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PHYSICAL DEVELOPMENTMOVEMENT AND SPACEHEALTH AND BODILY AWARENESSUSING EQUIPMENT AND MATERIALSMake movements with arms and legs which gradually become more controlled.
Use movement and sensory exploration to link up with their new immediate environment.
Make strong and purposeful movements, often moving from the position in which they are placed.
Use their increasing mobility to connect with toys, objects and people.
Show delight in the freedom and changing perspectives that standing or beginning to walk brings.
Have a biological drive to use their bodies and develop their physical skills
Express themselves through action and sound.
Are excited by their own increasing mobility and often set their own challenges.
Gradually gain control of their whole bodies and are becoming aware of how to negotiate the space and objects around them.
Move spontaneously within available space.
Respond to rhythm, music and story by means of gesture and movement.
Are able to stop.
Manage body to create intended movements.
Combine and repeat a range of movements.
Move freely with pleasure and confidence in a range of ways such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
Use movement to express feelings.
Negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
Sit up, stand up and balance on various parts of the body.
Demonstrate the control necessary to hold a shape or fixed position.
Operate equipment by means of pushing and pulling movements.
Mount stairs, steps or climbing equipment using alternate feet.
Negotiate an appropriate pathway when walking, running or using a wheelchair or other mobility aids, both indoors and outdoors.
Judge body space in relation to space available when fitting into confined spaces or negotiating openings and boundaries.
Show respect for other childrens personal space when playing among them.
Persevere in repeating some actions or attempts when developing a new skill.
Collaborate in devising and sharing tasks, including those which involve accepting rules.
Go backwards and sideways as well as forwards.
Experiment with different ways of moving.
Initiate new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
Jump off an object and land appropriately.
Show an understanding of the need for safety when tackling new challenges.
Avoid dangerous places and equipment.
Construct with large materials such as cartons, fabric and planks.
Move with confidence, imagination and in safety.
Move with control and coordination
Travel around, under, over and through balancing and climbing equipment
Show awareness of space, of themselves and of others. Thrive when their nutritional needs are met.
Respond to and thrive on warm, sensitive physical contact and care.
Need to rest and sleep, as well as food.
Focus on what they want as they begin to crawl, pull to stand, creep, shuffle, walk or climb.
Show some awareness of bladder and bowel urges.
Develop their own likes and dislikes in food, drink and activity.
Practice and develop what they can do.
Communicate their needs for things such as food, drinks and when they are uncomfortable.
Show emerging autonomy in self care.
10.Show awareness of own needs with regard to eating,
sleeping and hygiene.
11. Often need adult support to meet those needs.
12. Show awareness of a range of healthy practices with
regard to eating, sleeping and hygiene.
13. Observe the effects of activity on their bodies.
14. Show some understanding that good practices with regard
to exercise, eating, sleeping and hygiene can contribute to
good health.
15. Recognise the importance of keeping healthy, and
those things which can contribute to this.
16. Recognise the changes that happen to their bodies
when they are active. Watch and explore hands and feet.
Reach out for, touch and begin to hold objects.
Imitate and improvise actions they have observed, such as clapping and waving.
Become absorbed in putting objects in and out of containers.
Enjoy the sensory experience of making marks in damp sand, paste or paint. This is particularly important for babies who have visual impairment.
Use tools and materials for particular purposes.
Begin to make, and manipulate, objects and tools.
Put together a sequence of actions.
Use one-handed tools and equipment.
Show increasing control over clothing and Balance blocks to create simple structures.
Show increasing control in holding and using hammers, books, beaters and mark making tools.
Engage in activities requiring hand-eye coordination.
fastenings.
Show increasing control in equipment for climbing, scrambling, sliding and swimming.
Demonstrate increasing skill and control in the use of mark-making implements, blocks, construction sets and small world activities.
Understand that equipment and tools have to be used safely.
Explore malleable materials by patting, stroking, poking, squeezing, pinching and twisting them.
Use increasing control over an object, such as a ball, by touching, pushing, patting, throwing, catching or kicking it.
Manipulate materials to achieve a planned effect.
Use simple tools to effect changes to the materials.
Show understanding of how to transport and store equipment safely.
Practise some appropriate safety measures without direct supervision.
Use a range of small and large equipment.
Handle tools, objects, construction and malleable materials safely and with basic control.
