EYF Stage Principles into Practice

Child Development  The Early Years  Overview Foundation Stage

These summaries highlight the more important

Broad phases of development

aspects of child development in each of the six

stages of the EYFS . Further information can be found  All children are different and to reflect this age ranges have

in the Principles into Practice cards, in the Learning  been overlapped in the EYFS to crphases. This emphasises that each child'eate brs proad developmental ogress is and Development sections on the CD-ROM and in the  individual to them and that different children develop at

linked Early Support materials which give more detail  difphase to anotherferent rates. A child does not suddenly move fr, and they do not make progress in all arom one eas on the areas of Learning and Development. at the same time. However, there are some important steps'

for each child to take along their own developmental pathway.

These are shown on the areas of Learning and Development in the sections Look, listen and note and Development matters.

Birth–11 months There are six broad developmental phases.

During this period, young children's physical development is very  

rapid and they gain increasing control of their muscles. They also  

develop skills in moving their hands, feet, limbs and head, quickly  

becoming mobile and able to handle and manipulate objects.  8–20 months

They are learning from the moment of birth. Even before their first

words they find out a lot about language by hearing people talking,  

and are especially interested when it involves themselves and their  As children become mobile new opportunities for exploration  daily lives. Sensitive caregiving, which responds to children's growing  and exercise open up. A safe and interesting environment, with  understanding and emotional needs, helps to build secure attachments to  age-appropriate resources, helps children to develop curiosity,  special people such as parents, family members or carers. Regular, though  coordination and physical abilities. This is a time when children  flexible, routines help young children to gain a sense of order in the world  can start to learn the beginnings of self-control and how to relate  and to anticipate events. A wide variety of experience, which involves all  to other people. In this period children can be encouraged to  

the senses, encourages learning and an interest in the environment. develop their social and mental skills by people to whom they

have a positive attachment. Building on their communication skills, children now begin to develop a sense of self and are more able to express their needs and feelings. Alongside non-verbal communication children learn

a few simple words for everyday things and people. With encouragement and plenty of interaction with carers, children's communication skills

grow and their vocabulary expands very rapidly during this period.

Child Development Overview

16–26 months 22–36 months

Children in this phase are usually full of energy and need careful  Children's fine motor skills continue to develop and they enjoy  

support to use it well. Growing physical strengths and skills mean  making marks, using a variety of materials, looking at picture  

that children need active times for exercise, and quiet times for  books and listening to stories, important steps in literacy. Self-help

calmer activities. Playing with other children is an important new  and independence soon emerge if adults support and encourage

area for learning. This helps children to better understand other  children in areas such as eating, dressing and toileting. Praise for

people's thoughts and feelings, and to learn how to cooperate  new achievements helps to build their self-esteem. In this phase,

with others. Exploration and simple self-help builds a sense of  children's language is developing rapidly and many are beginning

self-confidence. Children are also learning about boundaries and  to put sentences together. Joining in conversations with children is

how to handle frustration. Play with toys that come apart and  an important way for children to learn new things and to begin to think about past, fit together encourages problem solving and simple planning.  present and future. Developing physical skills mean that children can now usually Pretend play helps children to learn about a range of possibilities.  walk, climb and run, and join in active play with other children. This is an important Adults are an important source of security and comfort. time for learning about dangers and safe limits.

30–50 months 40–60+ months

An increased interest in joint play such as make-believe,  During this period children are now building a stronger sense of  construction and games helps children to learn the important  their own identity and their place in a wider world. Children are  social skills of sharing and cooperating. Children also learn  learning to recognise the importance of social rules and customs, more about helping adults in everyday activities and finding a  to show understanding and tolerance of others, and to learn balance between independence and complying with the wishes  how to be more controlled in their own behaviour. Learning and

of others. Children still need the comfort and security of special  playing in small groups helps to foster the development of social people. Close, warm relationships with carers form the basis for  skills. Children now become better able to plan and undertake much learning, such as encouraging children to make healthy choices  more challenging activities with a wider range of materials for

in food and exercise. At this stage children are becoming more aware of  making and doing. In this phase children learn effectively in shared their place in a community. Literacy and numeracy can develop rapidly  activities with more able peers and adults. Literacy and problem with the support of a wide range of interesting materials and activities.  solving, reasoning and numeracy skills continue to develop. Children's language is now much more complex, as many become adept  Children's developing understanding of cause and effect is

at using longer sentences. Conversations with adults become a more  encouraged by the introduction of a wider variety of equipment, important source of information, guidance and reassurance. media and technologies.

ISBN 978-1-84478-886-6

The Early Years Foundation Stage The Early Years  Principles into Practice Foundation Stage

The four Themes of the EYFS are:

A Unique Positive Enabling Learning and Child Relationships Environments Development

These four  

Themes express  

important Principles

underpinning effective

practice in the care,  

development

and learning of  Each Principle young children. is supported by  

four Commitments which describe  how the Principle  can be put  

into practice.

The four Principles of the EYFS are:

Every child is a  Children learn to be strong  The environment plays  Children develop and competent learner  and independent from a  a key role in supporting  learn in different ways from birth who can  base of loving and secure  and extending  and at different rates

be resilient, capable,  relationships with parents  children's development  and all areas of Learning confident and  and/or a key person. and learning. and Development are self-assured. equally important and

inter-connected.

ISBN 978-1-84478-886-6 00012-2007DOM-EN © Crown copyright 2007

1. Child Development Foundation Stage

Babies and children develop  A skilful communicator

in individual ways and at

varying rates . Every area  QBabies arcommunicating with them using eye contact, crying, e especially interested in other people and in of development – physical,  cooing and gurgling to have conversations'.

cognitive, linguistic, spiritual,  QBabies and childrexplore the world thren arough re sociable and curious, and they elationships with others and social and emotional,  through all their senses.

is equally important. QBabies and childrcommunicating thr en develop their competence in ough having frequent, enjoyable

interactions with other people, in contexts that

they understand.

QChildren learn to communicate in many ways, not just by talking, but also in non-verbal ways such as gestures, facial expressions and gaze direction, in drawing, writing

Child development  and singing, and through dance, music and drama.

QEvery child is a unique individual with their own

characteristics and temperament.

QDevelopment is a continuous, complex interaction of A competent learner

environmental and genetic factors in which the body,

brain and behaviour become more complex. QBabies come into the world r eady to learn and are QBabies and childr en mature at different rates and at  especially tuned to learn from other people and the

different times in their lives. cultural and material environment.

QBabies and childr en are vulnerable and become resilient  QPlay and other imaginative and cr eative activities help and confident if they have support from others. children to make sense of their experience and transform'

their knowledge, fostering cognitive development.

QEarly relationships strongly influence how children

develop and having close relationships with carers  QLanguage, thinking and lear ning are interlinked; they

is very important. depend on and promote each other's development. QWhat children can do is the starting point for learning.

QChildren learn better by doing, and by doing things with other people who are more competent, rather than just

by being told.

A Unique Child: Child Development – Principle into Practice

Effective practice

QUnderstand the pr ocesses involved in babies'  

and children's growth, development and learning. QSupport babies and childr en to develop a positive sense  

of their own identity and culture, this helps them to  

develop a positive self-image.

QEncourage, listen and r espond to babies' and  

children's communications, both non-verbal and verbal. QAcknowledge the dif ferent ways in which babies and  

children learn, and be aware that learning is a process  

that cannot be rushed.

QRecognise that babies' and childr en's attitudes  

and dispositions to learning are influenced by  feedback from others.

Challenges and dilemmas Reflecting on practice

QHow to meet the dif fering and competing needs of  Think about each child in the group. Consider their:

every child, while being fair' about time spent with  Qunique development;

individual children. Qindividual inter ests;

QListening car efully and waiting for a child who  Qcommunication style;

gets excited or pauses a lot when they are trying

Qlearning style.

to communicate, so that they can complete

what they wanted to say. How is each child's individual development supported through all the experiences in the setting?

QRecognising and praising ef fort as well as

achievement so that all children develop positive

attitudes to themselves as learners. What do I do next?

• Welfare requirements are explained in full in the

Foundation Stage • Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective The Early Years

Setting the Standards for Learning, Development

and Care for children from birth to five

practice, planning and raciliquisse. esourcing at different stages are detailed ISBN 978-1-84478-886-6 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

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Understanding of the individual and diverse ways that children develop and learn. • Research and resources are available on the CD-ROM.

2. Inclusive Practice Foundation Stage

Thediversity of individuals  

and communities is valued  Children's entitlements

and respected . No child or  QAll children are citizens and have rights and entitlements. family is discriminated against. QChildren should be treated fairly regardless of race,

religion or abilities. This applies no matter what they think or say; what type of family they come from; what language(s) they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether they are rich or poor.

QAll children have an equal right to be listened to and

valued in the setting.

Equality and diversity

QAll children have a need to develop, which

is helped by exploring and discovering the

people and things around them.

QSome children's development may be at risk, Early support

for example:

– children who are disabled and those with special educational needs;

QIt is important to identify the need for additional support as

– those from socially excluded families, such as the homeless or those early as possible. Without it children will not get the help who live with a parent who is disabled or has a mental illness; they need at the right time, in the way that is right for them.

– children from traveller communities, refugees or asylum seekers and QEarly support for children includes listening to families and those from diverse linguistic backgrounds. taking part in a sensitive two-way exchange of information.

QAll children are entitled to enjoy a full life in conditions which will help them QFor children with the most severe and complex additional

take part in society and develop as an individual, with their own cultural support needs you need to plan jointly with everyone

and spiritual beliefs. who is in contact with the child. This will coordinate support QPractitioners ensure that their own knowledge about different cultural and promote learning as effectively as possible.

groups is up-to-date and consider their own attitudes to people who are QKnowing when and how to call in specialist help is one different from themselves. important element of inclusive practice.

A Unique Child: Inclusive Practice – Principle into Practice

Effective practice  

QEncourage children to recognise their own unique qualities

and the characteristics they share with other children. QMake sure that you actively promote equal

opportunities and anti-discriminatory practice, ensuring that all children and families feel included, safe and valued.

QAsk parents whether there is a need for any special Reflecting on practice

services and equipment for children who may require

additional support.

How would a family arriving at your setting know that all QSupport children to make friends and help them to think children are welcomed and valued? By observing:

about what makes a good friend. Qinformation in pictures, words and signs indicating how

to get attention?

