Set up shared experiences that children can reflect upon, e.g. visits, cooking, or stories that can be re-enacted. Help children to predict and order events coherently, by providing props and materials that encourage children to re-enact, using talk and action Find out from parents how children make themselves understood at home; confirm which their preferredContinue reading “CL U EE R5 R6”
Area of Learning and Development Archives:
CL U EE R4
Include things which excite young children’s curiosity, such as hats, bubbles, shells, story books, seeds and snails, which reflect their wider living and non-living communities. Provide activities, such as cooking, where talk is used to anticipate or initiate what children will be doing, e.g. We need some eggs. Let’s see if we can find someContinue reading “CL U EE R4”
CL U EE R3
Plan play activities and provide resources which encourage young children to engage in symbolic play, e.g. putting a “baby” to bed and talking to it appropriately. Plan real world shared experiences such as visits, everyday tasks, or preparing activities in the setting. Use pictures, books, real objects, and signs alongside your words.
CL U EE R1 R2
Let babies see and hear the sequence of actions you go through as you carry out familiar routines. Provide resources and spaces that stimulate babies’ interests such as a shiny bell, a book or a mirror on the floor or on your lap. Find out from parents how babies make themselves understood at home. ConfirmContinue reading “CL U EE R1 R2”
CL U PR R6
Ask children to think in advance and predict how they will accomplish a task. Talk through and sequence the stages together. Enjoy sharing stories with individual children and small groups. Engage in sustained shared thinking with them to extend their thinking and use of vocabulary. Use appropriate vocabulary during play with children to encourage themContinue reading “CL U PR R6”
CL U PR R5
Prompt children’s thinking and discussion through involvement in their play. Talk to children about what they have been doing and help them to reflect upon and explain events, e.g. You told me this model was going to be a tractor. What’s this lever for? When you need to give children directions be clear and helpContinue reading “CL U PR R5”
CL U PR R4
Be attentive and respond to children’s talk in an appropriate and positive way. Use talk to describe what children are doing by providing a running commentary, e.g. Oh, I can see what you are doing. You have to put the milk in the cup first. Provide opportunities for children to talk with other children andContinue reading “CL U PR R4”
CL U PR R3
Use gestures and facial expression to help show your meaning. Be aware that young children’s understanding is much greater than their ability to express their thoughts and ideas. For example, a child may be able to go and hang their coat up when asked but say only coat up to explain what they did. RecogniseContinue reading “CL U PR R3”
CL U PR R1 R2
Look at the baby and say their name. Make eye contact and wait for them to react. Interpret and give meaning to the things young babies show interest in, e.g. when babies point to an object tell them what it is. Use an animated, enthusiastic face when interacting with children. Observe children as they watchContinue reading “CL U PR R1 R2”
CL U UC R6
Understands a range of complex sentence structures including negatives, plurals and tense markers Beginning to understand humour, e.g. nonsense rhymes, jokes Able to follow a story without pictures or props Listens and responds to ideas expressed by others in conversation or discussion Understands questions such as who; why; when; where and how
CL U UC R5
Understands use of objects (e.g. Which one do we cut with?) Shows understanding of prepositions such as under, on top, behind by carrying out an action or selecting correct picture Responds to instructions with more elements, e.g. Give the big ball to me; collect up all the blocks and put them in the box BeginningContinue reading “CL U UC R5”
CL U UC R4
Identifies action words by following simple instructions, e.g. Show me jumping Beginning to understand more complex sentences, e.g. Put your toys away and then sit on the carpet Understands who, what, where in simple questions (e.g. Who’s that? Who can? What’s that? Where is?) Developing understanding of simple concepts (e.g. fast/slow, good/bad)
CL U UC R3
Understands different situations – able to follow routine events and activities using nonverbal cues Selects familiar objects by name and will go and find objects when asked, or identify objects from a group Understands simple sentences (e.g. Throw the ball)
CL U UC R2
Is developing the ability to follow others’ body language, including pointing and gesture Responds to simple questions when in a familiar context with a special person (e.g. Where’s Mummy?, Where’s your nose?) Understanding of single words in context is developing, e.g. cup, milk, daddy
CL U UC R1
Turns when hears own name Starts to understand contextual clues, e.g. familiar gestures, words and sounds