Support children to gain confidence in their own way of representing and sharing ideas. Be aware of the link between children’s imaginative play and how they develop a narrative structure. Recognise and promote children’s agency in expressing their unique and subjective viewpoint through the arts. Support children in communicating through their bodies by responding to,Continue reading “EAD BIE PR R6”
Ensure children have opportunities to experience the world outside the setting, e.g. through walks, visits, visitors, links with children’s homes. Support children’s development of imaginary worlds by encouraging new experiences, inventiveness, empathy and new possibilities. Share a diverse range of text, image-based and oral stories to stimulate imaginative responses. Co-create stories with children based onContinue reading “EAD BIE PR R5”
Observe and sometimes take part in children’s make-believe play in order to gain an understanding of their interests. Observe and reflect on the children’s own explorations and creations.
Show genuine interest and be willing to play along with a young child who is beginning to pretend. Model or join in pretend play, such as pretending to drink from an empty toy cup.
Notice the ways in which babies react to other babies and adults and the world that surrounds them. Tune into and sensitively respond to babies’ and children’s expressive and communicative actions.
Draw attention to children’s choice and use of: materials, tools and techniques, experimentation with colour, design, texture, form and function. Use individual, small group, and large group discussion to regularly engage children in explaining work in progress. Recognise the importance of drawing in providing a bridge between imaginary play and writing, and that all areContinue reading “EAD CM PR R6”
Support children’s talk by sharing terms used by artists, potters, musicians, dancers, e.g. as children show interest in exploring colour mixing, support them in using terms such as tint, shade, hue. When children have a strong intention in mind, support them in thinking about what they want to create, the processes that may be involvedContinue reading “EAD CM PR R5”
Help children to listen to music and watch dance when opportunities arise, encouraging them to focus on how sound and movement develop from feelings and ideas. Recognise that children can become fascinated by a pattern of actions or interactions with tools and materials, gaining confidence over extended periods of time. Encourage and support the inventiveContinue reading “EAD CM PR R4”
Listen to and enjoy with children a variety of sounds, and music from diverse cultures. Sensitively introduce children to language to describe sounds and rhythm, e.g. loud and soft, fast and slow. Understand that young children’s creative and expressive processes are part of their development of thinking and communicating as well as being important inContinue reading “EAD CM PR R3”
Attend to how babies and children are using their whole body in sensing, exploring and experimenting with space, texture, sounds, rhythms, materials, and tools. Welcome the ways in which babies and children arrange, combine, transform, group, and sequence materials that both natural and manmade.
Encourage children to speculate on the reasons why things happen or how things work. In conversation highlight technology in aspects of nature, e.g. encouraging models of birds showing purposes and functions of wing feathers, body feathers, beaks, feet reflecting differences of different kinds of birds. Support children to coordinate actions to use technology, for example,Continue reading “UW T PR R6”
Support and extend the skills children develop as they become familiar with simple equipment, such as twisting or turning a knob. Draw young children’s attention to pieces of digital apparatus they see or that they use with adult supervision. Talk to children about their uses of technologies at home and in other environments to beginContinue reading “UW T PR R5”
Support children in exploring the control technology of toys, e.g. toy electronic keyboard. Talk about digital and other electric equipment, what it does, what they can do with it and how to use it safely. Talk to children about “low technologies” such as washing and drying, transporting water and using water to make things “work”.
Comment on the ways in which young children investigate how to push, pull, lift or press parts of toys and domestic equipment. Talk about the effect of children’s actions, as they investigate what things can do.
See Playing and exploring, Thinking creatively and critically
Help children to notice and discuss patterns around them, e.g. tree bark, flower petal or leaf shapes, grates, covers, or bricks. Examine change over time, for example, growing plants, and change that may be reversed, e.g. melting ice. Use appropriate words, e.g. town, village, path, house, flat, cinema, skyscraper, hydrant, cirrus, cumulonimbus, temple and synagogue,Continue reading “UW W PR R6”
Use parents’ knowledge to extend children’s experiences of the world Support children with sensory impairment by providing supplementary experience and information to enhance their learning about the world around them. Arouse awareness of features of the environment in the setting and immediate local area, e.g. make visits to shops or a park. Use conversation withContinue reading “UW W PR R5”
Tell stories about places and journeys.
Talk with children about their responses to sights, sounds and smells in the environment indoors, in playgrounds, with nature in gardens and parks and discover what they like about playing outdoors. Encourage young children to explore puddles, trees and surfaces such as grass, concrete or pebbles. Introduce principles of recycling, planting and care for ourContinue reading “UW W PR R3”
Play hiding and finding games inside and outdoors. Plan varied arrangements of equipment and materials that can be used with babies in a variety of ways to maintain interest and provide challenges. Draw attention to things in different areas that stimulate interest, such as a patterned surface.
