3 Steps to Setting Up Learning Provocations for Play based Learning
Follow these 3 easy steps to set up an engaging and educational learning provocation. Learn how to create intentional, engaging spaces that focus on the curriculum and children’s developmental needs.
Are Your Provocations Truly Purposeful?
I remember early in my play-based teaching journey, I set up what I thought was the perfect provocation - carefully chosen materials, beautiful layout, everything just so. But when the children arrived… they walked right past it.
It’s something I hear all the time from early childhood educators:
I spent ages setting this up and they didn’t even touch it.
It looks amazing… but are they actually learning anything from it?
I know provocations are meant to be meaningful, but how do I get them to work without spending hours preparing them?
The truth is, setting up provocations for play based learning can feel overwhelming - especially when you’re trying to balance child-led exploration with curriculum goals and real learning outcomes.
It’s so easy to fall into the trap of creating beautiful setups that don’t actually provoke deep thinking or engagement.
BUT you don’t need to reinvent the wheel every time.
With just three clear, intentional steps, you can create provocations that are quick to set up, truly child-centred, and aligned with what you need to be teaching.
In this blog post, I’ll walk you through the exact process I use in my own classroom to design successful provocations for play based learning. I’ll share real examples, helpful insights, and the thinking behind each choice. I want to help you to set up spaces your students can’t wait to explore and where rich learning unfolds naturally.
As a very clever lady once said, “Play is the work of the child.” — Maria Montessori
And when that play is purposeful, open-ended, and sparked by thoughtful provocations – well it becomes a powerful tool for learning, critical thinking, and discovery.
Ready to make it happen? I’ll walk you through my process step-by-step.
What Are Provocations for Play Based Learning?
There is a difference between a learning invitation and a learning provocation. Many people use these terms interchangeably which is totally acceptable but if you would like to learn about the theoretical differences, head over to this blog post : What is a Learning Provocation?
Learning provocations are used in the classroom to "provoke" thought and motivate thinking or investigation. They are intentionally designed by the teacher and can be as simple or as elaborate as you choose. I complete 3 steps when setting up a learning provocation in my classroom.
But what actually defines a provocation?
At its core, a learning provocation is a thoughtfully prepared setup that invites children to explore new concepts, test their own ideas, and engage in hands-on exploration without a predetermined outcome. It acts as a starting point - a spark that encourages children’s curiosity, critical thinking, and creativity.
The power of provocation lies in its ability to connect with children’s current interests while guiding them toward deeper learning. Whether it’s a tray of natural materials arranged near a magnifying glass or a small-world construction site filled with loose parts, a good provocation encourages young learners to wonder, investigate, and construct meaning through play.
Learning Invitation Versus Learning Provocation
A learning invitation gently invites children into play. It’s often open-ended and focuses on exploration for its own sake. A learning provocation, however, is more intentional. It’s designed with a purpose in mind and usually linked to curriculum outcomes, developmental needs, or the child’s interest. It doesn’t tell children what to do, but it nudges them toward meaningful engagement.
In my classroom, both invitations and provocations have a place. But when I want to extend children’s thinking, introduce new experiences, or support specific learning outcomes in a play-based way, I turn to provocations.
This approach aligns beautifully with the Reggio Emilia philosophy, which sees the environment as the third teacher - an active participant in children’s learning.
“There are three teachers of children: adults, other children, and their physical environment.” — Loris Malaguzzi
Want to learn more about this wonderful concept? Check out this blog post: Environment as the Third Teacher
In Reggio-inspired classrooms, provocations are used to harness the environment as a powerful tool for learning.
Carefully curated materials
Thoughtful placement
And responsiveness to children’s exploration
…are all part of what makes provocations so effective in early childhood settings.
A provocation might include visual or tactile elements like photos, loose parts, or open-ended materials. It may also feature tools for documentation like clipboards, pencils, and blank paper, or visual prompts like posters or vocabulary cards.
But the key is this: it should always feel like an invitation, not a directive. It should whisper possibilities rather than shout instructions.
When provocations are done well, they support children’s learning in countless ways - from language development and social skills to imaginative play and cognitive development. They offer a bridge between the emergent curriculum and curriculum objectives, making learning visible, accessible, and deeply engaging for young children.
Want to see examples of provocations in action?
Download my FREE Guide to Play Based Learning - it’s packed with tips, examples, and planning ideas to help you get started with provocations that are purposeful, beautiful, and aligned with your goals.
Step 1. Choose the Right Classroom Learning Space
A provocation for learning should be set up in a clearly defined space integrated into a well-designed classroom. The classroom and the spaces within it together form your third teacher.
“There are three teachers of children: adults, other children, and their physical environment.”
Provocations and learning invitations can be set up just about anywhere in your classroom - as long as the space invites children’s exploration, feels intentional, and supports hands-on play experiences.
In my classroom, provocations often appear on a table, in a small tuff tray, on a shelf, or on a moveable tray that I can shift depending on the day’s learning focus.
on the floor
on a shelf
in a moveable tray
at a table
Some of my favourite provocations have even been tucked into a quiet corner with nothing more than a basket of loose materials, a clipboard, and a few compelling images taped to the wall.