Qa warm smile and greeting from the receptionist? Qphotographs showing the names of staff?

Qa welcome board showing children and families Challenges and dilemmas from a variety of cultures, saying "Welcome" in

different languages?

QEnsuring the needs of every child are fully met, even when Qsigns, symbols, photographs or objects relating temporarily you need to spend more time with a child to the lives of families who use the setting, for

who is new to the setting or whose behaviour is giving example, a charity event in a nearby park attended rise to concern. by children and families from the setting?

QKeeping a focus on the child's needs when a parent Qdisplays showing documentation of children's play,

also has significant needs. development and learning?

QMaintaining records suitable for sharing with Qsomewhere comfortable to sit?

colleagues in an inter-agency team while acting

as a point of contact for a child and their family.

What do I do next?

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The Early Years

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Setting the Standards for Learning, Development

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ISBN 978-1-84478-886-6

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3. Keeping Safe Foundation Stage

Young children are vulnerable.

They develop resilience Discovering boundaries

when their physical and  QExplaining boundaries, rules and limits to psychological well-being  children helps them to understand why rules exist. is protected by adults. QtheyWhenmaychildrandenmayarenotcleardoaboutthey learthenlimitsto distinguishon what

right from wrong.

QHaving consistent boundaries for behaviour at home and

in the setting helps children feel confident because they

know what is and is not acceptable in either place. QWhen children receive warm, responsive care they are

more likely to feel secure and valued and to want to

contribute to making the rules which make things fair'

for everybody.

Being safe and protected

QBabies and children are vulnerable as they have

little sense of danger and only learn to assess risks

with help from adults. Making choices

QReading stories and poems about everyday events is a

good way of helping children to focus on who they can QGiving children choices helps them to learn that while there are

trust and how to keep safe. several different options they can only choose one at a time. QHowever, being overprotected can prevent children from QChildren who are supported to make choices learn that

learning about possible dangers and about how to protect sometimes they can have, or do, something now, while

themselves from harm. at other times they may have to wait longer for a

Learning when to say "No" and anticipating when others particular choice.

Q

will do so is part of learning to keep safe. QMaking choices about things such as what they will do or

what they will wear helps children feel some sense of control over their day.

QRemember that choices sometimes include choosing not to

do something, such as choosing not to join in when everybody else is moving to music!

A Unique Child: Keeping Safe – Principle into Practice

Effective practice

QAllow babies and children to do the things they can, help

them with the things they cannot quite manage and do things for them they cannot do for themselves.

QDemonstrate clear and consistent boundaries

and be reasonable with expectations.

QTalk with parents about taking a consistent approach

to challenging behaviour such as biting or scratching. QListen to what children tell you, and act on non-verbal

signals from them, especially from children who are

unable to voice their anxieties. Always take action

to follow up any concerns, even if these prove to

be groundless.

Challenges and dilemmas Reflecting on practice

QMaintaining a respectful dialogue with parents or other What activities or experiences in the setting help children

professionals whose views about behaviour or child to think about:

rearing differ radically from your own. Qthe things that make them feel good about themselves? QProviding sufficient opportunities and experiences Qthe people who help them?

for babies and children to interest and involve them Qhow to keep themselves safe?

without compromising their safety at any time.

Qhow to recognise and avoid possible danger?

QGiving children time to think about what they Qreasons for making particular choices?

want and to express their wishes, rather than

stepping in to help by making decisions for them. Qthe reason they are allowed to do or to have some things

and not other things?

QBeing flexible about applying important rules

while remaining consistent so that children

do not become confused. What do I do next?

• Welfare requirements are explained in full in the

Statutory Framework for the Early Years Foundation Stage booklet. SettingFoundationThe the StandardsEarly for Learning, Years Stage Development• Ar•• CDCDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput tatum ming eu feum quisi bla feuiscin henis nulput ning and Development including effective

and Care for children from birth to five

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KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): under arodolorodoloreas of Learereros nim delit.os nim delit.ning and Development.

Relationships with both children and adults. • Research and resources are available on the CD-ROM.

4. Health and Well-being Foundation Stage

Children's health is an integral  

part of their emotional, mental,

social, environmental and  QPhysical well-being includes the growth and spiritual well-being and is  physical development of babies and children.

They have a biological drive to use their physical skills supported by attention to  and benefit from physical activity.

these aspects. QnutritiousBeing physicallyfood. It healthyalso includesis nothavingsimply abouta cleanhavingand

safe environment; appropriate clothes; healthcare; mental stimulation; access to the outdoors and

loving relationships.

QFor babies and children rest and sleep are as important

as good food.

QRemember that children gain control of their whole

bodies gradually.

Growing and developing

QAlthough newborn babies vary in size their

growth rates are very similar. Emotional well-being

QChildren's health and well-being are affected by both

the genes they inherit and the environment in which QBabies and children have emotional well-being when their

they live. needs are met and their feelings are accepted. They enjoy QDevelopment is very rapid in the first three years. relationships that are close, warm and supportive.

QChildren really do thrive when their physical and QMaking friends and getting on with others helps children

emotional needs are met. to feel positive about themselves and others.

QChildren gain a sense of well-being when they are

encouraged to take responsibility and to join in by helping with manageable tasks that interest them.

QChildren feel a sense of belonging in the setting when their

parents are also involved in it.

A Unique Child: Health and Well-being – Principle into Practice

Effective practice  

QFind the best ways to offer care, nurture and learning that match the

needs and interests of the individual baby or child.

QRecognise that parents and grandparents may have a huge amount

of knowledge about their children which they may be happy to share. Reflecting on practice

QProvide opportunities for children to explore, play and learn in a safe

and secure environment, remembering that children's mobility and

Think about the food that your setting encourages movement are important for their development.

children to enjoy.

QHave reasonable rules that fit with children's rhythms and give a QHow do you encourage children to know about and

pattern to daily life. choose healthy snacks?

QRecognise child abuse and neglect and know who to consult if there QHow are foods from different cultures presented to

is a cause for concern. children – as a novelty or as something for which they

may develop a taste?

QHow do you help children to learn about the food chain Challenges and dilemmas and planting, growing, gathering, preparing and using

different foods?

QEnsuring safety without stopping reasonable risk-taking. Think about the opportunities children have for

activity and rest.

QRecognising the extra requirements of babies and children with

special needs, and planning how to ensure these children have QIs there a balance of activities so that babies and access to similar opportunities as their peers. children can be involved in activity some of the time

and relax or rest for some of the time?

QFostering the physical, mental and emotional well-being of

every child individually while recognising and meeting children's QHow does the environment support children's

needs to belong and be part of a group. choices to be active or to rest? Are there quiet

places or dens where children can relax and

QMaintaining children's healthy interest in their own bodies, their interesting, large spaces for vigorous free movement?

own well-being and food preferences, while helping them to

understand why some choices are healthier than others.

What do I do next?

• Welfare requirements are explained in full in the

andTheCare   forEarly children from Years birth to five• Statutor Ar•• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage booklet. ISBN 978-1-84478-886-6 practice, planning and rin the booklet and on the CD-ROM.• CDaciliquisse.Gridsaciliquisse.GridsPractice Guidance for the Early Ytatum ming eu feum quisi bla feuiscin henis nulput con et nit veliquat duis essectem niat, esourcing at dif ears Foundation Stageferent stages ar including efe detailed fective

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children's learning in and across all areas and aspects of learning. • Research and resources are available on the CD-ROM.

1. Respecting Each Other Foundation Stage

Every interaction is based  Friendships

on caring professional

relationships and respectful  QchildrFriendshipsen's developmentand relationshipsfrom birth.are an important part of acknowledgement of  QAs children develop socially they begin to choose best

the feelings of children  friendsto play andwith.show preferences for the children they wish and their families. QWhile friendships and relationships are a source of fun,

they also offer children the chance to give and receive practical help and emotional support.

QRemember that making friends is not easy for all children,

particularly those who are shy or who find it difficult to cooperate with others.

Understanding feelings

QAt times we all experience strong emotions Professional relationships

as we deal with difficult or stressful events.

QAdults and children experience a wide range of feelings. QIf you value and respect yourself, you will do the same

Children gradually learn to understand and manage their to others.

feelings with support from the adults around them. QProfessional relationships focus on respecting and valuing QRecognising their own feelings helps everyone to the strengths, skills and knowledge of the people you work

understand other people's feelings and to become more with and recognising the contribution made by everyone

caring towards others. in your setting.

QWhen each person is valued for who they are and QThere should be open communication to ensure that differences are appreciated, everyone feels included and everyone's views are listened to and considered fairly,

understood, whatever their personality, abilities, ethnic always keeping the needs of the children firmly in mind. background or culture. QProfessional relationships are based on friendliness towards parents, but not necessarily friendship

with parents.

Positive Relationships: Respecting Each Other – Principle into Practice

Effective practice

QMake time to listen to parents to learn about their feelings

and identify any concerns.

QBe aware that many factors will influence children's and

families' sociability. They may be tired, stressed or trying to communicate in more than one language.

QHelp children who find it difficult to get on with others

by showing them how to play and be friendly with other children.

QRecognise the strengths of professional relationships

in creating an approach that best meets the needs of individual children.

Reflecting on practice Challenges and dilemmas

How does the setting support mutual respect between QHaving strong feelings about an issue which may be the following:

a barrier to supporting a child or their family if they Qindividual staff members or teams;

encounter a similar event or experience. Qstaff members and parents;

QHaving strong relationships in the team which make Qstaff members and children;

other team members feel excluded or inadequate Qparents and children;

so they stop speaking up.

Qchildren and children;

Maintaining a professional distance from parents

Qwhile working closely in partnership with them. Qdiverse groups?

What do I do next?

• Welfare requirements are explained in full in the

FoundationandTheCare forEarly children from Years Stage birth to five• Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective Setting the Standards for Learning, Development

practice, planning and raciliquisse. esourcing at different stages are detailed in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

ISBN 978-1-84478-886-6 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4gh-7E8t N-2808067-6• booklet and on the CD-ROM. Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero

KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): a02-207 under arodoloreas of Leareros nim delit.ning and Development.

Relationships with both children and adults. • Research and resources are available on the CD-ROM.