Encourage young babies’ movements through your interactions, e.g. touching their fingers and toes and showing delight at their kicking and waving. See also Characteristics of Effective Learning – Playing and Exploring, and Physical Development
Encourage children to share their feelings and talk about why they respond to experiences in particular ways. Explain carefully why some children may need extra help or support for some things, or why some children feel upset by a particular thing. Help children and parents to see the ways in which their cultures and beliefsContinue reading “UW PC PR R6”
Encourage children to talk about their own home and community life, and to find out about other children’s experiences. Be aware that some children’s home lives may be complicated or disrupted, and talking about them may be difficult. Ensure that children learning English as an additional language have opportunities to express themselves in their homeContinue reading “UW PC PR R5”
Talk to children about their friends, their families, and why they are important. Be sensitive to the possibility of children who may have lost special people or pets, either through death, separation, displacement or fostering/adoption.
Help children to learn each other’s names, e.g. through songs and rhymes, and use them when addressing children. Be positive about differences between people and support children’s acceptance of difference. Be aware that negative attitudes towards difference are learned from examples the children witness. Ensure that each child is recognised as a valuable contributor toContinue reading “UW PC PR R3”
See Personal, Social and Emotional Development and Communication and Language
Comparison Model comparing numbers in problems about fair shares. Counting Play games such as hide and seek that involve counting, forwards and backwards. Talk with children about the strategies they have used to solve a problem. Spot opportunities to playfully pose composition problems for children to explore. Cardinality Discuss the order of numbers in context,Continue reading “M PR R6”
Comparison Encourage children to share items between two people or toys. Counting Capitalise on children’s fascination with counting by joining in when they count in games. Enjoy counting forwards and back (sometimes to much higher numbers). Use different voices, e.g. high or growly. Use opportunities within daily routines to support children’s developing sense of number.Continue reading “M PR R5”
Comparison/ Counting Include the number sequence in everyday contexts and songs so children experience the order of the numbers (ordinality) Cardinality (How many?) Encourage children to explore the collections they make, comparing amounts and counting some of the items, emphasising the last number, e.g. 1,2,3. There are 3 leaves. Use opportunities to model and encourageContinue reading “M PR R4”
Comparison Talk with young children about lots, more, not many and not enough as they play. Draw attention to contrasting differences and changes in amounts e.g. adding more bricks to a tower or eating things up. Counting Model counting things in everyday situations and routines. Take opportunities to say number words in order with childrenContinue reading “M PR R3”
Number Take opportunities during play to sing number rhymes.. During personal care routines make a point of using numbers. Play “peek-a-boo” hiding games with toys and people. Spatial Awareness Use spatial words during everyday play and routines.or one-word comments e.g.as you get children in and out of a highchair. Take opportunities to play hide andContinue reading “M PR R2”
Find out about, show interest in and legitimise children’s out-of-school writing practices and interests. Remember that not all writing formats go from left to right. Talk to children about things they might write to support their play inside and outside, e.g. they might make a map for a journey, a job list for a builder,Continue reading “L W PR R6”
Notice and encourage children’s drawing, painting and early writing and the meanings that they give to them, such as when a child covers a whole piece of paper and says, “I’m writing”. Celebrate and value children’s early attempts at graphic representation – focusing on the meaning and content rather than letter formation. Model and includeContinue reading “L W PR R5”
Listen and support what children tell you about their drawings and early writing. Write down (scribe) the words that children use and display these words, for example, with photos Co-create stories orally with individual children and in small groups. Scribe the stories and display them for children to look at independently or with a parentContinue reading “L W PR R4”
Encourage different mark-making movements – big, small, hard, soft, quick and slow, and different shapes, circles, lines and dots. Tell children about the marks you are making and encourage them to talk to you about theirs. Value these early mark making activities by sharing them with others including parents and carers. Write down (scribe) children’sContinue reading “L W PR R3”
Encourage children to use their fingers and implements to explore and trace marks on a surface, e.g. using a spoon in their food, or a finger in the sand. Make marks together with babies and toddlers using a range of appropriate materials and tools.