DEVELOPMENT POINTS
CREATIVE DEVELOPMENTBEING CREATIVE RESPONDING TO EXPERIENCES, EXPRESSING AND COMMUNICATING IDEASEXPLORING MEDIA AND MATERIALSCREATING MUSIC AND DANCEDEVELOPING IMAGINATION AND IMAGINATIVE PLAYUse movement and sensory exploration to connect with their immediate environment.
Respond to what they see, hear, smell, touch and feel.
Express themselves through physical action and sound.
Explore by repeating patterns of play.
Seek to make sense of what they see, hear, touch and feel.
Begin to use representation as a form of communication.
Use language and other forms of communication to share the things they create, or to indicate personal satisfaction or frustration.
Explore and experience using a range of senses and movement.
Capture experiences and responses with music, dance, paint and other material or words.
Develop preferences for forms of expression.
Talk about personal intentions, describing what they were trying to do.
Respond to comments and questions, entering into dialogue about their creations.
Make comparisons and create new connections.
Respond in a variety of ways to what they see, hear, smell, touch and feel.
Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments. Discover mark-making by chance, noticing, for instance, that trailing a finger through split juice changes it.
Explore and experiment with a range of media using whole body.
Create and experiment with blocks, colour and marks.
Begin to combine movement, materials media or marks.
Begin to be interested in and describe the texture of things.
Explore colour and begin to differentiate between colours.
Differentiate marks and movements on paper.
Use their bodies to explore texture and space.
Understand that they can use lines to enclose a space, and then begin to use these shapes to represent objects.
Create 3D structures.
Begin to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.
Explore what happens when they mix colours.
Choose particular colours to use for a purpose.
Understand that different media can be combined to create new effects.
Experiment to create different textures.
Create constructions, collages, painting and drawings.
Use ideas involving fitting, overlapping, in, out, enclosure, grids and sun-like shapes.
Work creatively on a large or small scale.
19. Explore, colour, texture, shape,
form and space in two or three
dimensions.Respond to a range of familiar sounds, for example, turning to a sound source such as a voice.
Move their whole bodies to sounds they enjoy, such as music or a regular beat.
Begin to move to music, listen to or join in rhymes or songs.
Join in singing favourite songs.
Create sounds by banging, shaking, tapping or blowing.
Show an interest in the way musical instruments sound.
Enjoy and joining in with dancing and ring games.
Sing a few familiar songs.
Sing to themselves and make up simple songs.
Tap out simple repeated rhythms and make some up.
Explore and learn how sounds can be changed.
Imitate and create movement in response to music.
Begin to build a repertoire of songs and dances.
Explore the different sounds of instruments.
Begin to move rhythmically.
Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music.
Smile with pleasure at recognizable playthings.
Enjoy making noises or movements spontaneously.
Pretend that one object represents another, especially when objects have characteristics in common.
Begin to make-believe by pretending.
Notice what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.
Use available resources to create props to support role-play.
Develop a repertoire of actions by putting a sequence of movements together.
Engage in imaginative play and role-play based on own first hand experiences.
Introduce a storyline or narrative into their play.
Play alongside other children who are engaged in the same theme.
Play cooperatively as part of a group to act out a narrative.
Use their imagination in art and design, music, dance, imaginative and role-play and stories.
DEVELOPMENT POINTS
KNOWLEDGE AND UNDERSTANDING OF THE WORLDEXPLORATION AND INVESTIGATIONDESIGNING AND MAKINGICTTIMEPLACECOMMUNITIESUse movement and senses to focus on, reach for and handle objects.
Learn by observation about actions and their effects.
As they pull to stand and become more mobile, the scope of babies investigations widens.
Sometimes focus their enquiries on particular features or processes.
Explore, play and seek meaning in their experiences.
Use others as sources of information and learning.
Show an interest in why things happen.
Show curiosity and interest in the features of objects and living things.
Describe and talk about what they see.
Show curiosity about why things happen and how things work.
Show understanding of cause/effect relations.
Notice and comment on patterns.
Show an awareness of change.
Explain own knowledge and understanding, and ask appropriate questions of others.
Investigate objects and materials by using all of their senses as appropriate.
Find out about, and identify, some features of living things, objects and events they observe.
Look closely at similarities, differences, patterns and change.
Ask questions about why things happen and how things work. Explore objects and materials with hands and mouth.
Show curiosity and interest in things that are built up and fall down, and that open and close.
Are interested in pushing and pulling things, and begin to build structures.
Are curious and interested in making things happen.
Investigate various construction materials.
Realise tools can be used for a purpose.