2. Parents as Partners Foundation Stage

Parents are children's first  Communication

and most enduring educators.  

When parents and  QtoAcrwelcomingeate effectiveatmosphercommunication.e with approachable staff helps practitioners work together  QEffective communication means there is a two-way flow

in early years settings, the  ofandinformation,practitioners.knowledge and expertise between parents results have a positive  QAll communication is important, including gesture,

impact on children's  signingthan worandds. body language. Actions can speak louder development and learning. QPosters, pictures and other resources on display will show

the setting's positive attitudes to disability, and to ethnic, cultural and social diversity. They will help children and families to recognise that they are valued.

Respecting diversity

QAll families are important and should be

welcomed and valued in all settings. Learning together

QFamilies are all different. Children may live with one or

both parents, with other relatives or carers, with same QParents and practitioners have a lot to learn from each

sex parents or in an extended family. other. This can help them to support and extend children's QFamilies may speak more than one language at home; learning and development.

they may be travellers, refugees or asylum seekers. QParents should review their children's progress regularly and QAll practitioners will benefit from professional contribute to their child's learning and development record.

development in diversity, equality and anti- QParents can be helped to understand more about learning

discriminatory practice whatever the ethnic, cultural and teaching through workshops on important areas such

or social make-up of the setting. as play, outdoor learning or early reading. Some parents may go on to access further education at their own level.

QIn true partnership, parents understand and contribute to

the policies in the setting.

Positive Relationships: Parents as Partners – Principle into Practice

Effective practice  

QDisplay lists of words from home languages used by

children in the setting and invite parents and practitioners

to contribute to them. Seeing their languages reflected in this way will encourage parents to feel involved and valued.

QFind out from parents the greetings they use either in Reflecting on practice

English or in other languages. Encourage staff, parents

and children to use the greetings.

QHowdo you open up opportunities for informal

QMake sure that everyone who enters the setting talk with parents?

receives a friendly welcome.

QHowdo you know parents understand the setting's QTalk with parents about their children's progress and policies on important areas such as learning and teaching,

development, providing appropriate support for those

inclusion and behaviour? Have they been involved in

who do not speak or understand English.

drawing them up?

QAsk parents for their views on the care and education you provide.

QDopar ents contribute to children's profiles?

QDothey regularly review their children's progress with you? QDoyou really listen to and value what parents say?

Challenges and dilemmas QDoyou provide workshops and other sessions?

QDoyou run family learning courses or other

opportunities for parents to access learning and

QHow to get fathers involved. Think about planning continue to college and elsewhere if appropriate?

events that are just for men. Some men may feel more

comfortable knowing that other men will be there. QDoesthe documentation provided for parents in

your setting explicitly recognise and value the hard QHow to communicate with parents who are working or job in which they are engaged and their role in

simply very busy. Ask them to let you know their preferred children's learning and development?

time and method of contact, and be flexible! This might

mean getting in touch by letter, telephone, email, or by a

message sent through a friend, relation or childminder.

What do I do next?

• Welfare requirements are explained in full in the

SettingFoundationandThe theCareStandardsforEarly childrenfor Learning, from Years Stage birth Development to five• Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective

practice, planning and raciliquisse. esourcing at different stages are detailed ISBN 978-1-84478-886-6 I©SB CNro: w97n8 c-o1p-8y4ri4g7h8t -2808067-6in the • Practice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

00012-2007CDO-EN

Grids

booklet and on the CD-ROM.

a02-207 • Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): under arodoloreas of Leareros nim delit.ning and Development.

Work with parents, carers and the wider community. • Research and resources are available on the CD-ROM.

3. Supporting Learning Foundation Stage

Warm, trusting relationships Listening to childr

with knowledgeable adults

support children's learning  QorBabies,other developmentalvery young childrdelayen andor disabilitythose withmayspeechnot say more effectively than any  anything verbally, though they may communicate a great

deal in other ways.

amount of resources. QPhotographs of activities or a picture exchange system

help children to record their likes and dislikes.

QTalking with children may take place in English or in

their home language, in signing or through body language and gesture.

QWhatever form of communication is used, children need space and time to respond and to know that the practitioner is giving full attention and encouragement

Positive interactions to their thinking.

Effective practitioners work in the following ways.

QThey build respectful and caring relationships

with all children and families while focusing on Effective teaching

learning and achievement.

QThey observe children sensitively and respond QTeaching means systematically helping children to learn

appropriately to encourage and extend curiosity so that they make connections in their learning, are actively and learning. led forward, and can reflect on their learning.

QBy observing and listening they discover what children like QThe more practitioners know about each child, the better to do, and when they feel confident, scared or frustrated. they are able to support and extend each child's learning.

QThey are able to tune in to, rather than talk at, children, QChildren need and will respond positively to challenges taking their lead and direction from what the children if they have a good relationship with the practitioner and

say or do. feel confident to try things out. They shouldn't fear failure or ridicule.

QPractitioners who really know the children are able to judge

when they are ready to be taught new skills.

Positive Relationships: Supporting Learning – Principle into Practice

Effective practice  

QMotivate children to concentrate and to try several ways to make

something work rather than giving up. Use encouraging, friendly and

lively approaches to support children and increase their motivation. QModel active listening when listening to children; when supporting a

child who is being called names or harassed; when taking turns in the

conversation; and when showing respect for what a child has to say.

QHelp children build on prior learning by pitching activities, such as a play

or a story, at a level that is demanding but still within the children's reach. Reflecting on practice QModel being a learner as you work with children. For example, "I am

going to have to think hard about how to help my son get into our house Think about the children with whom because he has forgotten his key and nobody will be there to let him in you work.

the door. Can anyone help me think what I can do?". QDo they know that you are genuinely pleased to see them all each day?

QAre there some children it is harder to get to know and build positive

Challenges and dilemmas relationships with? What could you

do to ensure that you get to know them better?

QMaking time to really listen to children's views and to act

Set up a tape recorder when you are on them even when they do not match adults' views!

involved in a small group activity. QPutting into practice a written policy of listening to

children who are non-verbal, or who use alternative QWho does the most talking and

what sort of talk is it? communication systems or are learning English

as an additional language, when time and QWhat messages does this give the resources are under pressure. children? What are the messages

for your practice?

QIdentifying just the right moment to intervene and

move children's learning on, by perhaps joining in

or asking a question. What do I do next?

• Welfare requirements are explained in full in the

Statutory Framework for the Early Years Foundation Stage booklet. FoundationandTheCare forEarly children from Years Stage birth to five• Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput ning and Development including effective

Setting the Standards for Learning, Development

KEEP, Key Elements of Effective Practice, ISBN 978-1-84478-886-6DfES Publications, Nottingham (ref 1201-2005 G): 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6• booklet and on the CD-ROM. Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero

practice, planning and raciliquisse. esourcing at different stages are detailed in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

a02-207

Knowledge and understanding in order to actively support and extend  under arodoloreas of Leareros nim delit.ning and Development.

children's learning in and across all areas and aspects of learning. • Research and resources are available on the CD-ROM.

4. Key Person Foundation Stage

A key person has special

responsibilities for working  Shared care

with a small number of  QA key person meets the needs of each child in their children, giving them the  care and responds sensitively to their feelings, ideas

and behaviour.

reassurance to feel safe QA key person talks to par ents to make sure that the and cared for and building  child is being cared for appropriately for each family.

relationships with their  QA close emotional rthe setting does not undermine childr elationship with a key person in en's ties with parents. their own parents.

QCareful r ecords of the child's development and progress

are created and shared by parents, the child, the key person and other professionals as necessary.

Secure attachment

QA key person helps the baby or child to become

familiar with the setting and to feel confident and

safe within it. Independence

QA key person develops a genuine bond with childr en

and offers a settled, close relationship. QBabies and childr en become independent by being able QWhen childr en feel happy and secure in this way they  to depend upon adults for reassurance and comfort.

are confident to explore and to try out new things. QChildren's independence is most obvious when they feel QEven when childr en are older and can hold special  confident and self-assured, such as when they are in their

people in mind for longer there is still a need for them to  own home with family, or with friends and familiar carers

have a key person to depend on in the setting, such as  such as a key person.

their teacher or a teaching assistant. QBabies and childr en are likely to be much less independent

when they are in new situations, such as a new group or when they feel unwell or anxious.

Positive Relationships: Key Person – Principle into Practice Effective practice  

QEnsure that rotas are based on when a key person  

is available for each child.

QProvide a second key person for childr en so that  

when the main key person is away there is a familiar  and trusted person who knows the child well.

QPlan time for each key person to work with par ents  

so that they really know and understand the children  in their key group.

QAs childr en move groups or settings, help them  

to become familiar with their new key person.

Challenges and dilemmas Reflecting on practice

QReassuring others that childr en will not become too  Imagine what your setting seems like to a parent and their

dependent on a key person or find it difficult to adjust to  child when they first arrive. It may seem busy, friendly, noisy, being a member of a group. lively, exciting and fun to you.

QMeeting childr en's needs for a key person while  QHow might it seem to an anxious par ent and their young being concerned for staff who may feel over-attached  child of 18 months who has just experienced a violent

to a child. family break-up?

QReassuring par ents who may be concerned that  QHow might it seem to a five-year -old who has been living children may be more attached to staff than to them. in one room with a parent who is depressed and makes little conversation?

QSupporting childr en's transitions within and beyond

a setting, particularly as children reach four or five

years of age.

What do I do next?

• Welfare requirements are explained in full in the

SettingFoundationandThe theCareStandardsforEarly childrenfor Learning, from Years Stage birth Development to five• Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective

practice, planning and raciliquisse. esourcing at different stages are detailed ISBN 978-1-84478-886-6 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

booklet and on the CD-ROM.

a02-207 • Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): under arodoloreas of Leareros nim delit.ning and Development.

Relationships with both children and adults. • Research and resources are available on the CD-ROM.

1. Observation, Assessment and Planning Foundation Stage

Babies and young children are  Planning

individuals first, each with

a unique profile of abilities . QPlanning can be for the long-/medium-term and can show how the Principles of the EYFS will be put into practice. Schedules and routines should  QSome planning will be short-term – for a week or a day

flow with the child's needs.  and will show how you will support each child'and development. s learning All planning starts with  This planning always follows the same patter n – observe,

observing children in order  Qanalyse, and use what you have found out about the children in your group so that you plan for the next steps to understand and consider  in their learning.

their current interests,

development and learning.

