PD HS EE R6

Plan opportunities, particularly after exercise, for children to talk about how their bodies feel. Review enabling environments for adventure and challenge, identifying areas where children are encouraged to take physical risks. Develop and make use of a variety of natural landscapes including slopes, woodland and natural dens in the undergrowth. Provide outdoor resources which complementContinue reading “PD HS EE R6”

PD HS EE R4

Allow children to pour their own drinks, serve their own food, choose a story, hold a puppet or water a plant. Provide support and advice for parents on healthy eating, oral hygiene and sleep expectations for their children Offer choices for children in terms of potties, trainer seats or steps. Create opportunities for moving towardsContinue reading “PD HS EE R4”

PD HS EE R3

Set up places, outdoors as well as indoors, for toddlers to take naps during the day: daytime sleep can be much more refreshing and successful when provided outside. Ensure that there are plenty of different places and ways, indoors and outdoors, that toddlers can find withdrawal, softness and calm in the moment that they needContinue reading “PD HS EE R3”

PD HS EE R2

Provide a comfortable, accessible place where babies can rest or sleep when they want to. Continue to provide supported sleeping, resting and withdrawal opportunities outdoors as well as inside, to best fit the conditions that individual babies need. Plan alternative activities for babies who do not need sleep at the same time as others do.Continue reading “PD HS EE R2”

PD HS EE R1

Provide a dedicated place for daytime sleeping outdoors as well as indoors to suit the needs of individual babies. Enable and allow babies to sleep when they need to and to wake up from naps naturally. Provide ample seating both indoors and outside so that adults can sit comfortably with distressed, resting and alert babies. Continue reading “PD HS EE R1”

PD HS PR R6

Be aware that some children may have sensory issues around food texture, taste, smell, or colour. Talk with parents and monitor. Find out what steps might be appropriate to build the child’s confidence and broaden their food repertoire, supporting their sensory integration. Acknowledge and encourage children’s efforts to manage their personal needs, and to useContinue reading “PD HS PR R6”

PD HS PR R5

Talk with children about why you encourage them to rest when they are tired or why they need to wear wellingtons when it is muddy outdoors. Encourage children to notice the changes in their bodies after exercise, such as their heart beating faster. Talk with children about the importance of hand-washing and infection control. HelpContinue reading “PD HS PR R5”

PD HS PR R4

Provide quiet spaces for children to rest or nap and regular access to the outdoors or other spaces where children can be energetic Respond to how child communicates need for food, drinks, toileting and when uncomfortable. Support parents’ routines with young children’s self-care including toileting by having flexible routines and by encouraging children’s efforts atContinue reading “PD HS PR R4”

PD HS PR R3

Be ready to provide the kind of recovery method that each child needs, or to support the child in managing recovery for themselves. Continue discussions with parents about the critical nature of sufficient sleep and how to provide daytime naps. Be responsive to and encourage each child’s drive to become independent in self-care situations. BeContinue reading “PD HS PR R3”

PD HS PR R2

Find out from parents how their baby communicates needs. Ensure that parents and carers who speak languages other than English are able to share their views. Be ready to support babies when they experience changes in exploration energy and suddenly need adult attention: this response enables the physiological basis for later self-regulation. Use feeding, changingContinue reading “PD HS PR R2”

PD HS UC R6

Eats a healthy range of foodstuffs and understands need for variety in food Describes a range of different food textures and tastes when cooking and notices changes when they are combined or exposed to hot and cold temperatures Describes physical changes to the body that can occur when feeling unwell, anxious, tired, angry or sadContinue reading “PD HS UC R6”

PD HS UC R3

Sleeps for 12-14 hours a day with one/two naps  Daytime sleeping continues to be important for healthy development Highly active in short bursts, with frequent and sudden need for rest or withdrawal Enjoys hugs and cuddles and seeks comfort from attachment figure when they feel the need Uses physical expression of feelings to release stress.Continue reading “PD HS UC R3”

PD HS UC R2

Sleeps for 11-15 hours a day with at least 2 naps Self-soothes and is able to drop off to sleep when conditions are right for them Expresses feelings and communicates through gesture, facial expression, movements, body language and vocalisations (such as joy, distress, frustration and fear) Shows rapid changes in energy levels, from highly activeContinue reading “PD HS UC R2”

PD HS UC R1

Responds to and thrives on warm, sensitive physical contact and care Makes needs known through crying and body movements Responds to being rocked as a means of soothing Sleeps for 14-16 hours a day, with several short naps. Substantial sleeping is vital for processing sensory information taken in while awake Responds and turns to sounds,Continue reading “PD HS UC R1”

