Expresses a wide range of feelings in their interactions with others and through their behaviour and play, including excitement and anxiety, guilt and self-doubt May exhibit increased fearfulness of things like the dark or monsters etc and possibly have nightmares Talks about how others might be feeling and responds according to their his understanding ofContinue reading “PSED UE UC R5”
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PSED UE UC R4
Expresses the self-aware emotions of pride and embarrassment as well as a wide range of other feeling Can feel overwhelmed by intense emotions, resulting in an emotional collapse when frightened, frustrated, angry, anxious or over-stimulated Is becoming able to think about their feelings as their brain starts to develop the connections that help them manageContinue reading “PSED UE UC R4”
PSED UE UC R3
Expresses positive feelings such as joy and affection and negative feelings such as anger, frustration and distress, through actions, behaviours and a few words Experiences a wide range of feelings with great intensity, such as anger and frustration, which can be overwhelming and result in losing control of feelings, body and thinking Is aware ofContinue reading “PSED UE UC R3”
PSED UE UC R2
Shows a wider variety of feelings, using crying, gestures and vocalisations freely to express their needs Begins to become aware of their emotions as the connections in the brain that make feelings conscious grow and develop Uses familiar adult to share feelings such as excitement and for “emotional refuelling” when feeling tired or anxious UsesContinue reading “PSED UE UC R2”
PSED UE UC R1
Communicates a range of emotions (e.g. pleasure, interest, fear, surprise, anger and excitement) through making sounds, facial expressions, and moving their bodies Expresses feelings strongly through crying in order to make sure that their needs will be met May whimper, scream and cry if hurt or neglected. If their needs are not responded to, theyContinue reading “PSED UE UC R1”
CL LA EE R5 R6
When making up alliterative jingles, draw attention to the similarities in sounds at the beginning of words and emphasise the initial sound, e.g. mmmmummy, shshshshadow, K-K-K-KKaty. Plan activities listening carefully to different speech sounds, e.g. a sound chain copying the voice sound around the circle, or identifying other children’s voices on tape. When singing orContinue reading “CL LA EE R5 R6”
CL LA EE R4
Use puppets and other props to encourage listening and responding when singing a familiar song or reading from a story book. Encourage children to learn one another’s names and to pronounce them correctly. Ensure all practitioners can pronounce the names of children, parents and other practitioners. Find out parents’ preferred names for themselves and theirContinue reading “CL LA EE R4”
CL LA EE R3
Collect resources that children can listen to and learn to distinguish between. These may include games that involve guessing which object makes a particular sound Encourage listening in its widest sense; this could include opportunities to listen to human noises, non-human noises, objects that make interesting noise, weather and other outdoor sounds. Provide opportunities toContinue reading “CL LA EE R3”
CL LA EE R1 R2
Share stories, songs and rhymes from all cultures and in babies’ home languages and other languages common in communities. Share favourite stories, songs, rhymes or music as babies are settling to sleep, or at other quiet times. Sing frequently with young babies, encouraging them to join in. Create an environment which invites responses from babiesContinue reading “CL LA EE R1 R2”
CL LA PR R5 R6
Engage in role play and imaginary play scenarios and model listening behaviours. Encourage children to listen to their friends and take turns in play and activities. Make mistakes when telling stories/singing songs so the children correct you. Cue children, particularly those with communication difficulties, to listen by first using their name, and signal a changeContinue reading “CL LA PR R5 R6”
CL LA PR R4
Model being a listener by listening to children and taking account of what they say in your responses to them. Have conversations with children as part of everyday activities Play alongside children and talk with them as part of playful encounters Model and encourage language for thinking by using phrase such as I wonder…, WhatContinue reading “CL LA PR R4”
CL LA PR R3
Use natural gestures and/or signing e.g. waving “bye-bye”. Let the child choose the activity and follow their interest . Use percussion instruments to take turns. Sing songs and encourage repetitive action rhymes. Play alongside the child and talk together. Encourage young children to explore and imitate sound. Talk about the different sounds they hear, suchContinue reading “CL LA PR R3”
CL LA PR R1 R2
Get physically close making sure the baby can see your face. Make sure the baby is looking at you and wants to interact. This will help the baby to observe faces and notice communications. Show that you are present and tuned in by using eye contact and touch to create shared moments of interaction. BeContinue reading “CL LA PR R1 R2”
CL LA UC R6
Shows variability in listening behaviour; may move around and fiddle but still be listening or sit still but not absorbed by activity May indicate two-channelled attention, e.g. paying attention to something of interest for short or long periods; can both listen and do for short span
CL LA UC R5