Number Notice and mirror children’s reactions to changes in amount. Add to objects & draw attention to the change in amount, using words like more. When feeding babies comment on whether they would like more after being winded, e.g. Oh, you want more. Use feeding, changing and bathing times for finger-play with young babies SpatialContinue reading “M PR R1”
Read aloud to children every day, introducing children to a wide variety of literature, and talking about the print and digital books you share. Encourage children to tell their own stories in their own way, to take the lead in storytelling so you can listen and learn from children about what they know and areContinue reading “L R PR R6”
Discuss with children the characters and events in books being read to them. Encourage children to predict outcomes, to think of alternative endings and to compare story plots and the feelings of characters with their own experiences. Focus on meaningful print (such as a child’s name, words on a cereal packet or a book title,Continue reading “L R PR R5”
Encourage children to use and extend the stories they hear in their play, using props and dressing up clothes as they relive and reinvent stories. Tune into words from stories that individual children particularly enjoy, e.g. children’s favourite words and words that are emotionally important to them. Revisit these words in meaningful interactions. Read storiesContinue reading “L R PR R4”
Encourage and support children’s responses to picture books and stories you read with them. Use different voices to tell stories and encourage young children to join in wherever possible.
Notice and support babies’ developing responses, gestures and movements as they learn to anticipate and join in with finger and word play. Make voice sounds and say words as babies explore print and digital books with adults – leave pauses after words and sounds to encourage babies to begin to repeat them if they chooseContinue reading “L R PR R2”
Use finger play, rhymes and familiar songs to support young babies’ enjoyment. Provide enjoyable shared experiences with books and apps in ways that are emotionally secure and supportive. Plan shared story and book time as a key source of nurture and attachment which will continue throughout the EYFS and beyond
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”
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”
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”
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”
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”
Be alert and responsive to when babies have moved out of exploratory mode and enjoying floor play to needing holding, cuddling or meeting care needs. Talk to young babies as you stroke their cheeks, or pat their backs, reminding them that you are there and they are safe. Discuss with parents the critical role ofContinue reading “PD HS PR R1”
Encourage children to move with controlled effort, and model use of vocabulary in context such as strong, firm, gentle, heavy, stretch, reach, tense and floppy. Use music of different tempo, styles and cultures to create moods and talk about how people move when they are sad, happy or cross. Motivate children to be active throughContinue reading “PD MH PR R5 R6”
Value the ways children choose to move. Give as much opportunity as possible for children to move freely between indoors and outdoors. Talk to children about their movements and help them to explore new ways of moving, such as squirming, slithering and twisting along the ground like a snake, and moving quickly, slowly or onContinue reading “PD MH PR R4”
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”
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”
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”
Support children’s growing ability to express a wide range of feelings orally, and talk about their own experiences. Introduce and repeat new words in a range of contexts and encourage children to use them in their own talk Encourage conversation with others and demonstrate appropriate conventions: turn-taking, waiting until someone else has finished, listening toContinue reading “CL S PR R6”
Wait and allow the child time to start the conversation. Follow the child’s lead to talk about what they are interested in. Give children thinking time. Wait for them to think about what they want to say and put their thoughts into words, without jumping in too soon to say something yourself. In conversations andContinue reading “CL S PR R4 R5”
Build vocabulary by giving choices, e.g. apple or satsuma? Model building sentences by repeating what the child says and adding another word, e.g. child says car, say mummy’s car or blue car. Give the child enough time to talk with silences to allow the child to respond or pauses to indicate turn talking. Show childrenContinue reading “CL S PR R3”
Try to “tune in” to the different messages young babies are attempting to convey, and respond. Look out for patterns of communications they use to invite you into encounters. This might include being playful or physical movements and utterances. Bringing you toys, or holding out objects to you may indicate that they want to “talk”.Continue reading “CL S PR R2”
Find out from parents how they like to communicate with their baby, noting especially the chosen language. Ensure parents understand the importance of talking with babies in their home language. Pay attention to babies’ communications including facial expression, gesture, etc., and respond promptly so they know they have been heard. Encourage babies’ sounds and babblingContinue reading “CL S PR R1”
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”
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”
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”
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”
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”
Create a listening culture and atmosphere which is calm and caring, where young children feel able to express their emotions Model caring responses and comforting or helping behaviours in your interactions with all children. Name and talk about a wide range of feelings and make it clear that all feelings are understandable and acceptable. PutContinue reading “PSED UE PR R5 R6”
Be a secure base for toddlers to return to for “emotional refuelling” when encountering novel situations or social conflict and challenges. Create regular opportunities to be in very small groups or 1:1 times with the key person. Reduce frustration and conflict by keeping routines flexible so that young children can pursue their interests. Understand thatContinue reading “PSED UE PR R3 R4”
Learn from parents about how their baby expresses their emotions and what they do to soothe them Support babies who are distressed on separating from their parents by acknowledging their feelings and reassuring them. Be responsive to all communication such as crying, babbling and physical movements to acknowledge a baby’s emotional expressions. Be emotionally andContinue reading “PSED UE PR R1 R2”
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”
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”
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”
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”
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”
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”
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”
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”
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”
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”