Join construction pieces together to build and balance.
Begin to try out a range of tools and techniques safely.
Construct with a purpose in mind, using a variety of resources.
Use simple tools and techniques competently and appropriately.
Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary.
Select the tools and techniques they need to shape, assemble and join materials they are using.Show interest in toys and resources that incorporate technology.
Explore things with interest and sometimes press parts or lift flaps to achieve effects such as sounds, movements or new images.
Show interest in toys with buttons and flaps and simple mechanisms and begin to learn to operate them.
Show an interest in ICT.
Seek to acquire basic skills in turning on and operating some ICT equipment.
Know how to operate simple equipment.
Complete a simple program on a computer.
Use ICT to perform simple functions, such as selecting a channel on the TV remote control.
Use a mouse and keyboard to interact with age-appropriate computer software.
Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning.Anticipate repeated sounds, sights and actions.
Get to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time and bedtime.
Associate a sequence of actions with daily routines.
Begin to understand that things might happen now.
Recognise some special times in their lives and the lives of others.
Understand some talk about immediate past and future, for example, before, later or soon.
Anticipate specific time-based events such as mealtimes or home time.
Remember and talk about significant events in their own experience.
Show interest in the lives of people who are familiar to them.
Talk about past and future events.
Develop an understanding of growth, decay and changes over time.
Begin to differentiate between past and present.
Use time-related words in conversation.
Understand about the seasons of the year and their regularity.
Make short-term future plans.
Find out about past and present events in their own lives, and in those of their families and other people they know.Explore the space around them through movements of hands and feet by rolling.
Love to be outdoors and closely observe what animals, people and vehicles do.
Are curious about the environment.
Enjoy playing with small-world models such as a farm, a garage or a train track.
Show an interest in the world in which they live.
Comment and ask questions about where they live and the natural world.
Notice the differences between features of the local environment.
Observe, find out about and identify features in the place they live and the natural world.
Find out about their environment, and talk about those features they like and dislike. Concentrate intently on faces and enjoy interaction.
Form attachments to special people.
Recognise special people, such as family, friends or their key person.
Show interest in social life around them.
Are curious about people and show interest in stories about themselves and their family.
Enjoy stories about themselves, their families and other people.
Like to play alongside other children.
Are interested in others and their families.
Have a sense of own intermediate family and relations.
Begin to have their own friends.
Express feelings about a significant personal event.
Describe significant events for family or friends.
Enjoy imaginative and role-play with peers.
Show interest in different occupations and ways of life.
Gain an awareness of the cultures and beliefs of others.
Feel a sense of belonging to own community and place.
Begin to know about their own cultures and beliefs and those of other people.
DEVELOPMENT POINTS
COMMUNICATION, LANGUAGE AND LITERACY LANGUAGE FOR COMMUNICATIONLANGUAGE FOR THINKINGLINKING SOUNDS AND LETTERSREADINGWRITINGHANDWRITINGCommunicate in a variety of ways including crying, gurgling, babbling and squealing.
Make sounds with their voices in social interaction.
Take pleasure in making and listening to a wide variety of sounds.
Create personal words as they begin to develop language.
Use single-word and two-word utterances to convey simple and more complex messages.
Understand simple sentences.
Learn new words very rapidly and are able to use them in communicating about matters which interest them.
Use simple statements and questions often linked to gestures.
Use intonation, rhythm and phrasing to make their meaning clear to others.
Join in with repeated refrains and anticipated key events and phrases in rhymes and stories.
Listen to stories with increasing attention and recall.
Describe main story settings, events and principle characters.
Listen to others in one-to-one or small groups when conversation interests them.
Respond to simple instructions.
Question why things happen and give explanations.
Use vocabulary focused on objects and people that are of particular importance to them.
Begin to experiment with language describing possession.
Build up vocabulary that reflects the breadth of their experiences.
Begin to use more complex sentences.
Use a widening range of words to express or elaborate on ideas.
Have confidence to speak to others about their own wants and interests.
Use talk to gain attention and sometimes use action rather than talk to demonstrate or explain to others.
Initiate conversation, attend to and take account of what others say.
Extend vocabulary, especially by grouping and naming.
Use vocabulary and forms of speech that are increasingly influenced by their experience of books.
Link statements and stick to a main theme or intention.
Consistently develop a simple story, explanation or line of questioning.
Use language for an increasing range of purposes.
Use simple grammatical structures.
Interact with others, negotiating plans and activities and taking turns in conversation.