PD MH EE R5 R6

Provide time and space to enjoy energetic play outdoors daily. Provide large portable equipment that children can move about safely and cooperatively to create their own structures, such as milk crates, tyres, large cardboard tubes. Practise movement skills through games with beanbags, cones, balls and hoops. Plan activities where children can practise moving in differentContinue reading “PD MH EE R5 R6”

PD MH EE R4

Plan opportunities for children to tackle a range of levels and surfaces including flat and hilly ground, grass, pebbles, asphalt, smooth floors and carpets. Provide a range of large play equipment that can be used in different ways, such as boxes, ladders, A-frames and barrels. Plan time for children to experiment with equipment and toContinue reading “PD MH EE R4”

PD MH EE R3

Anticipate young children’s exuberance and ensure the space is clear and suitable for their rapid and sometimes unpredictable movements. Provide opportunities to swing, spin and bounce. Provide different arrangements of toys and soft play materials to encourage crawling, tumbling, rolling and climbing. Use music to stimulate exploration with rhythmic movements. Ensure that toddlers spend lotsContinue reading “PD MH EE R3”

PD MH EE R2

Alongside the continuing role of adult bodies, the floor is the best enabling environment for babies at this stage. Limit the time older babies spend in seats, highchairs, bouncers and other “containers” as this prevents the critical physical development that takes place through crawling. Plan space to encourage free movement, while being kept safe byContinue reading “PD MH EE R2”

PD MH EE R1

The caregiver’s body is the first and foremost enabling environment, and babies need lots of time in contact with attentive and responsive adults. From birth onwards, babies need to experience movement in space through being held.  Rocking, side-to-side and up-and-down movements are soothing, enjoyable and very developmentally beneficial. Provide comfortable seating both indoors and outdoors,Continue reading “PD MH EE R1”

PD MH PR R3

Enable toddlers to have at least three hours a day moving and being active, both indoors and outdoors, across the day and according to the child’s interest. Develop a shared team culture of managing risk positively so as to enable toddlers to explore and stretch their abilities. Continue to provide a visible, attentive “safe base”Continue reading “PD MH PR R3”

PD MH PR R2

Enable older babies to have at least three hours a day moving and being active, taken in short periods, across the day and according to the child’s interest. Develop a shared approach to managing risk that enables babies to explore and develop their abilities. Ensure that clothing supports babies’ mobility for crawling and is notContinue reading “PD MH PR R2”

PD MH PR R1

Ensure that from birth onwards babies have frequent opportunities for moving and being active throughout the time that they are awake. Take babies outdoors as much as possible, paying attention to their responses to sensory stimulations such as smells, changing light and moving air. Give babies lots of time being touched and held, moving aroundContinue reading “PD MH PR R1”

PD MH UC R6

Chooses to move in a range of ways, moving freely and with confidence making changes to body shape, position and pace of movement such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping Experiments with different ways of moving, testing out ideas and adapting movements to reduce risk Jumps off an objectContinue reading “PD MH UC R6”

PD MH UC R5

Climbs stairs, steps and moves across climbing equipment using alternate feet. Maintains balance using hands and body to stabilise Walks down steps or slopes whilst carrying a small object, maintaining balance and stability Runs with spatial awareness and negotiates space successfully, adjusting speed or direction to avoid obstacles Can balance on one foot or inContinue reading “PD MH UC R5”

PD MH UC R3

Develops security in walking upright using feet alternately and can also run short distances Walks upstairs facing forwards holding rail or hand of adult, with both feet onto a single step at a time Changes position from standing to squatting and sitting with little effort Participates in finger and action rhymes, songs and games, imitatingContinue reading “PD MH UC R3”

PD MH UC R2

Belly crawling moves into crawling up on hands and knees Becomes adept at changing position from crawling to sitting in order to stop, pick up, handle and investigate objects Sits unsupported on the floor, leaving hands free to manipulate objects with both hands Picks up objects in palmar grip and shakes, waves, bangs, pulls andContinue reading “PD MH UC R2”

PD MH UC R1

Gradually develops ability to hold up own head Makes movements with arms and legs which gradually become more controlled – moves hands together/legs together Follows and tracks a sound or moving object, moving head and eyes When lying on back, plays with hands and grasps feet, alternating mouthing hands/feet with focusing gaze on them, andContinue reading “PD MH UC R1”