Listens to others in one-to-one or small groups, when conversation interests them Listens to familiar stories with increasing attention and recall Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Focusing attention – can still listen or do, but can change their own focus of attention Is able toContinue reading “CL LA UC R5”
CL LA UC R4
Listens with interest to the noises adults make when they read stories Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door Shows interest in play with sounds, songs and rhymes Single channelled attention; can shift to a different task if attention fullyContinue reading “CL LA UC R4”
CL LA UC R3
Listens to and enjoys rhythmic patterns in rhymes and stories, trying to join in with actions or vocalisations Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations Pays attention to own choice of activity, may move quickly from activity to activity
CL LA UC R2
Moves whole body to sounds they enjoy, such as music or a regular beat Concentrates intently on an object or activity of own choosing for short periods Pays attention to dominant stimulus – easily distracted by noises or other people talking. Enjoys laughing and being playful with others
CL LA UC R1
Turns toward a familiar sound then locates range of sounds with accuracy Listens to, distinguishes and responds to intonations and sounds of voices Reacts in interaction with others by smiling, looking and moving Quietens or alerts to the sound of speech Looks intently at a person talking, but stops responding if speaker turns away ListensContinue reading “CL LA UC R1”
PSED SS EE R5 R6
Involve parents in their children’s learning and learn about each child’s home culture from them. Plan regular opportunities for children to talk to their small group about something they are interested in or have done. Include mirrors and photographs of the children and their families and friends in the environment. Reflect children’s socio-cultural and ethnicContinue reading “PSED SS EE R5 R6”
PSED SS PR R5 R6
Celebrate each child’s uniqueness by openly talking with them about their individual characteristics and their similarities and differences with others in a positive way. Value difference through showing genuine interest in and valuing all children’s contributions through listening carefully and providing opportunities for children to be fully themselves. Offer extra support to children in newContinue reading “PSED SS PR R5 R6”
PSED SS UC R6
Recognises that they belong to different communities and social groups and communicates freely about own home and community Is more aware of their relationships to particular social groups and sensitive to prejudice and discrimination Shows confidence in speaking to others about their own needs, wants, interests and opinions in familiar group Can describe their competencies,Continue reading “PSED SS UC R6”
PSED SS UC R5
Is becoming more aware of the similarities and differences between themselves and others in more detailed ways and identifies themself in relation to social groups and to their peers Is sensitive to others’ messages of appreciation or criticism Enjoys a sense of belonging through being involved in daily tasks Is aware of being evaluated byContinue reading “PSED SS UC R5”
PSED SS EE R3 R4
Create displays and albums of photographs of the children and the activities they have participated in. Encourage children to take their own photographs within the setting. Displays, equipment and resources are reflective of the children’s linguistic social and cultural backgrounds and those of the wider community, so there are items that are familiar to eachContinue reading “PSED SS EE R3 R4”
PSED SS PR R3 R4
Use play and stories to positively support toddlers’ understanding of their physical selves and social identities. Share toddlers’ pleasure when they do something for themselves and celebrate by sharing with others such as parents, other children or practitioners. Recognise a child’s growing sense of agency and respect their attempts to gain independence by giving timeContinue reading “PSED SS PR R3 R4”
PSED SS UC R4
Knows their own name, their preferences and interests and is becoming aware of their unique abilities Is developing an understanding of and interest in differences of gender, ethnicity and ability Shows a sense of autonomy through asserting their ideas and preferences and making choices and decisions Experiments with their own and other people’s views ofContinue reading “PSED SS UC R4”
PSED SS UC R3
Is aware of and interested in their own and others’ physical characteristics, pointing to and naming features such as noses, hair and eyes Experiments with what their bodies can do through setting themselves physical challenges, e.g. pulling a large truck upstairs Begins to use me, you and I in their talk and to show awarenessContinue reading “PSED SS UC R3”
PSED SS EE R1 R2
Allow for flexibility within practice so that the routines you follow offer continuity between home and setting. Learn from parents/carers about each baby’s family culture, traditions and languages. Share knowledge about each child’s language(s) by making a poster or book of greetings and key phrases to use Provide comfortable areas where parents, practitioners and youngContinue reading “PSED SS EE R1 R2”
PSED SS PR R1 R2
Engage in attentive, uninterrupted play with babies when they are alert and ready. Provide many opportunities for babies to explore how their bodies move by giving them free play time on the firm surface of the floor. To support their sense of agency and autonomy, only put babies into positions that they can get intoContinue reading “PSED SS PR R1 R2”