Enjoy listening to and using spoken and written language, and readily turn to it in their play and writing.
Sustain attentive listening responding to what they have heard with relevant comments, questions or actions.
Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.
Extend their vocabulary, exploring the meanings and sounds of new words.
Speak clearly and audibly with confidence and control and show awareness of the listener. Are intrigued by novelty and events and actions around them.
Understand simple meanings conveyed in speech.
Respond to the different things said to them when in a familiar context with a special person.
Are able to respond to simple requests and grasp meaning from context.
Use action, sometimes with limited talk, that is largely concerned with the here and now.
Use language as a powerful means of widening contacts, shared feelings, experiences and thoughts.
Talk activities through, reflecting on and modifying what they are doing.
Use talk to give new meanings to objects and actions, treating them as symbols for other things.
Use talk to connect ideas, explain what is happening and anticipate what might happen next.
Use talk, actions and objects to recall and relive past experiences.
Begin to use talk instead of action to rehearse, reorder and reflect on past experience and from stories, paying attention to how events lead into one another.
Begin to make patterns in their experience through linking cause and effect, sequencing, ordering and grouping.
Begin to use talk to pretend imaginary situations.
Use language to imagine and recreate roles and experiences.
Use talk to organise, sequence and clarify thinking, ideas, feelings and events.Listen to, distinguish and respond to intonations and the sounds of voices.
Enjoy babbling and increasingly experiment with using sounds and words to represent objects around them.
Listen to and enjoy rhythmic patterns in rhymes and stories.
Distinguish one sound from another.
Show interest in play with sounds, songs and rhymes.
Repeat words or phrases from familiar stories.
Enjoy rhyming and rhythmic activities.
Show awareness of rhyme and alliteration.
Recognise rhythm in spoken words.
Continue a rhyming string.
Hear and say the initial sound in words and know which letters represent some of the sounds.
Hear and say sounds in words in the order in which they occur.
Link sounds to letters, naming and sounding the letters of the alphabet.
Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.Listen to familiar sounds, words, or finger plays.
Respond to words and interactive rhymes, such as Clap Hands.
Show interest in stories, songs and rhymes.
Have some favourite stories, rhymes, songs, poems or jingles.
Listen to and join in with stories and poems, one-to-one and also in small groups.
Begin to be aware of the way stories are structured.
Suggest how the story might end.
Show interest in illustrations and print in books and print in the environment.
Handle books carefully.
Know that information can be relayed in the form of print.
Hold books the correct way up and turn pages.
Understand the concept of a word.
Enjoy an increasing range of books.
Know that information can be retrieved from books and computers.
Explore and experiment with sounds, words and texts.
Retell narratives in the correct sequence, drawing on language patterns of stories.
Read a range of familiar and common words and simple sentence independently.
Know that print carries meaning and, in English, is read from left to right and top to bottom.
Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.Move arms and legs and increasingly use them to reach for, grasp and manipulate things.
Begin to make marks.
Examine the marks they and others make.
Distinguish between the different marks they make.
Sometimes give meaning to marks as they draw and paint.
Ascribe meanings to marks that they see in different places.
Begin to break the flow of speech into words.
Use writing as a means of recording and communicating.
Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.
Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation.Play with own fingers and toes and focus on objects around them.
Begin to bring together hand and eye movements to fix on and make contact with objects.
Make random marks with their fingers and some tools.
Begin to show some control in their use of tools and equipment.
Use one-handed tools and equipment.
Draw lines and circles using gross motor movements.
Manipulate objects with increasing control.
Begin to use anticlockwise movement and retrace vertical lines.
Begin to form recognizable letters.
Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
DEVELOPMENT POINTS
PROBLEM SOLVING, REASONING AND NUMERACYNUMBERS AS LABELS FOR COUNTINGCALCULATINGSHAPE, SPACE AND MEASURES Respond to people and objects in their environment.
Notice changes in groupings of objects, images or sounds.
Develop an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers.
Enjoy finding their nose, eyes or tummy as part of naming games.
Say some counting words randomly.
Distinguish between quantities, recognising that a group of objects is more than one.
Gain an awareness of one-to-one correspondence through categorising belongings, starting with mine or Mummys.
Have some understanding of 1 and 2, especially when the number is important for them.
Create and experiment with symbols and marks.
Use some number language, such as more and a lot.
Recite some number names in sequence.
Use some umber names and number language spontaneously.
Show curiosity about numbers by offering comments or asking questions.