Assessment

QAssessments ar e the decisions you make using what you have

observed about a child's development and/or learning.

Starting with the child  QOne type of assessment, often referred to as assessment for learning

or formative assessment, is what you do every day when you observe QObserve childr en to find out about their needs, what they  children and note their interests or abilities.

are interested in and what they can do.

QAnother type of assessment is used to give a summary of a child' s QNote children's responses in different situations. achievements at a particular point in time so that their progress can

QAnalyse your observations and highlight childr en's  be tracked. This is known as summative assessment. The EYFS

achievements or their need for further support.  Profile is a summative assessment of each child's achievement at QInvolve par ents as part of the ongoing observation and  the end of the EYFS.

assessment process. QYou may be involved in contributing to the Common Assessment Framework (CAF) for a child who has additional needs. The CAF

is a standardised assessment which gives a full picture of a child's additional needs at any stage. It includes information from the child and their parents and covers all aspects of a child's

development including health, education and

social development.

Enabling Environments: Observation, Assessment and Planning – Principle into Practice

Effective practice  

QWhen you ar e planning remember that children learn  from everything, even things you haven't planned for  

– such as a fall of snow.

QPlan to observe as part of the daily routine.  QAnalyse your observations to help you plan

what next' for individuals and groups of children.

QDevelop r ecords of learning and development. QEnsure that parents have regular opportunities to  

add to records.

Reflecting on practice

It is important to consider all the factors that affect children's development and learning.

QAre the views of par ents and practitioners reflected in Challenges and dilemmas children's records?

QDo you r eview the environment and the resources after QEnsuring flexibility in planning for the gr oup, while  each session?

keeping a focus on children's individual and present

QDo you think about which childr en were involved in learning needs, or interests and achievements.

different activities and use this information to plan further? QPlanning time for r egular observations of children

who attend the setting on an irregular basis.

QInvolving par ents in contributing to the observation,

assessment and planning cycle when they are

already busy.

QCreating r ecords that are clear and accessible to

everybody who needs to see them. What do I do next?

• Welfare requirements are explained in full in the

andTheCare   forEarly children from Years birth to fiveStatutorAr• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective Foundation Stage •  

Setting the Standards for Learning, Development

practice, planning and raciliquisse. esourcing at different stages are detailed ISBN 978-1-84478-886-6 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

booklet and on the CD-ROM.

a02-207 • Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): under arodoloreas of Leareros nim delit.ning and Development.

Practice in meeting all children's needs, learning styles and interests. • Research and resources are available on the CD-ROM.

2. Supporting Every Child Foundation Stage

The environment supports

every child's learning

through planned experiences  QLearning is a continuous journey through which children and activities that are  build on all the things they have already experienced and

come across new and interesting challenges. challenging but achievable. QEvery child's learning journey takes a personal path based

on their own individual interests, experiences and the

curriculum on offer.

QAll areas of Learning and Development are connected

and all are equally important.

QThe support children receive as they learn is personalised to meet their individual needs and to extend their talents.

Children's needs

QChildren need sensitive, knowledgeable adults

who know when and how to engage their interests

and how to offer support at different times. Working together

QChildren benefit from a range of experiences, including

those that are predictable, comforting and challenging. QA setting which recognises the needs of every child plans QWhen children's physical and emotional needs are met learning journeys which are suitable for groups but flexible they are more ready to take advantage of the play and enough to cater for individual pathways along the way.

learning opportunities on offer. QWhen children's needs are central to the learning process children are listened to.

QParents and professionals work together to identify what

is necessary for each child at any particular time.

QSettings communicate and work together for the benefit of children, so there can be continuity in their learning.

Enabling Environments: Supporting Every Child – Principle into Practice

Effective practice  

QUnderstand the complex relationship between child development

and how children learn. Plan to provide appropriate, realistic experiences that build on children's interests.

QUse the experiences children bring from home such as their

family, the shops or the park as the starting point for their learning. QMaintain a clear view of the learning journey for all children but

provide different learning opportunities for individual children or

groups who may need extra support or more challenge.

QInvolve people from the wider community to familiarise children

with those who work together to support their learning.

Reflecting on practice Challenges and dilemmas

Even the most ordinary events can be made more

QRecognising that while a setting may have very good exciting and interesting when you give some thought to it.

written policies, in practice there is a gap between the Think about:

things that are written down and the reality of the Qgoing to the toilet – guessing how many strides it will take day-to-day experience. for the practitioner and the child to get there;

QKeeping individualised planning realistic while Qsetting the table – making up a song about

maintaining a focus on broader learning outcomes. jumping beans';

QCombining the knowledge, skills and expertise of Qgetting ready to go home – making up a story which has

parents, staff members and of the multi-disciplinary and then' after each event' until the ending: "andthen team to support children's learning and progress. we will be back at home".

What do I do next?

• Welfare requirements are explained in full in the

FoundationandTheCare forEarly children from Years Stage birth to five• Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective Setting the Standards for Learning, Development

ISBN 978-1-84478-886-6 practice, planning and raciliquisse. esourcing at different stages are detailed 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

KEEPKnowledge and understanding in or, Key Elements of Effective Practice, DfES Publications, Nottingham (rder to actively support and extend ef 1201-2005 G): a02-207 • Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero

booklet and on the CD-ROM.

under arodoloreas of Leareros nim delit.ning and Development.

3. The Learning Environment Foundation Stage

A rich and varied environment

supports children's learning and

development. It gives them the  QBeing outdoors has a positive impact on children's confidence to explore and  sense of well-being and helps all aspects of children's

development.

learn in secure and safe , QBeing outdoors offers opportunities for doing things in yet challenging, indoor  different ways and on different scales than when indoors.

and outdoor spaces. QandIt givesthe naturalchildrenworld.first-hand contact with weather, seasons

QOutdoor environments offer children freedom to explore, use their senses, and be physically active and exuberant.

The emotional environment

QThe emotional environment is created by all the

people in the setting, but adults have to ensure

that it is warm and accepting of everyone. The indoor environment

QAdults need to empathise with children and support

their emotions. QThe indoor environment provides a safe, secure yet QWhen children feel confident in the environment they are challenging space for children.

willing to try things out, knowing that effort is valued. QFor some children, the indoor environment is like

QWhen children know that their feelings are accepted they a second home', providing a place for activity, rest,

learn to express them, confident that adults will help them eating and sleeping.

with how they are feeling. QThe indoor environment contains resources which are appropriate, well maintained and accessible for all children.

QIndoor spaces are planned so that they can be used flexibly and an appropriate range of activities is provided.

Enabling Environments: The Learning Environment – Principle into Practice

Effective practice  

QUnderstand that some children may need extra support to express

their feelings and come to terms with them.

QEncourage children to help to plan the layout of the environment

and to contribute to keeping it tidy.

QEnsure that children have opportunities to be outside on a daily

basis all year round.

QHelp children to understand how to behave outdoors and inside by

talking about personal safety, risks and the safety of others. Reflecting on practice QCreate an indoor environment that is reassuring and comforting for all

children, while providing interest through novelty from time to time. QWhat support is available to QWhere possible link the indoor and outdoor environments so that practitioners who may feel drained' children can move freely between them. emotionally when a child requires extensive support for their feelings

of sadness, anger or frustration?

Challenges and dilemmas QHow well do you reflect examples of

outdoor learning in your observations and assessments of children?

Finding ways to promote the importance and value of the outdoor

Q QDoes indoor provision meet the needs

environment to all those involved in the setting, for example, the

of all the children as both a place to senior management team, other professionals, staff and parents.

feel at home' and a place to learn? Meeting the needs of children of different ages in a shared

Q QHow do you ensure that the

outdoor space.

deployment of staff is flexible

QOvercoming problems in accessing and using the outdoor enough to respond to the flow

environment because of the design or organisation and movement of children between

of the building. indoors and outdoors?

QEnsuring the indoor environment is homely' enough to feel

comfortable while providing an environment suitable for learning.

What do I do next?

• Welfare requirements are explained in full in the

andTheCare   forEarly children from Years birth to fiveStatutorAr• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective Foundation Stage •  

Setting the Standards for Learning, Development

KEEP, Key Elements of Effective Practice, ISBN 978-1-84478-886-6DfES Publications, Nottingham (ref 1201-2005 G): 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6• booklet and on the CD-ROM. Early Supportconum at, quatuer iurcon et nit veliquat duis essectem niat, information is available on the CD-ROM erosto corper irit lor sequississit ero

practice, planning and raciliquisse. esourcing at different stages are detailed in the • GridsPractice Guidance for the Early Years Foundation Stage

a02-207

Knowledge and understanding in order to actively support and extend  under arodoloreas of Leareros nim delit.ning and Development.

4. The Wider Context Foundation Stage

Working in partnership with other

settings, other professionals and

with individuals and groups in the  QIn order to achieve theEvery Child Mattersoutcomes community supports children's  for children – being healthy, staying safe, enjoying and

achieving, making a positive contribution and achieving development and progress  economic well-being – practitioners need to work

towards the outcomes of  together across services.

Every Child Matters: being QoutrThiseachmayworkers,involve, forhealthexample,or socialworkingcare pwithrofessionals,home visitors, healthy ; staying safe ; ethnic minority achievement service staff, librarians or

enjoying and achieving ; QlocalTo bestartists.support children and their families all these groups making a positive contribution need to communicate well, listen carefully to all concerned

and economic well-being. and to put the children's needs first.

Transitions and continuity  The community

QChildren may move between several different settings in QEvery setting is part of its community even though not all

the course of a day, a week, a month or a year. the children may live in the surrounding neighbourhood. QChildren's social, emotional and educational needs are QThe local community may contain many different racial,

central to any transition between one setting and another cultural or religious groups. Even if it doesn't, there will be

or within one setting. children and adults of various ages with different views, QSome children and their parents will find transition times beliefs and backgrounds using the setting.

stressful while others will enjoy the experience. QWhen the setting values the local community it can QEffective communication between settings is key to encourage the different community groups to work

ensuring that children's needs are met and there is together for the benefit of all.

continuity in their learning.

Enabling Environments: The Wider Context – Principle into Practice

Effective practice  

QEnsure that parents are kept informed in advance about what will happen

at transition times, such as when children join the setting.

