Offer a variety of stimulating resources that can be used in different ways both inside and outside e.g. fabric, boxes, sound makers, water, string bags and planks. Create time and space for children to develop their own creations, e.g. photographs, sounds, movement, constructions, stories, collages.
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.
Uses everyday materials to explore, understand and represent his world – his ideas, interests and fascinations Begins to make believe by pretending using sounds, movements, words, objects Beginning to describe sounds and music imaginatively, e.g. scary music Creates rhythmic sounds and movements
Plan a varied and appropriate series of live performances for all young children, e.g. musicians, dancers, storytellers. Draw on a wide range of art works from a variety of cultural backgrounds to extend children’s experiences and to reflect their cultural heritages, e.g. architecture, ceramics, theatre. Continue to provide opportunities to encounter and revisit key materials,Continue reading “EAD CM EE R4”
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”
Joins in singing songs Creates sounds by rubbing, shaking, tapping, striking or blowing Shows an interest in the way sound makers and instruments sound and experiments with ways of playing them, e.g. loud/quiet, fast/slow Experiments with ways to enclose a space, create shapes and represent actions, sounds and objects Enjoys and responds to playing withContinue reading “EAD CM UC R4”
Provide safe equipment to play with, such as torches and walkie-talkies. Let children use machines like the photocopier to copy their own pictures. Provide a range of materials for children to “stain” and have a go at washing, rinsing and drying outside in the sunshine. Provide a range of pipes, funnels, containers, water wheels andContinue reading “UW T EE R4”
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”.
Seeks to acquire basic skills in turning on and operating some digital equipment Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car Plays with water to investigate “low technology” such as washing and cleaning Uses pipes, funnels and other tools to carry/transport water from one placeContinue reading “UW T UC R4”
Make use of outdoor areas to give opportunities for investigations of the natural world, for example, provide chimes, streamers, windmills and bubbles to investigate the effects of wind. Provide story and information books about places, such as a zoo or the beach, to remind children of visits to real places.
Tell stories about places and journeys.
Notices detailed features of objects in their environment Can talk about some of the things they have observed such as plants, animals, natural and found objects Enjoys playing with small world reconstructions, building on first-hand experiences, e.g. visiting farms, garages, train tracks, walking by river or lake
Share photographs of children’s families, friends, pets or favourite people, both indoors and out. Support children’s understanding of difference and of empathy by using props such as puppets and dolls to tell stories about diverse experiences, ensuring that negative stereotyping is avoided. Ensure children have resources so that they can imitate everyday actions and eventsContinue reading “UW PC EE R4”
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.
Has a sense of own immediate family and relations and pets In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea, going to the barbers, being a cat, dog or bird Beginning to have their own friends Learns that they have similarities and differences that connectContinue reading “UW PC UC R4”
Comparison/ Counting Provide buckets and bags for children to create collections of objects which they can count. Provide mark-making materials indoors and outdoors for children to represent their own ideas in play. Cardinality (How many?) Provide opportunities for children to explore cardinality in the environment using self-correcting resources, e.g. jigsaw with two ducks and theContinue reading “M EE R4”
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 Beginning to compare and recognise changes in numbers of things, using words like more, lots or same Counting Begins to say numbers in order, some of which are in the right order (ordinality) Cardinality (How many?) In everyday situations, takes or gives two or three objects from a group Beginning to notice numerals (numberContinue reading “M UC R4”
Draw attention to marks, signs and symbols in the environment and talk about what they represent. Ensure this involves recognition of English, other languages and scripts. Provide materials which reflect cultural diversity, so children see symbols and marks with which they are familiar, and learn that there are many different script systems e.g. Arabic, Chinese,Continue reading “L W EE R4”
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”
Distinguishes between the different marks they make Enjoys drawing and writing on paper, on screen and on different textures, such as in sand or playdough and through using touch-screen technology.
Find quality time every day to tell and read stories to children, using puppets, soft toys, or real objects as props. Provide stories, pictures and puppets which allow children to experience and talk about how characters feel. Include familiar environmental print in the role play area. Create frequent opportunities for singing, rhymes and music sessions.Continue reading “L R EE R4”
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”
Has some favourite stories, rhymes, songs, poems or jingles Repeats and uses actions, words or phrases from familiar stories Fills in the missing word or phrase in a known rhyme, story or game, e.g. “Humpty Dumpty sat on a …” Begins to recognise familiar logos from children’s popular culture, commercial print or icons for appsContinue reading “L R UC 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”
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”
Very energetic in short bursts and needs time for rest and calm with at least three hours of a day of exercise including moderate- to vigorous-intensity physical activity, spread throughout the day Needs to sleep for 10–13 hours in a 24-hour period which may include a nap, with regular sleep and wake-up times Feeds selfContinue reading “PD HS UC 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”
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”
Sits up from lying down, stands up from sitting and squats with steadiness to rest or play with object on the ground, and rises to feet without using hands. Sits comfortably on a chair with both feet on the ground Runs safely on whole foot Moves in response to music, or rhythms played on instrumentsContinue reading “PD MH UC R4”
Display pictures and photographs showing engaging, familiar or fantastical events, objects and activities and talk about them with the children. Provide activities which help children to learn to distinguish differences in sounds, word patterns and rhythms. Plan to encourage correct use of language by telling repetitive stories, and playing games which involve repetition of wordsContinue reading “CL S EE R4 R5”
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”
Uses language to share feelings, experiences and thoughts Holds a conversation, jumping from topic to topic Learns new words very rapidly and is able to use them in communicating Uses a variety of questions (e.g. what, where, who) Uses longer sentences (e.g. Mummy gonna work) Beginning to use word endings (e.g. going, cats)
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”
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”
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)
Maintain consistency of key person relationships in the organisation of staffing Keep changes in group and routine to a minimum Ensure that observation and planning for children’s emotional needs is a central focus. Provide books, stories and puppets that can be used to model responding to others’ feelings and being helpful and supportive. Provide sufficientContinue reading “PSED UE EE R3 R4”
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”
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”
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”
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”
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”
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”
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”
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”
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”
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”
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”