Use some number names accurately in play.
Sometimes match number and quantity correctly.
Recognise groups with one, two or three objects.
Recognise some numerals of personal significance.
Count up to three or four objects by saying one number name for each item.
Count up to six objects from a larger group.
Count actions or objects that cannot be moved.
Begin to count beyond 10.
Begin to represent numbers using fingers, marks on paper or pictures.
Select the correct numeral to represent 1 to 5, then 1 to 9 objects.
Recognise numerals 1 to 5.
Count an irregular arrangement of up to ten objects.
Estimate how many objects they can see and check by counting them.
Count aloud in ones, twos, fives or tens.
Know that numbers identify how many objects are in a set.
Use ordinal numbers in different contexts.
Match then compare the number of objects in two sets.
Say and use number names in order in familiar contexts.
Count reliably up to ten everyday objects.
Recognise numerals 1 to 9.
Use developing mathematical ideas and methods to solve practical problems. Are logical thinkers from birth.
Have some understanding that things exist, even when out of sight.
Are alert to and investigate things that challenge their expectations.
Are learning to classify by organising and arranging toys with increasing intent.
Categorise objects according to their properties.
Begin to make comparisons between quantities.
Know that a group of things changes in quantity when something is added or taken away.
Compare two groups of objects, saying when they have the same number.
Show an interest in number problems.
Separate a group of three or four objects in different ways, beginning to recognise that the total is still the same.
Find the total number of items in two groups by counting all of them.
Use own methods to work through a problem.
Say the number that is one more than a given number.
Select two groups of objects to make a total of given objects.
Count repeated groups of the same size.
Share objects into equal groups and count how many in each group.
In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.
Use language such as more or less to compare two numbers.
Find one more or one less than a number from one to ten.
Begin to relate addition to combining two groups of objects and subtraction to taking away. Develop an awareness of shape, form and texture as they encounter people and things in their environment.
Find out what toys are like and can do through handling objects.
Recognise big things and small things in meaningful contexts.
Attempt, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles.
Use blocks to create their own simple structures and arrangements.
Enjoy filling and emptying containers.
Notice simple shapes and patterns in pictures.
Begin to categorise objects according to properties such as shape and size.
Are beginning to understand variations in size.
Show an interest in shape and space by playing with shapes or making arrangements with objects.
Show awareness of similarities in shapes in the environment.
Observe and use positional language.
Are beginning to understand bigger then and enough.
Show interest in shapes by sustained construction activity or by talking about shapes or arrangements.
Use shapes appropriately for tasks.
Begin to talk about the shapes of everyday objects.
Show curiosity about and observation of shapes by talking about how they are the same or different.
Match some shape by recognising similarities and orientation.
Begin to use mathematical names for solid 3D shapes and flat 2D shapes, and mathematical terms to describe shapes.
Select a particular named shape.
Show an awareness of symmetry.
Find items from positional or directional cues.
Order two or three items by length or height.
Order two items by weight or capacity.
Match sets of objects to numerals that represent the number of objects.
Sort familiar objects to identify their similarities and differences, making choices and justifying decisions.
Describe solutions to practical problems, drawing on experience, talking about own ideas, methods and choices.
Use familiar objects and common shapes to create and recreate patterns and build models.
Use everyday language related to time; order and sequence familiar events, and measure short periods of time with a non-standard unit, for example, with a sand timer.
Count how many objects share a particular property, presenting results using pictures, drawings or numerals.
Use language such as greater, smaller, heavier, or lighter to compare quantities.
Talk about, recognise and recreate simple patterns.
Use language such as circle or bigger to describe the shape and size of solids and flat shapes.
Use everyday words to describe position.
Use developing mathematical ideas and methods to solve practical problems.
DEVELOPMENT POINTS
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENTDISPOSITIONS AND ATTITUDESSELF-CONFIDENCE AND SELF-ESTEEMMAKING RELATIONSHIPSBEHAVIOUR AND
SELF-CONTROLSELF-CARESENSE OF COMMUNITYDevelop an understanding and awareness of themselves.
Learn that they have influence on and are influenced by others.
Learn that experiences can be shared.
Become aware of themselves as separate from others.
Discover more about what they like and dislike.
Have a strong exploratory impulse.
Explore the environment with interest.
Learn that they are special through the responses of adults to individual differences and similarities.
Develop a curiosity about things and processes.
Take a pleasure in learning new skills.
Show their particular characteristics, preferences and interests.