QInvolve parents at transition times, valuing what they say and

encouraging them to stay with their children while they settle in.

QWhen children attend several settings ensure that practitioners

from each setting regularly share the children's development

and learning records and any other relevant information.

QTake time to listen to colleagues from other professional

backgrounds and be open about differences of language and approach. QInvolve children in learning which takes them into the local community,

such as walking to the shops.

QInvite members of the local community into the setting to share their expertise, for example, digging a new flower bed or talking about their own childhood.

Challenges and dilemmas Reflecting on practice

QFinding time to record children's progress and QDo you have a policy for transition and continuity which is

development in ways which can be easily shared shared with everyone involved both in and beyond the setting?

across agencies. QHow do you help children and families who are new to the area QFinding sufficient time to really involve parents fully or your setting to settle in and get to know people? What is the

in decisions made about their children. role of the key person in this?

QMaintaining good relationships with professionals QHow well do staff know the local area and use this knowledge

whom you only see once in a while. in planning for children's learning?

What do I do next?

• Welfare requirements are explained in full in the

andTheCare   forEarly children from Years birth to five• Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective Foundation Stage

Setting the Standards for Learning, Development

practice, planning and raciliquisse. esourcing at different stages are detailed ISBN 978-1-84478-886-6 I©SB CNro: w97n8 c-o1p-8y4ri4g7h8t -2808067-6in the • Practice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

00012-2007CDO-EN

Grids

booklet and on the CD-ROM.

a02-207 • Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): under arodoloreas of Leareros nim delit.ning and Development.

Work with other professionals within and beyond the setting. • Research and resources are available on the CD-ROM.

1. Play and Exploration Foundation Stage

Children's play reflects their wide

ranging and varied interests  Adult involvement

and preoccupations. In their  QPlay comes naturally and spontaneously to most children, play children learn at their  though some need adult support.

highest level . Play with peers  QwherPractitionerse children'plans playandcanresourbe supportedce a challengingand extended.environment is important for children's  QPractitioners can extend and develop children's language

development. andobservationcommunicationand apprinopriatetheir playintervention.through sensitive

QPractitioners always intervene in play if it is racist, sexist

or in any way offensive, unsafe, violent or bullying.

Learning through experience

QChildren have to experience play physically

and emotionally.

QChildren may play alone or with others. Contexts for learning

QIn their play children use the experiences they have

and extend them to build up ideas, concepts and skills. QChildren need plenty of space and time to play, both

outdoors and indoors.

QanxiousWhile playingexperiences.childrenTheycan canexprtryessthingsfears andout, rsolvee-live QChildren who are allowed to play with resources and

problems and be creative and can take risks and use equipment before using them to solve a problem are

trial and error to find things out. more likely to solve the problem successfully.

QMaking dens and dressing-up are an integral part of

children's play and they don't require expensive resources. QRole-play areas allow children to take on and rehearse

new and familiar roles.

Learning and Development: Play and Exploration – Principle into Practice

Effective practice  

QProvide flexible resources that can be used in many different ways

to facilitate children's play and exploration. These might include lengths of plastic guttering, tubing and watering cans near the sand and water play areas; lengths of fabric and clothes pegs in a box; large paintbrushes and buckets near the outside tap; boxes, clothes horses, old blankets and tablecloths to make dens and shelters.

QObserve children's play and help children to join in if they find it hard

to be included, but watch and listen carefully before intervening.

QFind out how children play at home and value different cultural

approaches to play. Reflecting on practice

QValue play which is based on people such as superheroes who may

mean a lot to children, even if you do not appreciate them yourself! QImagine that it's a lovely sunny day. You are sitting QTell and read stories and encourage children to act them out. outside under a tree reading a story to a group

of attentive girls when suddenly the peace is

shattered by a group of boys running around the

tree, shouting loudly and waving sticks. You gather

that they are superheroes on a mission and they

run off to another tree to do the same thing there. Challenges and dilemmas After a few minutes they run back to their den,

disappear inside for a few seconds and then come QValuing the play of all the children, even those who tend to out again to run around shouting.

play noisily or often base their play on themes with which QHowwould you react? Why? Does your reaction

you are unfamiliar. have anything to do with whether you are male QKnowing when to get involved and when to allow or female?

children to carry on playing.

What do I do next?

• Welfare requirements are explained in full in the

SettingFoundationandThe theCareStandardsforEarly childrenfor Learning, from Years Stage birth Development to five• Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective

practice, planning and raciliquisse. esourcing at different stages are detailed ISBN 978-1-84478-886-6 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

booklet and on the CD-ROM.

a02-207 • Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): under arodoloreas of Leareros nim delit.ning and Development.

2. Active Learning Foundation Stage

Children learn best through  

physical and mental  Decision making

challenges . Active learning  QActive learners need to have some independence involves other people, objects,  and control over their learning to keep their interest

and to develop their creativity.

ideas and events that engage QAs children become absorbed in finding out about the and involve children for  world through their explorations, investigations and

sustained periods . questionsself-esteemtheyandfeelconfidencea sense ofincrachievementease. and their

QAs children grow in confidence they learn to make

decisions based on thinking things through in a logical way.

Mental and physical involvement

Personalised learning

QTo be mentally or physically engaged in learning, children

need to feel at ease, secure and confident. QPersonalised learning involves planning for each child, QActive learning occurs when children are keen to learn rather than the whole group. It should also involve parents

and are interested in finding things out for themselves. in their child's development and learning.

QWhen children are actively involved in learning they gain QBegin to plan for personalised learning by knowing about

a sense of satisfaction from their explorations each child's well-being.

and investigations. QLook at children's involvement in their learning as well QWhen children engage with people, materials, objects, as at the nature and quality of adult interactions in

ideas or events they test things out and solve problems. children's learning.

They need adults to challenge and extend their thinking.

Learning and Development: Active Learning – Principle into Practice

Effective practice

QEnsure children's well-being and involvement in learning by making

each child feel secure and confident, and allowing them some control over their learning.

QHave realistic expectations of every child based on information from parents, what children themselves tell' you and from observation.

QReview your environment to ensure that it is interesting, attractive and accessible to every child so they can learn independently.

QMake learning plans for each child based on information gained from talking to them, their parents and your colleagues and by

Challenges and dilemmas observing the child.

QRecognise that every child's learning journey is unique to them.

QMaking sufficient time for busy staff to

reflect on what has been observed about

individual children and to reach conclusions

about what has been learned.

QHow to make the principle of active learning Reflecting on practice

a foundation for learning while maintaining

a focus on planning for the group. Children develop and learn in many different ways. How does your setting take this into account in planning for:

QGradually giving children greater

independence in their learning while Qan individual session;

retaining control over the curriculum. Qa week;

QGiving children time to follow a particular Qsix weeks;

line of enquiry given the constraints of Qa year?

your routines and access to areas such as Is every child's learning journey reflected on and celebrated outdoor spaces. with the child, parents and peers? How do you do this?

What do I do next?

• Welfare requirements are explained in full in the

FoundationandTheCare forEarly children from Years Stage birth to five• Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective Setting the Standards for Learning, Development

practice, planning and raciliquisse. esourcing at different stages are detailed ISBN 978-1-84478-886-6 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

booklet and on the CD-ROM.

• Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero

KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): a02-207 under arodoloreas of Leareros nim delit.ning and Development.

3. Creativity and Critical Thinking Foundation Stage

When children have opportunities to

play with ideas in different situations

and with a variety of resources, they  QNew connections help to transform our understanding discover connections and come  but this can often be a long process.

to new and better understandings  QthrForoughexample,puddleschildrmanyen maytimesneedto checkto run,outjumpwhatandhappens.walk and ways of doing things.  In this way they begin to understand more about the

Adult support in this process  efsteadyfect ofonfortheirce onfeetwateron a(KUW).slipperyTheysurfacelearn(PD).howTheyto staymight enhances their ability to think  create a little dance about splashing (CD) or say a rhyme

critically and ask questions. QsuchEffectiveas DoctorpractitionersFoster'recor(CLL).d the processes that children

go through. This will help everyone to see how the

children's thinking is developing. Both children and adults Making connections  can then talk about the learning that has taken place.

QBeing creative involves the whole curriculum, not

just the arts. It is not necessarily about making an

end-product such as a picture, song or play.

QChildren will more easily make connections between things Sustained shared thinking

they've learned if the environment encourages them to do so.

For example, they need to be able to fetch materials easily QIn the most effective settings practitioners support and challenge and to be able to move them from one place to another. children's thinking by getting involved in the thinking process

QEffective practitioners value each child's culture and help with them.

them to make connections between experiences at home, QSustained shared thinking involves the adult being aware of the

the setting and the wider community. children's interests and understandings and the adult and children QIt is difficult for children to make creative connections working together to develop an idea or skill.

in learning when colouring in a worksheet or making a QSustained shared thinking can only happen when there are

Diwali card just like everyone else's. responsive trusting relationships between adults and children. QThe adult shows genuine interest, offers encouragement, clarifies

ideas and asks open questions. This supports and extends the

children's thinking and helps children to make connections in learning.

Learning and Development: Creativity and Critical Thinking – Principle into Practice

Effective practice  

QValue what parents tell you about the way in which children

behave and learn at home.

QAllow children to move equipment around your setting, indoors

and outside, to extend their own play and learning.

QEnsure that there is a balance of adult-led and child-initiated

activities.

QDocument children's learning through photos and words. Use

these to talk to children and parents about the learning that has taken place.

QModel being creative, for example, "I wasn't quite sure how to join this wheel on the car but then I thought about what we did

last week. Can you remember what Kanisha did with her bus?".

Challenges and dilemmas

QEnsuring freedom for children to access resources while

ensuring that they develop their understanding of the Reflecting on practice

importance of tidying up and putting things back where

they belong. QWhat open-ended activities do you provide for children QGiving very young children opportunities to in your setting?

express their ideas in all sorts of different ways QDo you give children the experience of playing with paint

– valuing movement and dance as highly as and glue before expecting them to use them to make a drawing and writing. product such as a Christmas card?

QHave you ever taped your interactions with children to

see how you support the development of creativity and critical thinking?

What do I do next?

