When we think about learning in early years settings, we often focus on planned activities, structured play, and the areas of learning set out in curriculum guides and the EYFS. Practitioners carefully plan experiences that support children’s development in communication, physical skills, literacy, numeracy, as well as their personal, social and emotional development and other areas we select. However, it is easy to forget that some of the most powerful learning occurs outside lesson plans and activity sheets. It happens quietly in the background, and often without us realising.
This is sometimes referred to as the ‘hidden curriculum’.
The hidden curriculum describes the lessons children absorb through their environment, routines, observed behaviours and expectations, and the attitudes that surround them. In other words, it is what children learn from the culture of the setting and their experience of it, rather than from direct instruction.
Understanding this concept can help practitioners reflect more deeply on what children may really be learning in their settings, and in ways that were never intended.
These ‘lessons’ are communicated through:
- Adult behaviour and attitudes
- Routines and rules
- The physical environment
- How adults respond to children
- How children are treated by peers and adults
- Expectations about everyone’s behaviour and participation
- Everything else that children observe
Unlike the formal curriculum, which is planned and documented, the hidden curriculum operates quietly in the background. For example, a practitioner may plan an activity designed to develop language skills through storytelling. However, during the activity, children may also learn things not on the plan, such as whether:
- Their ideas are valued
- Adults listen patiently
- Mistakes are acceptable
- Certain children receive more attention than others
These are never the things spoken about or checked in a lesson plenary, but you can be certain that they shape children’s understanding of themselves and their place in the world, their relationships with others, and what it means to be an adult.
Why the hidden curriculum matters
Young children are particularly sensitive to the messages around them. Research shows that children learn through modelling and social interaction as much as through structured teaching. Albert Bandura’s Social Learning Theory suggests that children learn by observing the behaviour of others and imitating what they see. This means that the behaviour of practitioners in early years settings can have a profound influence on children’s developing attitudes and beliefs.
For example, children may learn:
- How to treat others with kindness and respect
- To resolve conflict calmly or through raised voices/threats
- Whether diversity is welcomed and represented
- Whether curiosity and questioning are encouraged or frowned upon
These then contribute directly to children’s personal, social and emotional development, one of the prime areas of the EYFS, and some may argue that this is more important than academic learning.
Examples of the hidden curriculum in early years
The hidden curriculum can be positive and supportive, but it can also unintentionally communicate messages we might not intend, for example:
1. How adults treat one another
Children are constantly observing adult interactions. If practitioners demonstrate cooperation, respect and teamwork, children learn that these behaviours are valued. If adults appear stressed, dismissive, or overly critical of one another, children may absorb those attitudes too.
2. Expectations around behaviour
Children quickly learn which behaviours are rewarded and which are discouraged. For example, if quieter children receive praise for sitting still while more active children are frequently corrected, children may learn that some personalities are more acceptable than others.
3. Attitudes towards mistakes
How adults respond when children make mistakes sends them powerful messages about what is acceptable. If mistakes are treated as part of learning, children develop resilience and confidence. If mistakes are met with frustration or embarrassment, children may become reluctant to try new things.
4. Inclusion and diversity
The environment itself communicates messages to children and adults alike. Do books, displays and resources reflect a wide range of cultures, family structures, and abilities? If not, some children may feel that their own experiences are not represented or valued as much as others.
5. Independence and responsibility
Routines can teach children a great deal about independence and how adults view their abilities. For example, allowing children to help tidy up, serve food, or choose activities for themselves sends the message that their contributions matter and that they are capable individuals.
Reflecting on the hidden curriculum
Much of this learning is done on a subconscious level, and because the hidden curriculum operates quietly, it can easily go unnoticed by the very people doing the ‘teaching’ – the adults in the setting. This makes reflection particularly important because it sheds light on the culture of the setting.
Leaders and practitioners can begin by asking simple questions, such as:
- What behaviours do adults model every day?
- What messages might children receive from the environment?
- Are all children treated equally and respectfully?
- Do routines encourage independence and confidence?
- What do children learn from how conflict is handled?
These reflective questions can be powerful tools for professional practice because they begin to bring the hidden curriculum into conscious awareness. Regular team discussions about these issues can also help practitioners become more aware of the subtle messages children may be receiving.
Shaping a positive hidden curriculum
The good news is that once practitioners understand the concept, they can actively shape the hidden curriculum to support children’s development.
Some practical strategies include:
- Modelling respectful behaviour – show patience, empathy, and respectful communication
- Creating inclusive environments - ensure that books, toys and displays represent diverse cultures, abilities, and family structures
- Encouraging independence – provide opportunities for children to make choices, solve problems, and take responsibility
- Supporting a growth mindset - treat mistakes as opportunities for learning and praise effort over perfection
- Reflective leadership – encourage reflective practice and open discussion about staff interactions and the environment
Ultimately, the hidden curriculum is shaped by the culture of the setting. Strong leadership can ensure that the setting’s values – such as respect, inclusion, curiosity, and kindness – are consistently reflected in everyday practice. And in doing so, they can create environments where children learn not only academic skills, but also the values of kindness, respect, curiosity and confidence that will support them throughout their lives.
References
Bandura, A. (1977). Social Learning Theory. Prentice Hall.
Department for Education (2023). Statutory Framework for the Early Years Foundation Stage.
Education Endowment Foundation (EEF). Early childhood learning and development research summaries.
Other articles:
View from the door – designing learning environments from children’s viewpoints
A guide to the environment as the ‘third teacher’
