Provide a range of resources including familiar and non-specific items that can be used in a range of ways, such as magazines, real kitchen items, fabric, hoops, sponges, rope etc.
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.
Expresses self through physical actions and sound Pretends that one object represents another, especially when objects have characteristics in common Creates sound effects and movements, e.g. creates the sound of a car, animals
Offer a variety of objects that will make different sounds, such as wood, pans and plastic bottles filled with different things. Create opportunities to encounter and revisit key materials, resources and tools where children can further explore their properties including form, colour, texture, composition. Create space and time for movement and dance both indoors andContinue reading “EAD CM EE R3”
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”
Continues to explore and experiment with an increasing range of media and movement through multi-sensory exploration and expression Moves while singing/vocalising, whilst listening to sounds and music, while playing with sound makers/instruments Mirrors and improvises actions they have observed, e.g. clapping or waving Sings/vocalises whilst listening to music or playing with instruments/sound makers Notices andContinue reading “EAD CM UC R3”
Have available robust resources with knobs, flaps, keys or shutters. Incorporate technology resources that children recognise into their play, such as a camera
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.
Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times Shows interest in toys with buttons, flaps and simple mechanisms and begins to learn to operate them
Develop the use of the outdoors so that young children can investigate features, e.g. a mound, a path or a wall, and experience weather, large spaces and seasonal change. Provide a collection of sets of items for children to explore how objects can be combined together in heuristic play sessions.
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”
Is curious and interested to explore new and familiar experiences in nature: grass, mud, puddles, plants, animal life Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking Remembers where objects belong Matches parts of objects that fit together, e.g. puts lid on teapot
Collect stories for, and make books about, children in the group, showing things they like to do and things that are important to them, in languages that are relevant to them wherever possible. Provide books and resources which represent children’s diverse backgrounds and which avoid negative stereotypes, ensuring different cultures are represented but especially theContinue reading “UW PC EE R3”
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”
Is curious about people and shows interest in stories about people, animals or objects that they are familiar with or which fascinate them Is interested in photographs of themselves and other familiar people and objects Enjoys stories about people and nature (birds, bees, snails, cats, dogs, etc) and is interested in photographs of themselves withContinue reading “UW PC UC R3”
Comparison Play hiding games so children notice that something has ‘gone’. Provide varied sets of objects for playful opportunities for children to independently explore ‘lots’, ‘more’, ‘not many’ and ‘not enough’. Counting Count while engaging in everyday tasks and while moving around. Sing songs with counting strings. Spatial Awareness Designate specific places or spaces forContinue reading “M EE R3”
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”
Comparison Responds to words like lots or more Counting Says some counting words May engage in counting-like behaviour, making sounds and pointing or saying some numbers in sequence Cardinality May use number words like one or two and sometimes responds accurately when asked to give one or two things Spatial Awareness Enjoys filling and emptyingContinue reading “M UC R3”
Introduce a range of appropriate implements including large brushes, chalk and crayons, sticks and sponges for children to trace patterns and shapes. Offer children a range of different surfaces to make marks on, inside and out, e.g. chalkboards, light boxes, sand and pathways. Provide a broad range of opportunities for early writing experiences through sensoryContinue reading “L W EE R3”
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”
As toddlers develop, they increase their understanding of how their marks are symbolic and convey meaning. Their marks may not yet resemble letters and words but nonetheless may carry meaning for the child. Begins to understand the cause and effect of their actions in mark making Knows that the marks they make are of valueContinue reading “L W UC R3”
Provide digital recordings of rhymes, stories, sounds and spoken words. Provide picture books, books with flaps or hidden words, and books with accompanying story apps. Provide story sacks for children to take home, for parents to read books with their children and talk about stories. Suggest to parents they might encourage children to take partContinue reading “L R EE R3”
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.
Is interested in and anticipates books and rhymes and may have favourites Begins to join in with actions and sounds in familiar song and book sharing experience
Set up places, outdoors as well as indoors, for toddlers to take naps during the day: daytime sleep can be much more refreshing and successful when provided outside. Ensure that there are plenty of different places and ways, indoors and outdoors, that toddlers can find withdrawal, softness and calm in the moment that they needContinue reading “PD HS EE R3”
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”
Sleeps for 12-14 hours a day with one/two naps Daytime sleeping continues to be important for healthy development Highly active in short bursts, with frequent and sudden need for rest or withdrawal Enjoys hugs and cuddles and seeks comfort from attachment figure when they feel the need Uses physical expression of feelings to release stress.Continue reading “PD HS UC R3”
Anticipate young children’s exuberance and ensure the space is clear and suitable for their rapid and sometimes unpredictable movements. Provide opportunities to swing, spin and bounce. Provide different arrangements of toys and soft play materials to encourage crawling, tumbling, rolling and climbing. Use music to stimulate exploration with rhythmic movements. Ensure that toddlers spend lotsContinue reading “PD MH EE R3”
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”
Develops security in walking upright using feet alternately and can also run short distances Walks upstairs facing forwards holding rail or hand of adult, with both feet onto a single step at a time Changes position from standing to squatting and sitting with little effort Participates in finger and action rhymes, songs and games, imitatingContinue reading “PD MH UC R3”
Allow time to follow young children’s lead and have fun together while developing vocabulary, e.g. saying We’re jumping up, going down. Where appropriate make opportunities to talk through and comment on some activities to highlight specific vocabulary or language structures, e.g. You’ve caught the ball. I’ve caught the ball. Eva’s caught the ball. Provide storiesContinue reading “CL S EE R3”
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”
Copies familiar expressions, e.g. Oh dear, All gone’ Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot) Beginning to put two words together (e.g. Want ball, More juice) Beginning to ask simple questions Beginning to talk about people and things that are not present Uses gestures, sometimes with limitedContinue reading “CL S UC R3”
Plan play activities and provide resources which encourage young children to engage in symbolic play, e.g. putting a “baby” to bed and talking to it appropriately. Plan real world shared experiences such as visits, everyday tasks, or preparing activities in the setting. Use pictures, books, real objects, and signs alongside your words.
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”
Understands different situations – able to follow routine events and activities using nonverbal cues Selects familiar objects by name and will go and find objects when asked, or identify objects from a group Understands simple sentences (e.g. Throw the ball)
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 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”
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”
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”
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
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”
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”
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”
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”