• Welfare requirements are explained in full in the

Statutory Framework for the Early Years Foundation Stage booklet. FoundationandTheCare forEarly children from Years Stage birth to five• Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput ning and Development including effective

Setting the Standards for Learning, Development

ISBN 978-1-84478-886-6 practice, planning and raciliquisse. esourcing at different stages are detailed 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

KEEPKnowledge and understanding in or, Key Elements of Effective Practice, DfES Publications, Nottingham (rder to actively support and extend ef 1201-2005 G): a02-207 • Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero

booklet and on the CD-ROM.

under arodoloreas of Leareros nim delit.ning and Development.

children's learning in and across all areas and aspects of learning. • Research and resources are available on the CD-ROM.

4. Areas of Learning and Development Foundation Stage

The EYFS is made up of six areas  The aspects of Lear

of Learning and Development. All

areas of Learning and Development  Each arThe aspects for each area of Learning and Development is divided into aspects. ea are: are connected to one another and are  Personal, Social and  Knowledge and

equally important. All areas of  Emotional Development Understanding of the World Learning and Development  QDispositions and Attitudes QExploration and Investigation are underpinned by the  QSelf-confidence and Self-esteem QQICT

Designing and Making Principles of the EYFS. QMaking Relationships QTime

Personal, QBehaviour and Self-control QPlace

The areas of Learning  Social and  QSelf-care QCommunities

and Development are: Emotional QSense of Community

Development Physical Development Communication,  Communication, QMovement and Space

DevelopmentCreative  Language QHealth and Bodily Awareness Language and Literacy

and Literacy QLanguage for Communication QUsing Equipment and Materials

QLanguage for Thinking

QLinking Sounds and Letters Creative Development QReading QBeing Creative – Responding

QWriting to Experiences, Expressing Problem  QHandwriting and Communicating Ideas

Physical Solving, Exploring Media and Materials Development Reasoning and  Problem Solving,  QQCreating Music and Dance

Knowledge Numeracy Reasoning and Numeracy QDeveloping Imagination and and QNumbers as Labels and for  Imaginative Play

Understanding Counting

of the World QCalculating

QShape, Space and Measures

Learning and Development: areas of Learning and Development – Principle into Practice Effective practice  

Each area of Learning and Development card shows  how settings can effectively implement that particular  area by ensuring that children have appropriate  experiences and are supported by:

QPositive Relationships

QEnabling Environments.

Learning and Development Requirements

QThe six areas of Learning and Development together  There are separate requirements for each area of

make up the skills, knowledge and experiences  Learning and Development shown in Requirements' on

appropriate for babies and children as they grow, learn  each of the areas of Learning and Development cards.

and develop. The requirements set out what practitioners must provide QAlthough these are presented as separate areas,  in order to support babies' and children's development

it is important to remember that for children  and learning in each aspect and area of Learning and everything links and nothing is compartmentalised. Development of the EYFS.

QThe challenge for practitioners is to ensure that

children's learning and development occur as

an outcome of their individual interests and abilities

and that planning for learning and development

takes account of these.

What do I do next?

• Welfare requirements are explained in full in the

andTheCare   forEarly children from Years birth to five• Statutor Ar• CDeas of Leartatum ming eu feum quisi bla feuiscin henis nulput y Framework for the Early Yning and Developmentears Foundation Stage including ef booklet.fective Foundation Stage

Setting the Standards for Learning, Development

practice, planning and raciliquisse. esourcing at different stages are detailed ISBN 978-1-84478-886-6 0I©S0B0CN1ro2: w-927n080c-7o1Cp-8yD4riO4g7h-E8t N-2808067-6in the • GridsPractice Guidance for the Early Ycon et nit veliquat duis essectem niat, ears Foundation Stage

a02-207 • booklet and on the CD-ROM. Early Supportconum at, quatuer iur information is available on the CD-ROM erosto corper irit lor sequississit ero under arodoloreas of Leareros nim delit.ning and Development.

Personal, Social and Emotional Development

Requirements Aspects of Personal, Social  What Personal, Social and Emotional Children must be provided  and Emotional Development Development means for children

with experiences and  For children, being special to someone and well support which will help  PuDpeisrospofotnshaielt , i foSon ollos cw  iaa ilnnagd n  adA s t Epti met cu otd tsie o:s n  a– l  Dis eavbeolou pt  mhoewnt  c ish i mld are dn e   Qchaeraeltdh- faonr diswveitlal-lbfoeirntgh.eir physical, social and emotional

them to develop a positive  become interested, excited and motivated about their  QBeing acknowledged and affi rmed by important sense of themselves and  learning.  people in their lives leads to children gaining

Self-confidence and Self-esteem – is about children  confi dence and inner strength through secure

of others; respect for  having a sense of their own value and understanding the  attachments with these people.

others; social skills; and  noetheedr fpoer ospelnes'sit ilviviteys .to signifi cant events in their own and  QExploration within close relationships leads to the

a positive disposition to  Making Relationships – is about the importance of  gbreolowntghi nogf swehlfi-cahs saullorawnsc ec,hpildroremnottoin gex ap lsoeren steh eo f learn. Providers must  children forming good relationships with others and  world from a secure base.

ensure support for  wBeohrkainvgio aulor na gn sdid Se e ol tf h-c eo rsn ctr oo ml p–a isn iaobnoabutly  .how children  QCgihveildtrheenmn eoepdp oardtuulntsit ietos sfoert ian tgeoraocdt ieoxnawmitphleoathnedr stos o children's emotional  develop a growing understanding of what is right and  that they can develop positive ideas about themselves

well-being to help them  wofr othnegirawnodr dwsh ya,ntdo gaectthioenr swoitnh tlheeamrnsineglvaebs oauntdt hoethimerps.act  aCnhdildortehne rwsh. o are encouraged to feel free to express to know themselves and  Self-care – is about how children gain a sense of  Q their ideas and their feelings, such as joy, sadness,

what they can do. saenldf- rceasrpeeacnt da nhdo wcotnhceeyrdnefvoer ltohpe iirnodwepnepnedresnocnea.l hygiene  fruwsittrhatnioenw ,acnhdafleleanr,g cinagnodresvterelosps fsutlrsaitteugaiteiosntso. cope

Sense of Community – is about how children  Personal, understand and respect their own needs, views,  Social and

cultures and beliefs and those of other people. DEevmeolotipomnaelnt

Creative  Communication, Development Language

and Literacy

Problem Physical Solving, Development Reasoning and Numeracy

Knowledge

and

Understanding

of the World

this area of Learning and Development Enabling Environments

To give all children the best opportunities  

for effective development and learning  Ensure that each child has a key person. Development practitioners should give  QQttoo cdoenvecleonpt rtahteei roonwanc tinivtietieressatsn.d experiences and  

in Personal, Social and Emotional  Make sure there is time and space for children  particular attention to the following areas. QProvide positive images that challenge children's  

thinking and help them to embrace differences in  gender, ethnicity, language, religion, culture,  special educational needs and disabilities.

QEstablish opportunities for play and learning that  acknowledge children's particular religious beliefs  

Positive Relationships and cultural backgrounds.

QSupport the development of independence skills,  QForm warm, caring attachments with children in  particularly for children who are highly dependent  the group. upon adult support

QEstablish constructive relationships with parents,  for personal care. Learning and Development

with everyone in the setting and with workers from

other agencies.

QPlan activities that promote emotional, moral, Find opportunities to give encouragement to

Q spiritual and social development together with

children, with practitioners acting as role models

intellectual development.

who value differences and take account of

different needs and expectations. QProvide experiences that help children to develop

autonomy and a disposition to learn.

QPlan for opportunities for children to play and

learn, sometimes alone and sometimes in  QGive support and a structured approach to groups of varying sizes. vulnerable children and those with particular

behavioural or communication diffi culties to help them achieve successful Personal, Social and Emotional Development.

What do I do next?

Welfare requirements are explained in full in the

The Early Years Statutory Framework for the Early Years Foundation Stage booklet. Setting the Standards for Learning, DevelopmentArCeasD t aoftu mLearmingningeu fe andum q  uDevelopmentisi bla feuiscin henis nulput

Foundation Stage including effective and Care for children from birth to five

praacctiilciqeu, ipslsaen.ning and resourcing at different stages are detailed I©SB CNro: w97n8 c-1o-p8y4ri4g7h8t -2808067-6in tGher iPdrsacctiocne eGtuniditavnecleiq fuoart tdhuei sE aerslys eYcet ae rms Fn oiaut n,  dation Stage

00012-2007CDO-EN

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Communication, Language and Literacy

Requirements Aspects of Communication,  What Communication, Language Children's learning  Language and Literacy and Literacy means for children

and competence  Communication, Language and Literacy is made up of the  QTobecome skilful communicators, babies and young in communicating,  fLoallnowguinagg ae s fpoer c Ctso:mmunication  – is about how children  cwhailrdmreannndeleodv intog breel awtiiothn spheiposp,les uwcithh awshtohmeir t fhaemy ilhya ovre

speaking and listening,  become communicators. Learning to listen and speak  carers and, in a group situation, a key person whom being read to and  efamciearlgeexsporeusts oiof nn,oeny-ev ecrobnatla ccot,mamndu nhicaantdiogne, swtuhriceh. Tinhcelsued essk ills  they know and trust.

beginning to read  develop as children interact with others, listen to and use  QBana beiaerslyr easgpeoanrde daibffleer eton tdlyis ttoindgiuffiesrhe nsot usondunpdast taenrndsf.r om and write must be  lsaonnggusa,g peo, eemxtse nadn dth rehiyr mvoecsa. bulary and experience stories,  Tpheeoyp lues ken tohwei rwvhoaict eths etyo nmeaekde a cnodnhtaocwt athnedy t ofe elel.t

supported. They  Language for Thinking  – is about how children learn to use  All children learn best through activities and

must be provided  lhaonwgu tahgeey tuos eimtaalgki ntoe calnadri fryetchreeair tteh rinokleinsgaannddeixdpeearsieonrcteos raenfedr  Qexperiences that engage all the senses. Music, dance, with opportunity and  to events they have observed or are curious about.  QrAhsy mcheilsd raennddseovneglosps suppepaokrtin lganagnuda gliset edneivnegl ospkmillse ntht.ey encouragement to use  Linking Sounds and Letters  – is about how children develop  build the foundations for literacy, for making sense of

their skills in a range of  twhietharbhiylitmy eto, rdhiystthinmg uaisnhd baellittwereaetnio ns.o Tunhdeys daenvde bloepc oumndee frasmtainliadrin  g  vwisriutianlga. nCdh vilderrbena l nseigendsvaanride du lotipmpaotertluynfoitire rseatod iinngte arancdt situations and for a range  of the correspondence between spoken and written sounds  with others and to use a wide variety of resources for

of purposes, and be  aton drelaeda ranntdo wlinriktessoiumnpdlse awnodr dlest tbeyrs s aonudnduinseg tohueti ra knndo bwlelenddgineg . edxrapwreinssgi,nmg othdeeirll inugnd, reerastdainngd inagnd, i nwcrliutidnign.g mark-making, supported in developing  Reading – is about children understanding and enjoying

the confi dence and  smtoeraiensin, gb,obooktsh afi ncdtiornh yamndesf,arcetc, oagnndi sreinagd tinhga taprrainntgceaorrfi efasmiliar  Personal,

disposition to do so. words and simple sentences.  DSEeovmecolioatiploamnnaedlnt

Writing – is about how children build an understanding of the  Communication,

relationship between the spoken and written word and how  Creative  Language

through making marks, drawing and personal writing children  Development and Literacy

ascribe meaning to text and attempt to write for various purposes.

