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 a range of everyday and natural objects to explore such as in treasure baskets for sitting babies. Provide additional interest – make small changes in the predictable environment. Provide spaces that give young babies different views of their surroundings, such as a soft play area, under a tree, on a lap, looking at bushesContinue reading “UW W EE R1”
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
Moves eyes, then head, to follow moving objects Reacts with abrupt change when a face or object suddenly disappears from view Looks around with interest when in a room, garden, balcony or park, visually scanning the environment for novel, interesting objects and events Smiles with pleasure at recognisable playthings Repeats actions that have an effect,Continue reading “UW W UC R1”
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
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”
Number Provide small groups of the same objects in treasure baskets, as well as single items. Spatial awareness Provide opportunities for babies to move freely on carpets, grass etc. Observe and sensitively support babies’ play and give them long stretches of uninterrupted time to explore. Provide low mirrors to support babies to develop a bodyContinue reading “M EE R1”
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”
Number Reacts to obvious changes of amount when those amounts are significant (more than double) Spatial awareness Explores space when they are free to move, roll and stretch Developing an awareness of their own bodies, that their body has different parts and where these are in relation to each other Shape Explores differently sized andContinue reading “M UC R1”
Provide mobiles, inviting displays and pictures of familiar characters in the environment, including in physical care areas, to prompt babies’ focused gaze, pointing and shared attention. Collect a diverse range of board books, cloth books, picture books and stories to share with young babies. Offer books that provide sensory experiences. Include babies in telephone andContinue reading “L R EE R1”
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
Notices and engages with sounds and images in the environment As part of sensory exploration, may touch and handle books and digital reading devices Enjoys looking at books and other suitable printed or digital material with familiar people, and being read to
Provide a dedicated place for daytime sleeping outdoors as well as indoors to suit the needs of individual babies. Enable and allow babies to sleep when they need to and to wake up from naps naturally. Provide ample seating both indoors and outside so that adults can sit comfortably with distressed, resting and alert babies. Continue reading “PD HS EE R1”
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”
Responds to and thrives on warm, sensitive physical contact and care Makes needs known through crying and body movements Responds to being rocked as a means of soothing Sleeps for 14-16 hours a day, with several short naps. Substantial sleeping is vital for processing sensory information taken in while awake Responds and turns to sounds,Continue reading “PD HS UC R1”
The caregiver’s body is the first and foremost enabling environment, and babies need lots of time in contact with attentive and responsive adults. From birth onwards, babies need to experience movement in space through being held. Rocking, side-to-side and up-and-down movements are soothing, enjoyable and very developmentally beneficial. Provide comfortable seating both indoors and outdoors,Continue reading “PD MH EE R1”
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”
Gradually develops ability to hold up own head Makes movements with arms and legs which gradually become more controlled – moves hands together/legs together Follows and tracks a sound or moving object, moving head and eyes When lying on back, plays with hands and grasps feet, alternating mouthing hands/feet with focusing gaze on them, andContinue reading “PD MH UC R1”
Learn and use key words in the home languages of babies in the setting. Value and learn from families about their communities, languages and cultures. Including influences from other contexts of the baby’s life supports wellbeing. Encourage parents to record familiar, comforting sounds, such as lullabies in home languages. Use these to help babies settleContinue reading “CL S EE R1”
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”
Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing Makes own sounds in response when talked to by familiar adults Lifts arms in anticipation of being picked up Practises and gradually develops speech sounds (babbling) to communicate with adults; says sounds like baba, nono, gogo Points and looks toContinue reading “CL S UC R1”
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”
Turns when hears own name Starts to understand contextual clues, e.g. familiar gestures, words and sounds
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”
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”
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”
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”
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”
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”
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”
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”