Environments: tools of the educational trade or networked spaces of learning? Reflections at the intersection between learning environments and intergenerational relationships

Article

Farini, F. and Scollan, A. 2025. Environments: tools of the educational trade or networked spaces of learning? Reflections at the intersection between learning environments and intergenerational relationships. Children's Geographies. https://doi.org/10.1080/14733285.2025.2556411
TypeArticle
TitleEnvironments: tools of the educational trade or networked spaces of learning? Reflections at the intersection between learning environments and intergenerational relationships
AuthorsFarini, F. and Scollan, A.
Abstract

This article discusses the concept of environments that enable as networked social spaces structured by expectations of personal expression, equal positioning of adults and children, and empowerment of all participants in communication. What is enabled by the environment are opportunities of intergenerational contact, centred on the person rather than the role. Environments that enable ic critically compared with the concept of enabling environment promoted by the English curriculum for Early Years education, to disentagle the latter from its underpinning adult-centric vision that approaches the environment as a tool of the educational trade. Enabling is purposeful: enabling children to achieve curricualr goals.. In the second part of the article, the coevolution of enabling environments and trust on expertise on the one hand, and the coevolution of environments that enable and personal trust on the other hand are discussed, arguing that the type of trust underpinning adults-children interactions may signal the ontological status of children vis-à-vis an intergenerational order. The final section of the article investigates the social conditions that make environments that enable viable places of intergenerational contact. Facilitation of agency will be discussed as a form of communication that can support personal trust in contexts of intergenerational agentic learning.

KeywordsLearning environments; early years education; personal trust; children's agency; dialogic pedagogy; facilitation
Sustainable Development Goals4 Quality education
Middlesex University ThemeCreativity, Culture & Enterprise
PublisherTaylor & Francis (Routledge)
JournalChildren's Geographies
ISSN1473-3285
Electronic1473-3277
Publication dates
Online23 Sep 2025
Publication process dates
Submitted25 Jan 2025
Accepted20 Aug 2025
Deposited01 Oct 2025
Output statusPublished
Publisher's version
License
File Access Level
Open
Copyright Statement

© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

Digital Object Identifier (DOI)https://doi.org/10.1080/14733285.2025.2556411
Web of Science identifierWOS:001577123600001
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Scollan, A. 2014. Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression. Scottish Educational Research Association (SERA), Edinburgh University.
A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England)
Scollan, A. and Farini, F. 2014. A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England). SERA Scottish Educational Research Association 39th Annual Conference. Edinburgh University 19 - 21 Nov 2014
Plurilingual communication in healthcare: interlinguistic and intercultural mediation
Farini, F. and Niemants, N. 2015. Plurilingual communication in healthcare: interlinguistic and intercultural mediation. in: Vecchiato, S., Gerolimich, S. and Komninos, N. (ed.) Plurilingualism in Healthcare: an Insight from Italy: Arabic, English, French, German, Serbo-Croatian, Spanish and Italian for foreigners London, UK BICA. pp. 81-100
Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente
Farini, F. 2015. Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente. in: Cipolla, C. (ed.) Sociologia e Salute di Genere Milano FrancoAngeli.
Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
Farini, F. 2014. Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education. 11 (1), pp. 81-100.
Children’s rights towards rights
Scollan, A. 2014. Children’s rights towards rights. CPD Poster and Training Event and Conference at Middlesex University 2014.
The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives
Scollan, A. 2015. The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision
Scollan, A. 2015. Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research
Scollan, A. 2015. The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
Nurturing thinking skills in early years professionals
Burghardt, V., Barnaby, B., Scollan, A. and Farini, F. 2015. Nurturing thinking skills in early years professionals. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Between theory and practice: early years education and the implementation of the rights to self determination of the child
Scollan, A. 2014. Between theory and practice: early years education and the implementation of the rights to self determination of the child. 2014 Middlesex University Postgraduate Researchers Summer Conference. Middlesex University London, UK 19 Jun 2014
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Children’s right, participation & self determination ‘space’
Scollan, A. 2014. Children’s right, participation & self determination ‘space’. 2014 Middlesex University Postgraduate Researchers Summer Conference. Middlesex University London, UK 19 Jun 2014
Media theory and web-based groups as social systems
Farini, F. 2014. Media theory and web-based groups as social systems. in: Mapping Systemic Knowledge Saarbrucken LAP Lambert. pp. 53-77
Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings
Farini, F. 2012. Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings. Diversity and Equality in Health and Care. 9 (3), pp. 179-189.
Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management
Farini, F. 2008. Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management. migracijske i etnicke teme. 24 (3), pp. 251-271.
Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives
Farini, F. 2011. Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives. in: Mica, A., Peisert, A. and Winczorek, J. (ed.) Sociology and the unintended: Robert Merton revisited Frankfurt am Main Peter Lang.
An improbable leadership: structural limits of educational communication. The case of some Italian primary schools
Farini, F. 2009. An improbable leadership: structural limits of educational communication. The case of some Italian primary schools. International Journal of Leadership in Education: Theory and Practice. 12 (4), pp. 367-388. https://doi.org/10.1080/13603120902890359
Dialogic mediation in international groups of adolescents
Baraldi, C. and Farini, F. 2011. Dialogic mediation in international groups of adolescents. Language and Dialogue. 1 (2), pp. 207-232. https://doi.org/10.1075/ld.1.2.03bar
Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps
Farini, F. 2012. Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps. RIMCIS - International and Multidisciplinary Journal of Social Sciences. 1 (2), pp. 163-192. https://doi.org/10.4471/rimcis.2012.08
Analysing trust building in educational activities
Farini, F. 2012. Analysing trust building in educational activities. International Journal of Educational Research. 53, pp. 240-250. https://doi.org/10.1016/j.ijer.2012.03.013
Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting
Farini, F. 2011. Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting. Journal of Pragmatics. 43 (8), pp. 2176-2186. https://doi.org/10.1016/j.pragma.2011.02.001
The pragmatics of emotions in interlinguistic healthcare settings
Farini, F. 2013. The pragmatics of emotions in interlinguistic healthcare settings. Research in Language. 11 (2), pp. 163-187. https://doi.org/10.2478/v10015-012-0025-5
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013
Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation
Farini, F. 2008. Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation. Socialno Delo. 47 (3-6), pp. 133-144.