Handwriting – is about the ways in which children's random

marks, lines and drawings develop and form the basis of  Physical PSroolvbilnegm, recognisable letters. Development Reasoning and

Numeracy

Knowledge

and

Understanding

of the World

this area of Learning and Development Enabling Environments

To give all children the best opportunities  

for effective development and learning in  QPnulamn baenr se,n wviorordnsm, erhnyt mtheast ,i sb oriochks in,  psi icgt nu sre, ss, y mmubsoi lcs ,a nn od t ices, Communication, Language and Literacy  songs that take into account children's different interests,

practitioners should give particular attention  understandings, home backgrounds and cultures.

to the following areas. QFor children who may need to use alternative

communication systems provide opportunities for them

to discover ways of recording ideas and to gain access

to texts in an alternative way, for example through ICT.

Positive Relationships QProvide time and relaxed  

opportunities for children  

Helpchildren to communicate thoughts, ideas and  to develop spoken language  Learning and Development

Q through sustained conversations

feelings and build up relationships with adults and

between children and adults,

both one-to-one and in small  QLink language with physical movement in action songs QGive daily opportunities to share and enjoy a wide  groups and between the  and rhymes, role-play and practical experiences such

each other.

range of fi ction and non-fi ction books, rhymes,  children themselves.  as cookery and gardening.

music, songs, poetry and stories. Allow children time to initiate  QShow sensitivity to the many different ways that

children express themselves non-verbally, and

QAllow children to see adults reading and writing and  conversations, respect their

encourage children to communicate their thoughts, encourage children to experiment with writing  thinking time and silences and

ideas and feelings through a range of expressive forms, for themselves through making marks,  help them develop the interaction.

such as body movement, art, dance and songs. personal writing symbols

and conventional script. QShow particular awareness of,  QDevelop children's phonological awareness, particularly and sensitivity to, the needs of  through rhyme and alliteration and their knowledge of

QIdentify and respond to  children learning English as an  the alphabetic code.

any particular diffi culties in  additional language. Use their  QDevelop children's awareness of languages and writing children's language  home language when appropriate  systems other than English, and communication

development at an  and ensure close teamwork  systems such as signing and Braille.

early stage. between practitioners, parents

and bilingual workers so that

the children's developing use

of English and other languages  What do I do next?

support each other.

Welfare requirements are explained in full in the

The Early Years Statutory Framework for the Early Years Foundation Stage booklet.

Foundation Stage ArCeasD t aoftu mLearmingningeu fe andum q  uDevelopmentisi bla feuiscin he niniscnluudlpinugt effective Setting the Standards for Learning, Development

and Care for children from birth to five

praacctiilciqeu, ipslsaen.ning and resourcing at different stages are detailed 0I©S0B0CN1ro2: w-927n080c-71oC-p8yD4riO4g-7hE8t N-2808067-6in tGher iPdrsacctiocne eGtuniditavnecleiq fuoart tdhuei sE aerslys eYcet ae rms Fn oiaut n,  dation Stage

a02-207 bEoaocrokllnyeutSmanuadpt ,opqnoutarhtteu ienCrfDoiur-mrReOarotMisot.no icsoarvpaeirla irbitle loorn s ethqeu iCssDi-sRsiOt eMro

Problem Solving, Reasoning and Numeracy  

Requirements Aspects of Problem Solving,  What Problem Solving, Reasoning Children must be  Reasoning and Numeracy and Numeracy means for children

supported in developing  Babies' and children's mathematical development their understanding  PoNfruotmhbelebfmeorl lsSo  woa lisvni  ngL g aa,bsRpe eels ac  sta son :nd in f go ar  nC do Nu un mtin eg ra  c– y i s is a mbo au dt e h uo pw   Qorecccougrsn isaes rtehleayti osnesehki ppsa tttherronusg, hmfiankdei ncgo nonuet catbioonust aanndd

of Problem Solving,  children gradually know and use numbers and counting  working with numbers and counting, with sorting and Reasoning and Numeracy  irne lpialbayly,, atonddeevveelnotpu amllya trheecmogantiicsael aidnedauss aenndutmo bseorlvse  matching and with shape, space and measures.

in a broad range of  problems.  QChildrtosolvene puserob ltheirems ,knowledgegenerate nandew qskillsuest ioinn theses and armeasake contexts in which they  Cawaalcreunlaetsi sn go f–t hise arbeloautitohnoshwip c bhieldtwreene dne nvuemlobpe arns and  cDoenvneelocptimonesn ta.cross other areas of Learning and

can explore, enjoy, learn,  amounts and know that numbers can be combined to

practise and talk about their  bawe aayd' daendd ttohgate tthweor 'oarnmd ocraenabmeosuenptsa rcaatendbbeycotamkpinagred.

developing understanding.  Shape, Space and Measures – is about how through  

They must be provided  talking about shapes and quantities, and developing  

appropriate vocabulary, children use their knowledge to  

with opportunities to  develop ideas and to solve mathematical problems.

practise these skills and  

to gain confi dence and  

competence in their use. Personal,

Social and  

Emotional

Development

Communication,  DeCvereloaptimvee nt Language

and Literacy

Problem Physical Solving, Development Reasoning and Numeracy

Knowledge

and

Understanding

of the World

this area of Learning and Development Enabling Environments

To give all children the best opportunities  

for effective development and learning in  QRenevciorognnmiseentth, efomr eaxthaemmpaleti,cfaol rpcohtieldnrteianl otof tdhiescoouvtedroor Problem Solving, Reasoning and Numeracy  things about shape, distance and measures,

practitioners should give particular  through their physical activity.

attention to the following areas.  QExploit the mathematical potential of the indoor

environment, for example, enabling children to discover things about numbers, counting and calculating through practical situations such as

fi nding out how many children are in the music area or how many story books a child has looked at today.

Positive Relationships QEnsure that mathematical resources are readily  

available both indoors and outside.

QGive children suffi cient time, space and encouragement

to discover and use new words and mathematical ideas, concepts and language during child-initiated activities in their own play.

QEncourage children to explore real-life problems, to make  Learning and Development

patterns and to count and match together, for example,

ask, "How many spoons do we need for everyone in this

group to have one?". QDevelop mathematical understanding through all children's early experiences including through stories,

QSupport children who use a means of communication  songs, games and imaginative play.

other than spoken English to develop and understand

specifi c mathematical language while valuing  QProvide a range of activities, some of which focus knowledge of Problem Solving, Reasoning and  on mathematical learning and some which enable Numeracy in the language or communication  mathematical learning to be drawn out, for example, system that they use at home. exploring shape, size and pattern during block play.

QValue children's own graphic and practical  QUse mathematical terms during play and daily routines.

explorations of Problem Solving, Reasoning

and Numeracy. What do I do next?

Welfare requirements are explained in full in the

The Early Years Statutory Framework for the Early Years Foundation Stage booklet. Setting the Standards for Learning, DevelopmentArCeasD t aoftu mLearmingningeu fe andum q  uDevelopmentisi bla feuiscin he niniscnluudlpinugt effective

Foundation Stage

and Care for children from birth to five

praacctiilciqeu, ipslsaen.ning and resourcing at different stages are detailed 0I©S0B0CN1ro2: w-927n080c-71oC-p8yD4riO4g-7hE8t N-2808067-6in tGher iPdrsacctiocne eGtuniditavnecleiq fuoart tdhuei sE aerslys eYcet ae rms Fn oiaut n,  dation Stage

booklet and on the CD-ROM.

a02-207 EacrolnyuSmuapt,pqouar ttu ienrf oiurmrearotisotno icsoarvpaeirla irbitle loorn s ethqeu iCssDi-sRsiOt eMro

Knowledge and Understanding of the World

Requirements Aspects of Knowledge and  What Knowledge and Understanding Children must be supported  Understanding of the World of the World means for children

in developing the knowledge,  Knowledge and Understanding of the World is made up  QBabies and children fi nd out about the world skills and understanding that  [a]Efxtphleo rfoaltloiown in a gn ad s  pIn ev ce tss :tigation – is about how children  tinhcroluudginhgetxhpeloirr afatmionili easn dan fdro fmrie an dvsa,r itehtye omf esdoiuar,caensd, help them to make sense  investigate objects and materials and their properties,  through what they see and hear.

of the world. Their learning  ldeiaffrenreanbcoeust, cahnadnqgueeasntido np ahtotwer nasn,dsiwmhilya rtihtiiensg sa nwdo rk. QBtoalbeiaersnaanbdocuht idldifrfeenrennet ewdaryesgoufl alirf eo,ptpoobretugniivtieens must be supported through  Designing and Making – is about the ways in which  accurate information and to develop positive and

offering opportunities for  ctohoilldsr eann dletaercnh anbiqouuetst htheact ocnasnt rbuec tuiosne dp rtoocaesssseamnbdl ethe  caring attitudes towards others.