PSED SS UC R2
Responds to their own name and enjoys finding own nose, eyes or tummy as part of interactive games Shows an interest in their reflection in a mirror, although may not yet realise that the reflection is them Shows separation anxiety as they become more aware of themselves as separate individuals Shows an emerging autonomy throughContinue reading “PSED SS UC R2”
PSED SS UC R1
Learns about their physical self through exploratory play with their hands and feet and movement Is becoming aware of self as they imitate sounds and expressions that are mirrored back to them by close adults: Laughing and gurgling during physical interactions Shows awareness of being a separate individual through initiating contact with others using voice,Continue reading “PSED SS UC R1”
PSED MR EE R5 R6
Provide stability in staffing, key person relationships and in grouping of the children. Plan opportunities for children to spend time with their key person, individually and in small groups. Create opportunities for children to get to know everyone in the group. Plan the environment to create spaces for children to play alone, alongside or withContinue reading “PSED MR EE R5 R6”
PSED MR UC R6
Represents and recreates what they have learnt about social interactions from their relationships with close adults, in their play and relationships with others. Develops particular friendships with other children, which help them to understand different points of view and to challenge their own and others’ thinking. Is increasingly flexible and cooperative as they are moreContinue reading “PSED MR UC R6”
PSED MR PR R5 R6
Continue to provide children with a secure base for them to return to and to explore from by being available if needed. Offer a warm and consistent presence, spending time playing and being with children in 1:1 and small groups as well as in the whole group. Show that you keep children “in mind” byContinue reading “PSED MR PR R5 R6”
PSED MR UC R5
Seeks out companionship with adults and other children, sharing experiences and play ideas Uses their experiences of adult behaviours to guide their social relationships and interactions Shows increasing consideration of other people’s needs and gradually more impulse control in favourable conditions, e.g. giving up a toy to another who wants it Practises skills of assertion,Continue reading “PSED MR UC R5”
PSED MR UC R4
Builds relationships with special people but may show anxiety in the presence of strangers Is becoming more able to separate from their close carers and explore new situations with support and encouragement from another familiar adult Shows some understanding that other people have perspectives, ideas and needs that are different to theirs, e.g. may turnContinue reading “PSED MR UC R4”
PSED MR EE R3 R4
Display photographs of practitioners, so that when children arrive, their parents can show them who will be there to take care of them. Support children who are new to a group by gradually settling them in over time so they can get to know the people, the environment and the routines. Plan times for childrenContinue reading “PSED MR EE R3 R4”
PSED MR PR R3 R4
Enable children to explore by being a secure base for them; sitting close by and at their level to show that you are physically and emotionally available. Support a toddler’s explorations by drawing their attention to interesting things and smiling and nodding as they explore Support children who are new to a group by workingContinue reading “PSED MR PR R3 R4”
PSED MR UC R3
Explores the environment, interacts with others and plays confidently while their parent/carer or key person is close by; using them as a secure base to return to for reassurance if anxious or in unfamiliar situations Shows empathy by offering comfort that they themselves would find soothing, e.g. their dummy Enjoys playing alone and alongside othersContinue reading “PSED MR UC R3”
PSED MR UC R2
Draws others into social interaction through calling, crying and babbling, smiling, laughing and moving their bodies and limbs Shares interest and attention by looking to where the adult is looking, pointing and using their gaze to direct the adult’s attention to something Engages another person to help achieve a goal, e.g. to get an objectContinue reading “PSED MR UC R2”
PSED MR EE R1R2
The setting offers a welcoming, calm, caring environment that is inviting and will make babies feel they want to come and play. Implement a Key Person Approach, so that each child and their family have a special person to relate to and rely on. Continuing professional development and supervision to support attachment relationships between keyContinue reading “PSED MR EE R1R2”
PSED MR PR R1R2
Offer warm, loving and consistent care in your interactions with babies and young children, making good eye contact and handling children gently and respectfully. Respond sensitively and quickly to babies and young children’s needs, holding and comforting each child as they need Learn from parents regarding caring practices at home so you can establish predictableContinue reading “PSED MR PR R1R2”
PSED MR UC R1
Enjoys the company of others and seeks contact with others from birth Shows their readiness to be social through using their sensory abilities; following movement and gazing at faces intently Moves body, arms and legs and changes facial expression in response to others, e.g. sticking out tongue, opening mouth and widening eyes Responds to whatContinue reading “PSED MR UC R1”