The size of the area is dependent on the learning intent and resources being offered. Smaller spaces are usually designed for 2 children. This encourages quiet, calm interactions. Larger spaces like dramatic play or large construction spaces usually cater for 4 or 5 children to collaborate and work together and are usually a little noisier.
But here’s the thing; there’s no ‘wrong way’ - just different ways to be intentional.
A small table setup can lead to deep communication skills, especially when children take turns and build on each other’s ideas. A larger play space filled with natural elements or blocks can spark dramatic play, storytelling, and creative thinking.
Think of the learning space through the children’s eyes:
What will they notice first?
What might they reach for?
What could spark that moment of wonder?
This is where the Reggio Emilia philosophy really shines. By encouraging us to view our learning environment not just as a backdrop, but as an active part of the learning process. When provocations are set up purposefully, the space becomes a powerful tool in guiding your children’s exploration and encouraging their own ideas.
And yes, children sometimes walk straight past a provocation you’ve lovingly prepared. That’s part of the process too. Don’t be discouraged - it’s an invitation, not a demand.
When it’s the right provocation at the right time, the results are magical!!!
Want to learn how to structure your classroom layout to support meaningful provocations and play-based learning?
Check out this blog post: The 10 Essential Areas of A Play Based Classroom
This is one of my most popular blog posts so if you are ready to transform your classroom for play-based learning, you’ll want to check it out. It outlines the 10 essential areas you need to create engaging and educational spaces for your students to learn through play.
Step 2. Consider Classroom Design Principles
Use intentional design principles to create beautiful, functional Spaces!
Consideration of basic design principles will keep your learning spaces inviting and purposeful. Good design requires thoughtful planning and careful placement of resources. There is often a tendency to overcrowd the classroom and the investigation areas with learning resources or props. I know this is something I am constantly working to improve.
Cluttered spaces are distracting and can create a chaotic feeling in children. An unorganised space also sends the message that the classroom resources are not respected or valued. Learning resources should be organised and displayed thoughtfully to send the message that the learning tools are valuable and important.
Well organised resources are also easily tidied by the children. Some teachers include photographs of the area illustrating to the children how and where the learning resources should be organised. Children can refer to these photographs to guide them at tidy up time.
The design principles of colour, texture and lighting have a definite impact on the aesthetics of a learning space. There is a growing trend to use natural materials, soft lighting and neutral tones. These soothing elements not only assist you to create a peaceful space, but they allow the children’s work and learning to stand out and become the focus.
Neutral colours, soft lighting, textured tablecloths, real and artificial plants, artwork, natural containers like cane baskets and wooden bowls will all help to create an environment where children feel emotionally and physically at ease. To optimise learning, the children must feel safe, relaxed and at ease in the learning environment.
It’s easy to underestimate how much your learning environment communicates to children.
When you carefully consider layout, lighting, and the materials you choose, you're actually shaping their behaviours, emotions, and learning responses. This is why provocations for play based learning should be thoughtfully presented.
In a play-based classroom, less is often more. A calm, uncluttered space gives children the room to think, explore, and imagine. It tells them: this place is for you. Your ideas matter here.
One of the most powerful design shifts I ever made was simply removing ‘filler’ materials that weren’t serving a learning purpose. Suddenly, the children stayed longer, engaged deeper, and used the space in new and unexpected ways.
Designing with intention also means being responsive. Notice which materials are being used - and how - and make adjustments. Sometimes a provocation needs to be moved to a different part of the room. Sometimes all it takes is adding a mirror, a photo, or a new texture to reignite interest.
Remember the goal isn’t perfection or about creating a Pinterest-worthy setup. It should be a functional, flexible learning environment that supports your children’s exploration and honours the image of the child as capable, curious, and full of potential.
Step 3. Reinforce Learning Intentions
To focus the learning opportunities towards your curriculum learning intentions, add relevant resource tools to the learning provocation. Tools like texts, posters, and vocabulary cards highlighting the intended learning intentions serve as valuable prompts for the children to refer to. If these tools are co-created by the children during explicit teaching lessons, they will be of higher value to the children and more likely referred to.
The addition of clipboards, blackboards, whiteboards, cameras, or blank notebooks will encourage the children to record their learning. This documentation can be discussed during the reflection time with the whole class and will not only demonstrate to the class that you value the author’s work but will also ensure every class member (including the teacher) has the opportunity to learn from that child’s valuable learning experiences.
This is where the true power of provocation lives - where curriculum meets curiosity. The most effective provocations for play based learning are those that feel open-ended to the child, but have intentional, curriculum-linked scaffolds quietly embedded by the educator.
In my own classroom, I often use illustrated learning intentions (WALT goals) during group time. When placed into provocations later in the day, these visuals give students the language and direction to reflect on their own learning - without removing their agency or choice.
Some of the best prompts I’ve seen are deceptively simple: a small sign asking, “Can you sort these?” in a patterning provocation. Or a photo of a bridge with the question, “What will yours look like?” in the blocks centre.