them to use a range of tools  materials creatively and safely.  QCanhdildvraelnu es haoll upldeo bpelehaenlpde dle atorn l etaor anv tooi drespect safely; encounter creatures,  ICT – is about how children fi nd out about and learn  misapprehensions and negative attitudes towards

people, plants and objects  haso wcotmo puusetearsp panrodppriaroteg rianmfomrmaabtlieo ntotyesc hthnaotl osguyp psuocrth  oUtnhdeersrswtahnednintgh eoyf dtheev eWloopr ldth.eir Knowledge and in their natural environments  their learning.  QChildren should be involved in the practical

and in real-life situations;  Tprimesee n–t iesvaebnotsu tr ehleovwa ncth tilod rtehne ifir nodwonulitv aebs oourt tphoasste  aonfd  awpilpl plicroamtioont eofs ethlfe-eirskteneomw lethdrgoeu gahn da lslokwillisn gwhthicehm undertake practical  their families.  to make decisions about what to investigate and

experiments'; and work  Pinltaecrees t–e dis ianbtohuet nhaotuwr aclhwildorreldn, baencdofimnde aowuta areb oouf ta tnhde ir  how to do it.

with a range of materials. local area, knowing what they like and dislike about it.  Personal,

Communities – is about how children begin to know  Social and

about their own and other people's cultures in order  Emotional

Development

to understand and celebrate the similarities and  Communication,

differences between them in a diverse society.  DeCvereloaptimvee nt Language

and Literacy

this area of Learning and Development Learning and Development

To give all children the best opportunities  

for effective development and learning  QPthlaant eancctiovuitrieasg eb aesxepdlo orant ifio rns,t -ehxapnedr imexepnetraietioncne, s

in Knowledge and Understanding of the  observation, problem solving, prediction, critical World practitioners should give particular  thinking, decision making and discussion. attention to the following areas. QTeach skills and knowledge in the context of

practical activities, for example, learning about the characteristics of liquids and solids by involving children in melting chocolate or cooking eggs.

QEncourage children to tell each other what they Positive Relationships have found out, to speculate on future fi ndings or

to describe their experiences. This enables them to Use parents' and carers' knowledge to  Enabling Environments rehearse and refl ect upon their knowledge and to

Q practise new vocabulary.

extend children's experiences of the world.

QHelpchildren become aware of, explore  QCreate a stimulating environment  QSupport children in using a range of ICT to include cameras, photocopiers, CD players, tape recorders

and question differences in gender,  that offers a range of activities

and programmable toys in addition to computers. ethnicity, language, religion, culture, special  which will encourage children's

educational needs and disability issues. interest and curiosity, both  QGive children accurate information which challenges indoors and outdoors. cultural, racial, social and gender stereotypes.

QSupport children with sensory impairment

by providing supplementary  QMake effective use of

experiences and information  outdoors, including the local

to enhance their learning  neighbourhood.

about the world  QUse correct terms so that,

around them. for example, children will

enjoy naming a chrysalis if the

practitioner uses its correct

name.

QPose carefully framed open-

ended questions, such as

"How can we?" or  What do I do next?

"What would happen if?".

Welfare requirements are explained in full in the

Statutory Framework for the Early Years Foundation Stage booklet. FaTnodh u Caen re   fd oE r a ca hit ldri relo ny n fr  oY m S be irt ta ha tr og s five eArCeasD t aoftu mLearmingningeu fe andum q  uDevelopmentisi bla feuiscin he niniscnluudlpinugt effective

Setting the Standards for Learning, Development

praacctiilciqeu, ipslsaen.ning and resourcing at different stages are detailed I©SB CNro: w97n8 c-1o-p8y4ri4g7h8t -2808067-6in the Pracctiocne eGtuniditavnecleiq fuoart tdhuei sE aerslys eYcet ae rms Fn oiaut n,  dation Stage

00012-2007CDO-EN

Grids

booklet and on the CD-ROM.

a02-207 EacrolnyuSmuapt,pqouar ttu ienrf oiurmrearotisotno icsoarvpaeirla irbitle loorn s ethqeu iCssDi-sRsiOt eMro

Physical Development

Requirements Aspects of  What Physical Development

The physical development of babies  Physical Development means for children

and young children must be encouraged  Babies and children learn by being active and through the provision of opportunities  P[a]Mfhotyhvseeicmfaol ellDonwet v  ianenglo d pa  smS pp eea nctc t sie s: –mi as d  e up  QParheyassicoafl LDeeavrenlionpgmaenndt Dtaekveeslopplamceenat.cross all for them to be active and interactive and  about how children learn to move  QPhysical Development helps children gain

to improve their skills of coordination,  wanitdh scaofnefit yd, ewnicthe ,ainmaawgianraetnioens s of  confi dence in what they can do.

control, manipulation and movement.  space, themselves and others. QPthheyspiocsailt iDvee vbeelonpemfitse notf ebneainbglehsecahltilhdyr eann dtoafceteivl e. They must be supported in using all of  Health and Bodily Awareness QPhysical Development helps children to develop

their senses to learn about the world  –imisp oarbtaonuct eh oowf kceheipldinregnhleeaarltnh ythe  a positive sense of well-being.

around them and to make connections  and the factors that contribute to  QGsaofeogduhaerda lthheianl tthh ea neda rwlyeylle-baersinhgetlhprso tuog hout life. between new information and what they  mUsaiinntga iEniqnugi pthmeier n ht e  aa ln thd .  It is important that children develop healthy

habits when they fi rst learn about food and already know. They must be supported  Materials – is about the ways  activity. Growing with appropriate weight gain

in developing an understanding of the  isnmwahll icahn dc hlailrdgree ne quusiep ma erannt.ge of  ionbtehseit yfi r isnt lyaetearr sli foef. life helps to guard against importance of physical activity and

making healthy choices in relation to food.

Personal, Social and

Emotional Development

Creative  Communication, Development Language

and Literacy

this area of Learning and Development Enabling Environments

To give all children the best opportunities  

for effective development and learning  QPchroavlliednegeinqgu iapnmdeinntt earneds triensgoaunrcdetshtahtact aanrebseuuffisceiednitn,  in Physical Development practitioners  a variety of ways, or to support specifi c skills.

should give particular attention to the  QAllow suffi cient space, indoors and outdoors, to set  following areas. up relevant activities for energetic play.

QProvide time and opportunities for children with  

physical disabilities or motor impairments to  develop their physical skills, working in partnership  with relevant specialists such as physiotherapists  and occupational therapists.

Positive Relationships QUse additional adult help, as necessary, to  

support individuals and to encourage increased  QBuild children's confi dence to take manageable  independence in  

risks in their play. physical activities.

Learning and Development

QMotivate children to be active and help them

develop movement skills through praise,

encouragement, games and appropriate guidance. QPlan activities that offer physical challenges and plenty

of opportunities for physical activity.

QNotice and value children's natural and

spontaneous movements, through which they  QGive suffi cient time for children to use a range of

are fi nding out about their bodies and exploring  equipment to persist in activities, practising new and sensations such as balance. existing skills and learning from their mistakes.

QProvide time to support children's understanding  QIntroduce appropriate vocabulary to children,

of how exercise, eating, sleeping and hygiene  alongside their actions.

promote good health. QTreat mealtimes as an opportunity to promote

children's social development, while enjoying food and highlighting the importance of making healthy choices.

What do I do next?

Welfare requirements are explained in full in the

Foundation Stage SArtaCeastuDtort yaoftFur maLearmmeiwngoningrekuf ofer  anduthme qE  uaDevelopmentirslyi bYl ea af resu Fisocuinn dh ae t niionisnc nluSudtlapinguget ebfofeocktlievte. The Early Years

Setting the Standards for Learning, Development

and Care for children from birth to five

praacctiilciqeu, ipslsaen.ning and resourcing at different stages are detailed I©SB CNro: w97n8 c-1o-p8y4ri4g7h8t -2808067-6in the Pracctiocne eGtuniditavnecleiq fuoart tdhuei sE aerslys eYcet ae rms Fn oiaut n,  dation Stage

00012-2007CDO-EN

Grids

booklet and on the CD-ROM.

a02-207 EacrolnyuSmuapt,pqouar ttu ienrf oiurmrearotisotno icsoarvpaeirla irbitle loorn s ethqeu iCssDi-sRsiOt eMro

Creative Development

Requirements Aspects of  What Creative Development

Children's creativity must  Creative Development means for children

be extended by the  QCreativity is about taking risks and making connections their curiosity, exploration  CaBEsxreeppianertcgeivt sseCs: rDine ega vt  eaiv lnoe pd– mCReo nem ts ipm s o munn adi dcin ea gt ui  pnto g o E fI d tx hep eae fsr oi e l– lo n i wsc  ie anbs g, o  ut  QCacretiaotnivaitnyde mexeprlgoeras taiosn cs hoilfd trheeni rb oewconm idee aasb,seoxrbpereds isning

provision of support for  and is strongly linked to play.

and play. They must be  how children respond in a variety of ways to what they  them through movement, making and transforming

see, hear, smell, touch or feel and how, as a result of  things using media and materials such as crayons, provided with opportunities  these encounters, they express and communicate their  paints, scissors, words, sounds, movement, props

to explore and share  oEwxpnl oidreinasg ,  Mtheodugia h  ta sn ad n Md fa et ee lir nia gsls . – is about children's  and make-believe.

feelings, for example,  wabitohuat, wthidineknininggarbaonugteaonfdmweodriak inagn dw mitha tceorilaolusr,, fit ne dxtinu gre o,  ut  QClCeraherilandtirnievgint y'as n inrdevsomplvoaenksisnceghs icltdhoro ewinch eianst ianthnitediay td  isneegce i ts, h ihoeeniras or. wannd their thoughts, ideas and  independent and guided exploration of and engagement  Q

through a variety of art,  shape, space and form in two and three dimensions. ewxapyetrhieenycree pthrerosuegnht tthheeiirr esxepnesreiesnacreesi nisd iuvnidiquuael a anndd t he music, movement, dance,  Creating Music and Dance – is about children's  valuable.

independent and guided explorations of sound,

imaginative and role-play  movement and music. Focusing on how sounds can be  QBeing creative enables babies and children to explore activities, mathematics,  manaddreeapnedat cehdafnrogmedaapnadt theornw, ist oinucnldusd ecsa nwabyes r eocf ognised  mneawn ythpinrogcseesmseesr,gme eads iaa arensdu lmt.aterials and to make