resources can motivate children to mark make and then to write. The chapter discovers that deep levels of learning are achieved when children are self-motivated and when they have the space and time to practice taught writing skills. During the boys' writing projects, practitioners focused on how children learn and what children learn in order to create stimulating, challenging and inclusive environments that promote effective learning for all children. Intervention studies described by J. Fisher et al. show that young children's learning becomes more profound and long-lasting when literacy resources are put into the play environment. The boys' writing projects showed that small but carefully considered changes to the environment can have an immediate impact, increasing the amount of children's spontaneous mark making and writing.