These small additions push children’s thinking just a little further - and that’s the goal.
When provocations support a child’s current interests while also reinforcing new concepts, you’re creating a bridge between emergent curriculum and learning outcomes. It’s not about adding more; it’s about adding purpose.
You might be surprised how often children take these prompts and run with them. You’ll observe them asking their own questions, inviting peers to join in, or even turning a small moment into a longer inquiry project.
And during your reflection or group sharing time, these moments provide rich opportunities for oral language development, collaboration, and celebrating each other’s discoveries.
Want ready-made prompts and tools that align with the curriculum?
Check out all my investigation resources HERE for examples, templates, and printable tools that will make your setups not only easier, but purposeful too.
Learning provocations may also include direct challenges or prompts. These can be in the form of written or visual prompts displayed in the space or they can be simply implied through the placement of resources or visuals. Learning provocation prompts are usually linked to curriculum learning intentions but may also come directly from the children’s interests and developmental needs which have been formed by mindful teacher observations.
Frequently Asked Questions about Provocations for Play Based Learning
What is an example of a provocation in play?
A great example is a small-world setup featuring animals, stones, and a shallow tray of water. Pair it with a photo of a real habitat and the question: “What would your animal need to survive here?” This simple setup invites hands-on exploration, builds on children’s interests in animals, and promotes problem-solving skills.
In my own classroom, I’ve set up a construction site provocation with blocks, traffic signs, clipboards, and real tools (like a measuring tape) after noticing a group of children fascinated by roadworks outside our school. It sparked dramatic play, rich language development, and even some early maths concepts like comparing lengths and counting materials.
How do I encourage play-based learning through provocations?
Start by following the children’s lead. Observe what fascinates them, then design provocations that extend those interests just a little further. Include open-ended materials like loose parts, natural elements, and relevant tools that invite experimentation and a sense of wonder. Keep your setup simple, intentional, and aligned with your curriculum goals.
Remember: you’re not setting out activities with a predetermined outcome. You’re offering children a starting point - one that supports their own learning through exploration, discovery, and imaginative play.
What are provocations in the classroom?
Provocations are thoughtfully arranged spaces or setups designed to provoke curiosity, invite questions, and inspire creative thinking. They can include photos, books, tools, or prompts and they always include a variety of materials children can explore in their own way.
In early childhood classrooms, provocations are a powerful tool to support the emergent curriculum and connect children’s play experiences to broader learning objectives.
How do provocations differ from learning invitations?
While both are valuable in a play-based classroom, learning invitations gently encourage children to engage with a space or material in an open-ended way. They often allow for exploration without any clear direction.
Learning provocations, however, are more purposeful. They are designed to spark thinking or inquiry and often linked to a specific learning intention or developmental need. In Reggio classrooms, provocations are part of a teacher’s ongoing dialogue with children, materials, and the learning environment.
For more detail, read my post: What is a Learning Provocation?
What materials should I include in a provocation?
Loose parts, natural materials, mirrors, small world figures, open-ended tools like tongs or tweezers, real-world objects, and clipboards or paper for recording. It all depends on the intention behind the provocation.
Need ideas?
Download my FREE Guide to Play Based Learning - it includes suggested materials photos of set ups, and once you sign up for this free guide, you can access my Free Resource Library where you’ll find printable prompts and heaps of other useful resources – and yes! It’s all absolutely free when you sign up.
Thoughtful Setups = Powerful Learning
Setting up provocations for play based learning doesn’t have to feel overwhelming.
With just three clear steps…
Choosing the right learning space
Designing with intention
Reinforcing your learning goals.
You can create environments that invite deep engagement, creative thinking, and meaningful learning.
When provocations are done well, they will feel effortless.
But behind the scenes, they reflect your knowledge, your observations, and your belief in the image of the child as capable, curious, and competent. They transform your classroom into a place where children’s ideas matter, where play leads to discovery, and where the curriculum lives in real, tangible ways.
And perhaps the most encouraging part?
You don’t need fancy materials or hours of prep. A few well-chosen loose parts, a prompt that taps into children’s current interests, and a quiet, well-considered space can unlock endless possibilities.
Some of the most effective provocations I’ve ever used were the simplest: a mirror, a few shells, a photo of a tide pool, and a child whispering, “Look what I made…”
That’s the magic of early childhood education. That’s the power of learning provocations.
Setting up thoughtful and aesthetically pleasing learning provocations is a reflective practice developed over time. Following the above 3 steps will build a foundation for the rewarding journey of transforming your spaces into intentionally designed environments where children will be guided to calmly work and learn.
So if you're ready to make your provocations more purposeful - without sacrificing the joy of play - I'm here to help you.
Don’t forget to download my FREE Guide to Play Based Learning for practical tips and also get free printable templates, and high-quality prompts to help you set up engaging, curriculum-aligned provocations in your own classroom.
Looking for time-saving, teacher-tested provocations? Explore my high quality Investigations collection for beautiful, intentional play-based learning resources that support your teaching and spark children’s learning.
You’ve got this - and believe me - I’m cheering you on every step of the way!