Create a rich environment that enables babies and children to use all their senses. Provide babies and children with a range of. experiences to feed their imaginative potential, e.g. stories, images, music, natural and urban experiences, social encounters (mealtimes, shopping, visitors).
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.
Responds to and engages with the world that surrounds her, e.g. sounds, movement, people, objects, sensations, emotions (her own and others
Create a rich and well-ordered environment that enables babies and children to use all their senses. Choose and select with intention the materials and tools available to children. Create the time and space that will ensure that children can engage in depth with a diverse range of materials.
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.
Experiments with a range of media – tools, materials, sound and whole body movement — through multi-sensory exploration
See Playing and exploring, Thinking creatively and critically
See Playing and exploring, Thinking creatively and critically
The beginnings of understanding technology lie in babies exploring and making sense of objects and how they behave (see Playing and exploring, Thinking creatively and critically)
Provide lift-the-flap books to show something hidden from view. Play hide-and-seek outside. Provide a variety of interesting things for babies to see when they are looking around them, looking up at the ceiling or peering into a corner. Display and talk about photographs of babies’ favourite places. Take babies on regular outings to a rangeContinue reading “UW W EE R2”
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.
Closely observes what animals, people and vehicles do Watches toy being hidden and tries to find it, watches intently where a spider has scuttled away under leaves Looks for dropped objects Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers Knows things are used in different ways, e.g. a ballContinue reading “UW W UC R2”
See Personal, Social and Emotional Development and Communication and Language Provide opportunities, both indoors and out, for babies and toddlers to see people and things beyond the baby room, including the activities of older children.
See Personal, Social and Emotional Development and Communication and Language
Starts to realise they influence people, e.g. as they laugh and smile so do the people they are with Develops a sense of belonging to their family and their key carer Recognises key people in their own lives
Number Plan to sing number rhymes with actions.Involve families in sharing number rhymes from home cultures. Spatial Awareness Play games that involve curling and stretching, popping up and bobbing down. Provide boxes, cloths and bags for children to store, hide and transport items. Provide nested boxes, cups and toys of different sizes that fit insideContinue reading “M EE R2”
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”
Number May be aware of number names through their enjoyment of action rhymes and songs that relate to numbers Looks for things which have moved out of sight Spatial Awareness Explores space around them and engages with position and direction, such as pointing to where they would like to go Shape Stacks objects using flatContinue reading “M UC R2”
Provide a range of materials: sand, paint, early writing apps etc. for babies and toddlers to make marks with their hands and fingers, feet and bodies. Give children large sheets of paper, trays of gloop, paint, soil etc. to make marks collaboratively.
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.
Writing systems are complicated ways to symbolise meaning, and children need to learn many skills and develop a lot of knowledge as they begin to write. Writing skills and understanding start to develop in babies and toddlers. Firstly, children begin to understand that written texts are symbolic and carry meaning. Later they begin to produceContinue reading “L W UC R1 R2”
Let children handle books and draw their attention to pictures. Tell and read stories, looking at and interacting with young babies, and using voice, intonation and gesture to prompt babies’ interactions. Draw on children’s home cultures to create meaningful reading experiences. Make family stories using small photo albums or story apps with photos of familyContinue reading “L R EE R2”
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”
Handles books, printed and digital reading material with interest Responds to sounds in the environment such as cars, sirens and birds Is interested in and explores the sounds made by banging and tapping familiar objects and simple instruments Waves and taps arms, bounces or stamps to simple rhythms in songs and rhymes Notices pictures andContinue reading “L R UC 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”
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”
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”
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”
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”
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”
Find out from parents the words that children use for things which are important to them, such as bankie for their comfort blanket, remembering to extend this question to home languages. Explain that strong foundations in a home language support the development of English. Tune into what different children enjoy and create environments where babblingContinue reading “CL S EE R2”
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”
Uses sounds in play, e.g. brrrm for toy car Uses single words Frequently imitates words and sounds Enjoys babbling and increasingly experiments with using sounds Uses words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye) Uses pointing with eye gaze, and then fingers or hands, to make requests and to shareContinue reading “CL S UC 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”
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”
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
Observe babies’ emotional responses and plan the routines, the environment and play experiences to support them. Encourage parents to bring their baby’s comforter/transitional object to ease the change from home to setting. Create a cosy, quiet place for babies to be calm. Provide comfortable seating such as a sofa or cushions for baby and keyContinue reading “PSED UE EE R1 R2”
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”
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”
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”
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”
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
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”
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”
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”
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”
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”
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”