Begin to develop self-confidence and a belief in themselves.
Seek and delight in new experiences.
Have a positive approach to activities and events.
Show confidence in linking up with others for support and guidance.
Show increasing independence in selecting and carrying out activities.
Display high levels of involvement in activities.
Persist for extended periods of time at an activity of their choosing.
Continue to be interested, excited and motivated to learn.
Be confident to try new activities, initiate ideas and speak in a familiar group.
21. Maintain attention,
concentrate, and sit
quietly when appropriate.Seek to be looked at and approved of.
Find comfort in touch and in the human face.
Thrive when their emotional needs are met.
Gain physical, psychological and emotional comfort from snuggling in.
Feel safe and secure within healthy relationships with key people.
Sustain healthy emotional attachments through familiar, trusting, safe and secure relationships.
Express their feelings within warm, mutual, affirmative relationships.
Make choices that involve challenge, when adults ensure their safety.
Explore from the security of a close relationship with a caring and responsive adult.
Develop confidence in their own abilities.
Begin to be assertive and self-assured when others have realistic expectations of their competence.
Begin to recognise danger and know who to turn to for help.
Feel pride in their own achievements.
Show increasing confidence in new situations.
Talk freely about their home and community.
Take pleasure in gaining more complex skills.
Have a sense of personal identity.
Express needs and feelings in appropriate ways.
Have an awareness and pride in self as having own identity and abilities.
Respond to significant experiences, showing a range of feelings when appropriate.
Have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views and feelings of others.
Have a developing respect for their own cultures and beliefs and those of other people. Enjoy the company of others and are sociable from birth.
Depend on close attachments with a special person within their setting.
Learn by interacting with others
Seek to gain attention in a variety of ways, drawing others into social interaction.
Use their developing physical skills to make social contact.
Build relationships with special people.
Look to others for responses which confirm, contribute to, or challenge their understanding of themselves.
Can be caring towards each other.
Learn social skills, and enjoy being with and talking to adults and other children.
Seek out others to share experiences.
Respond to the feelings and wishes of others.
Feel safe and secure, and show a sense of trust.
Form friendships with other children.
Demonstrate flexibility and adapt their behaviour to different events, social situations and changes in routine.
Value and contribute to own well-being and self-control.
16.Form good relationships
with adults and peers.
17.Work as part of a group
or class, taking turns and
sharing fairly,
understanding that there
need to be agreed values
and codes of behaviour
for groups of people,
including adults and
children, to work together
harmoniously. Are usually soothed by warm and consistent responses from familiar adults.
Begin to adapt to caregiving routines.
Respond to a small number of boundaries, with encouragement and support.
Begin to learn that some things are theirs, some things are shared, and some things belong to other people.
Are aware that some actions can hurt or harm others.
Begin to accept the needs of others, with support.
Show care and concern for others, for living things and the environment.
Show confidence and the ability to stand up for own rights.
Have an awareness of the boundaries set, and of behavioural expectations in the setting.
10.Understand what is
right, what is wrong,
and why.
11.Consider the
consequences of their
words and actions for
themselves and
others.Anticipate food routines with interest.
Express discomfort, hunger or thirst.
Begin to indicate own needs, for example, by pointing.
May like to use a comfort object.
Show a desire to help with dress and hygiene routines.
Communicate preferences.
Seek to do things for themselves, knowing that an adult is close by, ready to support and help if needed.
Become more aware that choices have consequences.
Take pleasure in personal hygiene including toileting.
Show willingness to tackle problems and enjoy self-chosen challenges.
Demonstrate a sense of pride in own achievement.
Take initiatives and manage developmentally appropriate tasks.
Operate independently within the environment and show confidence in linking up with others for support and guidance.
Appreciate the need for hygiene.
Dress and undress independently and manage their own personal hygiene.
Select and use activities and resources independently. Respond to differences in their environment, for example, showing excitement or interest.
Learn that special people are a source of sustenance, comfort and support.
Learn that their voice and actions have effects on others.
Learn that they have similarities and differences that connect them to, and distinguish them from, others.
Show a strong sense of self as a member of different communities, such as their family or setting.
Show affection and concern for special people.
Make connections between different parts of their life experience.
Have an awareness of, and an interest in, cultural or religious differences.
Have a positive self-image, and show that they are comfortable with themselves.
Enjoy joining in with family customs and routines.
Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect.
Understand that they can expect others to treat their needs, views, cultures and beliefs with respect.
February 2008
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